 Well, it's a good morning everybody and thanks very much indeed for coming, not sure this is working. It's not, I do apologise for those online. Yeah, thanks for coming. We've got a full 60 minute session here today with Graeme from the University of Sheffield. Just a couple of housekeeping points, if you do have a question please put your hand up and I'll come round with a mic and hopefully it will be working. There is a Discord link, a there's a chat link in Discord in the workshop chat that takes you through to a Vex page. If you want to ask any questions on that that's mostly designed for those online but it's also available for those in the room as well. But also if you'll follow along as well, if you want to follow along with Graham there will be links as well to to join Wanda VR I believe. Yes indeed, indeed. I'm going to hand it over to Gwyddoch chi. Raid at 60 fan, yn ysgrifennu. 120 yn gwrthol 60. Gweithio fod yn ddefnyddio. Reu bod gwaith am fawr, a rwy'n dweud yn cael ei ddweud lleig ar gyfer cynnig. Dwi'n meddwl am yr oedd, mae hyn yn heriau. I fyddwch chi'n dweud yn eich erbyn i'r iawn a'u ymddurai'r lefion newydd mewn, a oedd wedi'u drafodod ac yn gwybod i'r holl gwerthu'r lleffiol Rydym yn fwy fryd dod yn gyfrybio'r ffordd o'r 360mm. Byddwn i wedi gael euogi, ac oeddwn i mi gweithio llwyddoedd o bwn i ni i weithio'r llwyddoedd, ac oeddwn i gael eich cael ei fod gan anodd arlau, er hollwch i'r parwyr nôl, sefydliadau hynny, a mae eich chilydd yn dweud yn dod yn y pwysig, ac oeddwn i'r prif, mae'r iechrau a phanwr ond yn Arhwynt Llywodraeth ar hollwch i ddweud menton cyd- ond o gael o'i gael ar hynny'n brif, Rwy'n rhoi am yddur o du'r bod Gwyrdd Oversea'r Men yw'r gweithio hŵr? O'r gweithio hŵr am ydyn nhw? Fe hwn yn cael rherod ffordd yn sicr cerdd yn y gwybod. Mae'r gweithio hefyd yn mynd i cerdd o'r hiwn. Felly'r iawn ymddugol eich cyd-dddechrau maen nhw'n eich digwydd yr hynnt hynny o sut y Chyffordd y Dynarydd 2900 hannu am gweithio eich cyd-ddechrau? A odd o bwyd yn和io 50. Rwy'n credu y gallwn 50-50, ond yw? Yn ni'n deisbryd? Gallwn y cyffech yn ystod dweud y teimlo ychydig. Mae oedd ddweud. Da-dweithio, mae'n ddweud hynny. Mae'r cyffech yn ystod y bwysig dweud y dywed, mae'n ffrif clwydd yma, a'r ddweud hynny'n gweithio. Mae'n ddweud hynny. Mae'n ddweud. those who wish to have a go at signing up to the platform, because our partners in this wonderful, I've been very kind and giving us a kind of demo instance of the environment for us to use today, but to access it I need you to provide an email address which you're happy for me to sign you up to the platform. It will then send you an email and you would need to reply. It will only work on actual laptops rather than phones, so you may have to buddy up with a partner if you haven't got one when we come to the hands on bit. So we'll do that in a moment. But firstly I want to talk a little bit about 360 media and why we're interested in it and what we perceive to be the benefits of 360 media. A little bit about how we've supported it or for what we're doing to support it. And then we'll actually have a look at the platform and, as I said, you can have a go should you so desire. And as John said, if anybody has got any questions from our online community, if you can go on to the workshop chat channel in the discord, John's very kindly set up a link to our V box Q&A channel, which John is very kindly going to monitor for us. So here's the thing. If you want to have a go, I'm going to ask you to go to this Google form. Just need to put in your email address that you're happy to. So if you don't want to use your work one, you know, that's fine. I'll also make sure I clear them all out afterwards if you don't want them, your address to be on the platform afterwards. So getting into it then. We started supporting 360 media as a kind of general move towards supporting immersive and extended reality technologies. There's a few problems. Can you just put that link back up? Yeah, just check the people who are using it for it. Yes. Oh, have I done the sensitive as well? Okay, so I maybe have I done the school child era of just give me two seconds. I thought I'd actually set this up. Okay, I'm going to change the. All right, let's try that again. Sorry about that, folks. I'm glad you pulled me up there. Now this might not be quite as nice and short and does. I'll just put on what I'm going to do. So I'm going to post this into the discord as well. Welcome into sales for a moment. Okay, so this and now this isn't very pretty as it. So what I'll do is I'll just copy this out and put this into the discord channel. You want to read it out because it's a bit cryptic, isn't it? It's forms.gle. I think I'm still getting an error. Are you? Oh dear me. Are you going to put some Google forms? Yeah, I am supposed to be. I'm just thinking of obviously, yeah. Yeah, yeah, sorry. I'm just to just manage to. Sorry about the slopes. Yes, that might be a good way of doing it. Actually, let me just see about. Yeah, yeah, yeah, absolutely. Okay, I'm going to have to bypass that. I'm really sorry about this. What we'll do is John suggested if people don't mind. They