#Mesh360 explores the cARdiac ECG app

The #Mesh360 team have been busy the first part of semester1 2017 testing and exploring a 3d simulation model developed by the team at Deakin Univerversity, the cARdiac ECG app – available on the iTunes Store at https://itunes.apple.com/au/app/cardiac-ecg/id1121962610?mt=8

We’ve had a video conference with the Deakin team, and previewed the App with Paramedic students.

We are also exploring the use of SeekBeak VR environments for polling/surveying students’ critical scene awareness

#Mesh360 Project Progress 2016

Project Progress

 

2016 has seen the development of the first two stages of the design-based research project (Mesh360) that aims to develop more authentic critical care educational simulation experiences and learner-centred pedagogies in paramedicine education. The first two stages involve the exploration of mobile virtual reality (VR) to enhance the learning environment, and the design of prototype solutions for designing immersive scenarios and 360-degree video enhanced critical care simulations. Thus far we have identified a set of design principles that will guide the implementation of the project. The DRMG funding has enabled us to explore and evaluate software and hardware for developing the ecology of resources to support the project.

 

Design principles were identified through the literature on designing authentic learning and scaffolding innovative pedagogies. These include:

  • Basing the project within a design-based research methodology
  • Supporting the project through the establishment of a community of practice
  • Using heutagogy (student-determined learning) as a guiding pedagogical framework
  • Designing around the authentic use of mobile devices and VR
  • Integrate collaboration and team-work into the project activities

 

There are four key stages of the project:

 

Establishment of a project community of practice and development of theoretical mobile VR solutions to stimulate critical and analytic problem awareness and analysis

Testing of mobile VR solutions in practice through simulations and development of design principles

Development of an enhanced VR simulation room environment

Design of student-generated mobile VR scenarios

 

Data collection strategies

 

A generic mobile VR ecology of resources can consist of a collage of mobile social media tools that facilitate five key elements: (1) a student team hub, (2) a mobile VR content creation workflow, (3) a cloud-based VR content host, (4) VR content publication and sharing via social networks (SNS), and (5) a smartphone-driven head mounted display. The goal of the framework is to enable the explicit design of learning experiences around new pedagogies such as rhizomatic learning, social constructivism, heutagogy, authentic and ambient learning, and connectivism, via participant-active VR. Table 1 illustrates the crossover between educational design research, learning design, design-thinking, and the relationship with theory, practice, and mobile learning across each of the four stages.

 

Table 1: DBR framework

Methodology: (Educational) Design-Based Research Stage 1 (2016) Stage 2 (2016) Stage 3 (2017) Stage 4 (2017)
4 stages of learning design Informed Exploration Enactment Evaluation: Local Impact Evaluation: Broader Impact
Connecting theory and practice Theory Practice Participant Feedback Critical Reflection
Intersection with mobile learning MSM Framework informing curriculum redesign Rhizomatic Learning:

Developing an EOR

Designing Triggering Events

Participant Feedback Peer reviewed feedback via SOTEL
Design Thinking Observe & Define Ideate & Prototype Iterative Testing & improvement Wider testing

 

The Mesh360 project consists of three identified elements: (1) pre simulation VR scenarios to develop student critical awareness of real world issues – simulating arriving at a critical care incident and risk evaluation before patient treatment upon entering the simulation room (2) an enhanced 360 degree interactive simulation training room to reflect the impact of a variety of environments on Paramedic performance (3) integration of the use of mobile social media into the curriculum to facilitate student-generated content and authentic simulation contexts as more authentic assessment activities. The portion of the framework for supporting user-generated VR content is illustrated in figure 1.

 

mobilevr_eorv2

Figure 1: Mobile VR EOR

 

Figure 1 illustrates the use of a collection of mobile social media and social networks to support the creation and sharing of user-generated mobile VR as part of the overall Mesh360 project. Cormier (2008) refers to the design of a collection of tools to support learning as an ecology of resources (EOR). In our case the ecology of resources utilised to support the mesh360 project include:

  • Individual WordPress blogs as project journals
  • A team WordPress blog for publicizing project outputs http://mesh360.wordpress.com
  • A shared Google Drive folder for project documentation, collaborative research writing, and collaborative curriculum brainstorming and redesign
  • A Google Plus Community
  • A project YouTube Channel
  • SeekBeak
  • WondaVR
  • A social media hashtag #mesh360

 

Project Outputs

https://twitter.com/search?q=%23mesh360

https://seekbeak.com/v/NA0zr4JqvQL 

 

Related publication outputs so far:

 

 

 

Cochrane, T., Jones, S., Kearney, M., Farley, H., & Narayan, V. (2016). Beyond Pokemon Go: Mobile Ar & VR in Education. In S. Barker, S. Dawson, A. Pardo, & C. Colvin (Eds.), Show Me The Learning. Proceedings ASCILITE 2016 Adelaide (pp. 136-138). University of South Australia, Adelaide, Australia: Ascilite. Retrieved from http://2016conference.ascilite.org.

 

Cochrane, T., Cook, S., Aiello, S., Harrison, D., & Aguayo, C. (2016). Designing Virtual Reality Environments for Paramedic Education: MESH360. In S. Barker, S. Dawson, A. Pardo, & C. Colvin (Eds.), Show Me The Learning. Proceedings ASCILITE 2016 Adelaide (pp. 125-135). University of South Australia, Adelaide, Australia: Ascilite. Retrieved from http://2016conference.ascilite.org.

 

 

Cochrane, T. (2016). Mobile VR in Education: From the Fringe to the Mainstream. International Journal of Mobile and Blended Learning (IJMBL), 8(4), 45-61. doi:10.4018/IJMBL.2016100104

 

 

#Mesh360 at #Ascilite2016

The MeshVR team presented a full paper and a Symposium at the Ascilite2016 Conference:

See the Twitterstream at: https://twitter.com/search?q=%23mesh360%20%23ascilite2016

and the contribution of #Mesh360 to the #ascilite2016 Twitterverse:

ascilite2016twittersphere

Cochrane, Thomas, Jones, Sarah, Kearney, Matthew, Farley, Helen, & Narayan, Vickel. (2016). Beyond pokemon go: Mobile ar & vr in education. In S. Barker, S. Dawson, A. Pardo & C. Colvin (Eds.), Show Me The Learning. Proceedings ASCILITE 2016 Adelaide (pp. 136-138). University of South Australia, Adelaide, Australia: Ascilite. Retrieved from http://2016conference.ascilite.org/wp-content/uploads/ascilite2016_cochrane_symposium.pdf.

Cochrane, Thomas, Cook, Stuart, Aiello, Stephen, Harrison, David, & Aguayo, Claudio. (2016, 28-30 November). Designing virtual reality environments for paramedic education: Mesh360. Paper presented at the Show Me The Learning. Proceedings ASCILITE 2016 Adelaide, University of South Australia, Adelaide, Australia. http://2016conference.ascilite.org/wp-content/uploads/ascilite2016_cochrane_full_mon_am.pdf