Triangulating VR scene analysis with biometric feedback for the #mesh360 project #erlab

Exploring Educational Technology

Today we explored adding biometric feedback to user pre and post survey feedback as well as VR scene hotspot identification data to analysis the impact of VR scenes on paramedic student learning. The project has lots of potential, and this is our second prototype design as part of our design based research project #mesh360. Great work by the team: @drivercook @aiello_stephen @_dhristie @caguayo and the #erlab from Chile

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Interprofessional Project #1

#mesh360 Interdisciplinary handover project progress

Todd Stretton

With a shared interest in applying virtual environments in healthcare education delivery, representatives from CfLAT, Paramedicine, Nursing and Physiotherapy have begun collaboration in developing an interprofessional scenario. The most obvious place where these professions inter-lap is during a handover.

The development of the scenario will (hopefully) serve multiple purposes:

  1. Get Together. While we talk (at length, some times) about developing interprofessional education, the practicality of progressing this can be met with some resistance. For some- it’s easier to do it alone to progress individual ideas by excluding consultation with others. Fortunately, this is not the case for the group of people above, who ultimately see the students and professions only benefit in us prioritising and ensuring the best result with the resources we have. It is not without other constraints, however- location (are spread across three campuses); timetable, student numbers, research pressures; annual leave…
  2. Conceptual to Curriculum Embedding

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#Mesh360 Exploring WondaVR

One way of creating and sharing authentic health education scenarios that the #Mesh360 team have been exploring is using the interactive 360 video App development tool WondaVR

  • QR Code for Mobile
Thanks @drivercook @hdaveblog and @stephenaiello for the source material 🙂
I’m sure your WondaVR ‘Apps’ will be much better than my first attempt!
The ability to share WondaVR content via a deep link or QR Code makes it a much more viable option than it was in 2016 where content sharing was a much more manual package sync.

Is a cool uniform enough?

Stephen Aiello


Believe it or not this is the future of AUT interdisciplinary healthcare.  Don’t let the scrawl confuse you, this little idea has legs…….and arms……..and toes.

So the idea originates from the fact that we currently have hundreds of healthcare students taking core papers within the University, and whilst there are many reasons why a student will choose a particular discipline, there are perhaps many reasons why they do not know why they have chosen a discipline. By way of an example, a prospective undergraduate candidate was asked why he would like to be a Paramedic? he answered “because it looks cool on the TV and I like the uniform”.

So aside from those that are clearly misguided, ultimately, we do not know what we do not know. So for this reason Stu Cookie and myself are currently discussing an idea that may be helpful to our undergraduate students who take…

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#Mesh360 brainstorming Interdisciplinary Health HUB with @aiello_stephen

All good ideas start as sketches on bar napkins – this one comes courteously of a discussion with @aiello_stephen brainstorming how to create an Interdisciplinary Health HUB – a showcase of what each of the 7 health disciplines do at AUT. We thought a custom install of WordPress would enable us to develop the HUB as a shared repository of resources from each of the 7 disciplines and linking to online scenarios such as the VR scenarios developed by Paramedicine, Physio and Nursing so far:

Below is the initial brainstorm diagram – I’ll leave it to @stephenaiello to interpret his writing 🙂


#Mesh360 extends to inter-professional healthVR

Initially the project explored VR in Paramedicine Education – now we have extended the project to interface interprofossional health teams: Paramedicine, Nursing, and Physiotherapy. We are now exploring a conceptual framework to create virtual educational environments that simulate collaborative health team experiences. Building on our work of developing virtual environments for authentic Paramedicine education scenarios, we are extending the concept across the seven health disciplines at the university, beginning initially with a prototype involving three health discipline teams: Paramedicine, Nursing, and Physiotherapy. Using a design based research methodology we are developing prototypes of immersive simulated environments to simulate the real-world interaction between these three health teams for our students. We leverage a low cost mobile BYOD approach enabling rapid prototyping and development of these scenarios.

Prototype scenarios of each of the three clinical steps in patient care have been developed using Seekbeak to create mobile BYOD immersive virtual environments for the three student discipline groups to explore and experience the health teams with whom they will collaborate in real world situations.

We welcome @toddstretton and @Srgurr to the #Mesh360 project

#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

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.



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
  • 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 


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


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



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:

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


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

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.