could actually I'll tell you what the best way is really sorry about this. You could email them to me at this address instead. If you send me the email, what we'll do is we're going to have a little breakout exercise in about 10 minutes time and I'm going to register people and you should be able to sign up. Okay, really sorry about that folks. Let's get back to it. Okay, so if you want to just send any email address through to me for this address, I'll pick it up in our little breakout group. I'll just do it for you. Okay, moving swiftly on. So we introduced 360 media as part of a wider exploration of how we could actually start to support XR technologies and I think like most university sheffields had a sort of variable approach, a varied approach to this. And we've got some practitioners who are quite advanced other people who have heard about it would like to get involved in it, but haven't really had the chance to do so. Identify 360 media is a way of a good, good entry point because it has quite a low technical threshold barrier to entry. And I was wondering is anybody here actually got any experience of creating or using 360 media in their work. Okay, so you've got a few, a few people and is that using or is actually creating interactive environments. Creating brilliant. Okay, excellent. So, so to those people who have already been using 360, this is probably something you're already familiar with, but what we define as 360 media is where we use a single or multiple interlinked 360 images or videos. And the most commonly experienced example is probably Google Street View, which I think is a very popular consumer level technology that lots of people have done. And so, just to quickly show a kind of example of the sort of thing we might do and this is actually what we'll hopefully do in our hands on exercise. Here's an example of a very simple virtual campus tour, which we've created using the platform that we've been using, which is based around Wanda VR. And so this is what we'll actually do in an exercise a little bit later on. And this is what we also typically show when we're introducing our colleagues and to how to actually use the technology. So we start off with an entry point, which is a 360 photograph. This is actually outside the Sheffield University Students Union. We can create links that link various different viewpoints together. We can link static photos with video content. So this is a 360 video, which is effectively like an image, but has dynamic content. So it can be really good for dynamic processes that you might want to show. Also for guided tours. We can create pop-ups to provide supplementary information, which is great because it means we can actually build some interactivity in. And it also means in a complex environment like a lab or an operating theatre, we can present the space without overloading students with too much extra information at once. And then we can also include other forms of information such as video. So we can pop create a pop-up video so we can bring video content in. This is actually brought in from our video server on Calcura and we can bring in imagery quite simply as well. And again, we can make that interactive. They're actually quite a simple tour, but using those basic functional building blocks, you can actually develop some quite sophisticated levels of interaction by combining different scenes and different orders. Quite a few of those things can be made to be conditional. So, for example, the links that take you between scenes can be triggered so that students have to go in and they have to interact in some sort of way with another bit of the environment before those are revealed. You can create things like escape rooms and so on. Here's another real world example. This is actually a virtual field trip of a stone circle in the Lake District called Castle Rig Stone Circle. I should say my background academically is in archaeology. So I first got interested in VR and archaeology in 2005, which was a very different kind of landscape technically. But it's a typical use case for this kind of technology to take people on virtual field trips and so on. So we can do things like create interaction around the landscape to reveal the landscape features, provide supplementary textual information, and also we can link to a 360 video, which provides us with a more dynamic kind of encounter with the landscape. So this is what it's actually like to approach the Castle Rig Monument on foot, and that's quite an important learning outcome for students understanding about how prehistoric monuments are located in their wider landscape. So thinking about some of those pedagogical benefits and uses, it's very much about, or a starting point to think about 360, it's very much about what you might call location based study. So any study where location is the object of study. So for example, I've just shown you an example of a field trip where archaeologists like to take students out and look at monuments in the field. They are some of the primary things that archaeologists study, but it could be an architectural field trip to the built environment. It could be an engineering facility, and there could be many, many, many examples, but also where location provides context of the object of study. So it could be, for example, a landscape that's inspired a piece of literature or indeed a piece of artwork. Field trips are really important for many kinds of study as all the baratory work, but they're also quite arguably expensive experiences and ones we like to make the most of. So 360 media provides ideal ways of introducing students to an environment in which they're going to learn and or other forms of creative work. So, for example, I'm going to take students on a field trip to the Lake District. It takes quite a lot of time to organise. I'd actually like to make sure that when our students get there, they're kind of orientated into the space that they're actually going to be exploring when they're there. It helps them to get a better experience from it. Ditto, we have laboratory experiences which for students who first come to university, they may have done science or chemistry at science and school. When they actually get into a university laboratory environment, it can be quite overwhelming. And we know that when we take students into other forms of environment that they've never been to before, for example, in medical context, factory context as well, it can be overwhelming. So it provides us a way to provide an induction to environments in which students can learn. We've also done work which has been purely creative. So using the branching facilities of creative media, it gives people an opportunity to create immersive, non-linear narrative works. And I know we're building some work out with colleagues in our industry department where we're doing exactly that with them. So another way of thinking about it is allowing places, access to places that you can't normally visit. So we have a colleague, Tom Perring, in our geography department. Tom's a volcanologist, so he studies live volcanoes. That's what he actually does his research on. As I'm sure you can imagine, the kind of risk assessment of taking students to the side of a live volcano would be as long as your arm. And so there's various practical problems with that. So he's been out to South America a couple of years ago and made this video. This is the kind of volcano in Guatemala. Over the next few minutes, I'm going to tell you a little bit more about the basic concept of volcanology and introduce a few things that might not be familiar to you. So there you go. So we can actually situate students in the landscape of the live active volcano, which itself is something that gives volcanologists lots of cues about understanding. Is it going to pop? When will it happen? Is it going to be a slow bird or all the kind of things? But as I said, pretty tricky to actually take students to. And the point being to actually in terms of how we might integrate this into the curriculum with either lab or fieldwork, for example, you can use it as a means of inducting students into an experience that they're going to have, but equally you could use it as a means of debriefing postfield. And in fact, if you take a sort of augmented approach, you could also theoretically on a mobile device, you could use it in situ as well to help guide students around that very vital immersion in the field experience. Other forms of experience we can capture that would be really difficult to do. So we have a tropical butterfly research facility under the main carpark at the university Sheffield. It's about 15 foot square. This is where people observe a butterfly behaviour. Our current buyer sciences cohort has got something like 600 students in it. So we probably would not in any way be feasibly able to run a first year practical with 600 students occupying a butterfly house like that if we wanted to, but it does nonetheless give students an opportunity to sit and actually record and observe their behaviour and give some sense of what it's like to be in this environment. So there are many, many, many possibilities for how we can think about deploying this. Just to recap, fully immersive. So we're looking at these on a desktop, but we can also consume these on a mobile device or a headset. And if you ever look at 360 Media on a VR headset, they do become fully immersive experiences. So you're not just looking on the screen, but you are in fact situated at the centre of this whole 360 media bubble. So if you're inherently interactive, you have to really do something to interrogate the world that you're in, and you can enhance that by providing supplementary information via interaction and so on. Although to counter that, there's also functionality that enables you to provide a guided narrative. One way, as I said, is to work, walk through with a 360 moving viewpoint, which you could give a guided tour. The platform we have here, you can make it automatically move from one location to another, and you could superimpose a vocal narrative over the top so you could actually provide a guided tour in that sense. It can also be able to use a collaborative, and in reality you can combine any of those in any combination you like, so it's quite flexible. So, to try and compensate for my slight organisation shortfall on capturing your number, I'm going to gather the email addresses that hopefully you've sent me now, I can set you up with the platform. But anyway, in the meantime, I've put a link here to a Jamboard, and I'll just invite you to talk to your partner, or for the next few minutes in the small tables, and think about what uses you might think we could use 360 media, either in your learning and teaching, or in your institution. So, just have a quick chat for five minutes, and then I'll be back right back with you. Oh, it's okay, it's okay, I'll put it back here. G.macilerni, it's not a joke, it really is Macilerni. Yeah, I know, it's great, isn't it? I still can't believe it, you know. I was telling somebody the other day, it's like, you know, we've had Fletcher's who make arrows since the medieval period, and we've had Baker's baking bread since the Neolithic, but we've not really had any learning people since about 1994, right? And yet I seem to have been born with this surname, How, How, How on Earth. I'm just going to blank this screen, has everybody got that? I'm just going to have to, I don't want to reveal your email addresses to the wider group. So, yep, yep, yep. I've also put a discord in the workshop. Yes, thanks John. I'd like to thank John Cooper very much, by the way, for keeping me on track. He wouldn't believe I actually do this for a living at this point, I guess. I did, well done. So you're going to do this for a while. I'm just going to... Yes, it is. Bitly forward slash alt slash c jam. This is the uppercase c jam. Yeah, we've got perfect that. Great. Right. ydy'r ffordd rôl yn gwneud yağlo swyddog. Mae'n gwneud i ni o'r fawr i ni o raises. A ydych yn chwarae fod ar y cyf wenyddi i ni. Mae'n gwneud i ni, mae... Mae'n gwneud i ni... Mae'n gwneud i ni! Mae'n gwneud i ni! Mae'n gwneud i ni! Mae'n gwneud i ni. Mae'n gwneud i ni! Mae'n gwneud i ni! Mae'n gwneud i ni! Diolch i ddechrau, John. Felly ddim sy'n ei ffordd iddyn nhw. Well, it's a good job. A going to the SQL. Okay, folks. I should now, everyone who sent me an email, should now have received an email from Wanda VR which will give you an invite to come into our demo space, and I can tell that by the general amount of activity both in the room and on the board, a we've had no shortage of ideas. Anybody got a specific idea, they'd like to pick, just qualify for them. I'm not going to do picking on people. It's not on day three of the conference, that would be beyond cruel. Anybody got an idea out there that they'd like to... More archaeology field trips, who put that on? I am picking on someone now, aren't I? Who's selected more archaeology field trips? Field trips? Intriging. Ghost of Graeme. Anybody want to comment? Anything out there? Online. Yeah, good question. Sorry. Yeah, we're very keen to use it in NHS settings, but it's just going to be very thorny with consent and that kind of thing, but we're certainly going to investigate it, because we've managed to get hold of some kit. Yeah, yeah. I think that's right. I suppose procuring the media, like any media procurement, there may well be necessary levels of consent that you take. You can edit images after you've created them, so you could blur faces out would be another approach, or you could get people to consent. One thing that, while we're on the topic of consent and data protection, a grey area for people is this idea of accidental inclusion. So, if I go as I was going to do, actually, or had thought about doing it, if we all went out on the street now with some 360 cameras and started taking pictures around the war at the campus, technically, we're not really infringing any passes by, pass-by-bies privacy, because it's basically accidental inclusion. If we asked several people to come over and sort of intervene with them and show real detail of their faces, that would be quite different. That is a question that can occur. Lots of good stuff. Our nursing colleagues are starting to make use of this. Lots of stuff about introducing people to environments. Fashion shows are a really good example from, I think, New York State, who have used Wanda VR to create virtual fashion shows to celebrate people's end of year work. There's a 3D dimension to Wanda VR, which I wasn't really going to very, very focus on, but I will mention it again in a little while. So, thanks very much for bearing with me and getting us up and running. I hope you've all got those invites now. So, we've seen the pedagogical benefits. There's also some practical benefits and practical in terms of people who are in central digital learning teams or distributed digital learning teams, people who are supporting others. Again, I think it starts off with this idea that it really does offer a low technical threshold, a low technical barrier to enable people to get into creating immersive technologies, which can also be horribly complicated if anybody here has ever tried to hand it using virtual reality environments like Unity or something like that. It takes a lot of skill, it takes a lot of time. The media itself can be produced using consumer-level cameras. So, most of the images that I showed you here were taken using quite a popular consumer-level device, which is about the size of a smaller than a mobile phone. It's made by a company called Insta, Insta Onenet, and these things are £300 or £400. We have an AV loan facility at Shefford, as indeed many colleagues will have where you can just go and sign one of these things out for a few days so you can actually get the kit to make the stuff. It's widely applicable, as we've said, and I think what's really interesting is when we take these things together, it enables us to start democratising the production of this kind of content, and I think that's really important. When we talk about more elusive concepts of things like digital transformation and moving things forward, if you can't provide a technology that people can have on their desktops and that everyone can have, you will always be putting barriers in people's... in terms of that. So, that's all great, but the problem was, and we knew all this a couple of years ago, but we had no platform for actually hosting it, so we needed to have an environment that we could say to people, okay, you're interested in using this technology, we're going to enable you by providing a platform. So, for people again, for the benefit of people who need to do this kind of thing, we went through a product selection and procurement process, which started about two years ago and went through some stages. For us, ease of use was the primary product requirement. We really don't want people... If this is going to be a democratising easily accessible technology, then it has to be easily accessible. So, ease of use is really big. There's lots of products out there, by the way. We wanted to be able to link images and videos, they don't all do that, the one we went for did. We really wanted to have interactivity so that people could build things that you didn't just look like this, you could actually... You could actually build more into it. And this actually ended up being a biggie for us and a bit of a killer. It had to have what we call a multi-user enterprise architecture. It had to be something that everyone could have their individual accounts and have their workspace and actually just as you would with any large video platform. Many of the products out there were just designed for a small team to work in and there was no way of really sort of partitioning people's work away from each other. It had to integrate with a VLE and it had to meet what we call another NFRs on non-functional requirements for a system, so it had to integrate with a single sign-on. We definitely don't want to be in the business of running multiple account systems. It has to meet information security and data protection regulations as well. So, after a bit of a selection process, we appointed Wanda VR who would first map to VR our colleagues in Calchora as their strategic partner. So, the main functionality that we would appeal to us by this is that we could indeed fundamentally create these kinds of experiences like the one I've just shown you. They can be embedded in Blackboard. It's super easy to use as I hope you're about to find out. It could give the kind of interactivity that we wanted so we could build meaningful interactions. And it had to have this enterprise-scale architecture so everybody's got their own account. It links into our single sign-on system so when you log in, when you authenticate at University Shepherd, you get straight in. And a really key feature for us because, as people may have noticed during the pandemic, the rising costs of things like media storage and multiple storage estates are operationally expensive. The great thing about Wanda VR is it also links to our Calchora media hosting thing. So, the walk-through video I showed you with Castle Rig Stone Circle is three and a half minutes long and it's about six gigabytes. Now, that kind of data starts to add up in size quite a lot. You don't want to have to be kind of moving those into more accounts than you need to. So, anything we put into our Calchora system and we tag it with the appropriate tag, it then becomes visible to us in the Wanda VR environment. Extra things we really like about it. We can create quizzes and they will tie in directly to the Blackboard Grade Centre. We can do... Actually, we could do multi-user 3D environments now and we've had some unexpected successes with those and I think that's, again, something that can happen when you introduce technology. You might specifically think it's going to be used for one thing. People find some other really interesting uses of it as well. So, we've done a lot of work with, again, just in terms of the story of launching this and getting this out on people's desktops. We've done a lot of work on developing some web-based media. We've done a series of introductory videos, some of which are conventional, some of which are in a 360 version because we are now actively promoting it via a series of short courses. So, going a bit meta, have people now received e-mails invited them to the platform? Hopefully, you should have got something a little bit like that. Yep. I'll have a look at what e-mail address is happening. I'll just check I've registered you. Which one is it? I'm not sure. I'm just going to check one more address. Just one second. Ah, yeah, I've got it. Yeah, yeah, sure. Well, I'll get started. I'll give people a chunk together and then I'll come round. If anybody's got any residual logging in issues, then we will get those sorted out. That's brilliant. I'll come and do yours in a second. So, what I thought we could do now was we'll spend a few minutes and I'll walk you through an example of how we would get people up and running on the platform. As I said, I'll try and go fairly quickly. I'm just going to walk through it and I'll let you follow me through because I think that's probably going to be the most effective way of doing it. So, we have a thing called this demo space and a space as an environment in which people can come and create individual tours and in Wanda VR, we call a tour an experience. So, is everybody ready to get in now? Yeah. So, you should all be able to do exactly what I've just done, which is to click on the button that says create new experience and we've got a number of different ones, including some quite cool 3D multi-user environments, but we're going to start off with 360 blank canvas. So, if you can just click on that, you should see something that looks a little bit like this. So, first of all, we'll put some media into it in a moment. I'm just going to start off here and I think this is good practice. Before we get too far into it, we're going to give it a meaningful title and I'd always urge you to do this because what's going to happen over the next 20 minutes is this space is going to fill up with different 360 experiences and if we all just accept the default 360 experience title, we're going to be in a bit of a tangle. So, I'm going to go with GM, demo, Outsie, 23. So, do something similar. We don't have to reveal your name, but something that is meaningful to you later. Once we've done that, we want to create our first image. So, if we go over to the right-hand side, what we'll see is the opportunity is an empty scene to replace. If I click on here and click on from this space, hopefully you should see some example images and these are 360 images from the Students' Union concourse. The reason why I chose the Students' Union concourse, is that it's not just about learning in a different way. Should you be planning to do something like this in the future? I could have showed many different things, laboratories, field trips, and all the way around the world, but that might disenfranchise some members of the audience from the others. So, when I'm teaching this at University Sheffield, everybody knows what the outside of the Students' Union looks like. They can actually concentrate on learning how to create a tour. They've all been here before, so it's kind of spatially meaningful to them. So, we're going to start off outside the Students' Union and what I'm going to do is give it a scene title outside the Students' Union, for example. And that's important because this becomes visible later on, both to us and to the viewer. Now, at this very moment in time, we already have made a very elementary 360 experience. So, if I click on Launch, it will open it in a new tab and away we go. So, we've basically got, if we did nothing else apart from this, we would have created a very simple 360 experience of outside the Sheffield University Students' Union. Okay. So, now what we want to do is think about linking it. Cool. So, what we're going to do now is we're going to link to an image and we'll link to a video. Down the left-hand side, where it says Presentation, this effectively becomes a list of all the locations or nodes, as I sometimes call them, in the virtual tour. So, what I'm going to do, by the way, which one of you calls a scene. So, I'm going to click on the New Scene button and click on 360 Image, Space. And I'm going to just click the next one because that was the one that was in the tour and this is actually just about 30 foot away that way. So, what I need to do to get these two to link together is I'm going to create what we call a hotspot and the way I do that is to click on this little hotspot gallery here and there's a load of different ones but we kind of got into using this upward-facing chevron and we felt it. It looked most like the one in Google Street View and we felt that might be the thing that people, an end-user, might instinctively think, oh yeah, like an upward arrow, that could link me on to the next place, as it were. So, what we could do is we could click and we could resize them and we could change the colour and we could do various things like that. In order to get that to jump me over I'm going to allocate to it what we call an action. An action is just a little bit of functional interactivity. So, if I click on new action now the first one available is link and it says link to scene and then it asks me to select the scene. Now, actually what I didn't do was a bit naughty. I didn't follow my own advice which is to give things a good name and this is actually just coming up with some random name the image comes as it comes off the camera but we'll rectify that in a moment. Now, when I click on launch when I click on this it will take me to the next one. Now, again the importance of giving them a meaningful title which I am going to correct because this is a default numbering system that the Insta cameras use it's like a date stamp basically. Now, if that's what the end view, this is something coming on a virtual tour to a university shepherd it's not going to get in front of this it's not going to mean a fat lot to them. So, I am going to correct that now by giving that a better title and the theater. So, we've got two images linked however at this moment of time we don't have a link back to the starting point. Now, if you're going to produce a guided tour where people can freely navigate around the space I would say in most cases if you link to somewhere you should always be able to link back again. However, there's an exception to the rule. If I wanted to create something like an escape room I might want to force people in a certain direction and only allow them to link back if they perform some of the functions for example a quiz or something like that. So, you've actually got the capacity to build that functionality in the very short term I'll just pop it back in now I'll do another arrow and I'll get it to link back to where we started from. So, do that again click on new action click on link and because now I've labelled my scenes properly it's giving me a nice user friendly description to go back to and you can and you kind of have to get into this habit of doing something click launch test it go back to it because it doesn't update anything until you do that. So, let's just check it's all going okay yep link back Cool, so now we've got two scenes that link together a mini virtual tour if we want to add a 360 video to that we just basically follow the same procedure we go we kind of identify where we want to be I think I'll launch it from there we go new scene and this time we're going to choose a 360 video and this one is an equally cryptically titled vid summing summing summing but this is what we call Western Park in Sheffield so I'm going to give that a name so wonder VR effectively treats video and images as the same you can link to them you can interact with them, you can label them you can create hotspots on them and I'm going to do another little hotspot here and you're going to guess what's coming next I hope by now I've placed my hotspot on the screen I choose a link and this time I'm going to link to my Western Park video okay so good so far and I would for completion place a link on the way back okay everybody alright with that so far I've got a chance to do that anything coming from online John? lots of people lots of scenes one question I've had one question I've had maybe other people have got any questions if you've got a video sometimes the sort of spaces that you can't drag content into it almost seems to be blurring out and sort of curving around is that a feature or? in this particular one? I've uploaded a video well you've just uploaded a video now yes probably have to look at the video if it's what we call an equirectangular video file which is the kind of video file there's a certain kind of aspect ratio that images and 360 images and videos use it should work unless it's not a complete 360 the other thing that you will get because video just while we're here 360 cameras often use very wide angle lenses and they can cause a kind of spherical distortion so that's something to be aware of so if I take a picture and I stick the camera here next to verticals when you pan and tilt around there's different kind of projections and it can go a bit weird the other thing to really watch out for is the budget cameras the consumer level ones are comprised of two lenses both very wide angle and using the software in the camera they blend the two images together at the point at which they blend the stitch line and that on some cameras can be a bit weird so for example if you're doing a guided tour or if you're walking around one is advised to not have an important picture like your face I did one just when I was testing one and I thought what's wrong with it I realised afterwards I'd held it in such a way that the centre of my face was smacking the middle of a stitch line and it looked like I had to put my head which isn't brilliant for a guided tour it might distract people by the way Graeme we've got 10 minutes thank you very much let me rush just a minute ask me again at the end but this is a real problem and it was interesting because we were talking about accessibility on a number of sessions for example I think on the Tuesday people were talking about providing accessibility statements and this is an area which we are actively working with Wanda to do so VR immersive technologies they have some accessibility fundamentally sort of existential limitations in them but that doesn't mean we can just ignore that so there's a number of approaches there is I think it's probably WCAG consortium are working on recommendations on how this can be combated the kinds of things will be for example keyboard navigation but we have to say we're not there yet the importance of an accessibility statement is it's an opportunity to be explicit where that limitation takes place so I realise that's not necessarily the best answer in the world but that's kind of where we are there's another view to this by the way which is to say that there may be some accessibility issues with some aspects of it but equally I can take somebody with mobility, severe mobility issues to places that they would never otherwise go so it's a little bit of a double-edged sword I think when we're talking about but it's really important and we shouldn't lose sight of it so thanks for bringing it up so what we're going to do now is oops jump the gun a bit I'm going to show you how to do these pop-up features so I'm going to create a little icon on here which is like an information circle again information circle icon is pretty good I think that's widely understood as meaning a source of information almost irrespective of language now so what I want to happen is I want to be able to click on this and I want a little box to come up with some text in it so what I have to do is I have to create the button and then I'm going to create the text box and in this case I'm going to create something that's called a card so I created the card it's come up on the screen did you see that by the way that's this button and then what you can do is you can put some text in so I'm going to say optical centre okay and say this is where you will graduate you said to the aspiring university entrant for he okay now in our original demo we clicked on that and this popped up but at the moment it's just there so how are we going to do with that click on it again and I'm going to click on hide so it's actually now invisible to the end viewer but what we can do is we can make this eye button make it appear and disappear so I'm going to go down to actions again because that's where the action happens and instead of doing a link this time I'm going to do show and hide and it says select an annotation and if I click on card optical centre and I use this show and hide toggle when I hit the launch button as you're all going to shout out for next time it will toggle the appearance and disappearance of this anything we see on screen can be made to be invisible and can be revealed by anything else on the screen so coming back to the idea of building up some more complex logic like an escape room out of some very simple components we can make links appear or disappear depending on whether we've clicked on one thing or another thing so again we can set students tasks we can reveal information to them on the basis of the performance and that can also be things like links to other scenes or anything else okay so one of the kind of links did we do we showed a video earlier on right so let's get a video up and this time I'm going to use a text box so go back to your first one click on the text logo here by default everything appears in the middle of the screen wherever you were this is obviously not very readable so I'm just going to put click for video I'm not going to bother click for video and I'll put the same again and I'm going to use the railway font because that's the San Serif font which is good for accessibility I'm going to make it a bit bigger because I don't think it's very visible at this stage I'll go to 48 the white's kind of okay against that grey background I'm just going to resize it like that so again this isn't going to do anything at the moment until I bring in a video and this time I'm going to click on the video button again click on from this space and click on campus tour and you can adjust things like whether you want it to automatically play whether you want it to play on a loop what the volume is and so on so I'm going to click on this I'm tempted just to turn it the volume off because hello I'm a journalism student I hear that in my sleep sometimes when I teach this course because that's what happens oh hold on what did I forget to do I wanted to hide it didn't I so it's invisible until I use this label so make sure your video is hidden click on on the text label click on the new action again and this time show hide and this time it's the video click on the launch button I hear you all shout third year journalism student I forgot the third year cheers Hannah okay so that's that and then the last little bit is to bring in the campus map so we're going to follow the same procedure we're going to bring the asset in we're going to hide it we're going to create an element to show and reveal it and Robert is your father's brother as this one so bring in the map resize it to taste oops put a label on screen oops sorry hide it put a label on screen just to say to everyone it is now 12 30 and officially the end of this session so we do understand if you want to get out there and go and get something to do if you want to wait till the crowds you can either sit here and listen to me droning on or you can spend 10 minutes in a cube of sandwiches it choices yours right it's probably not the best choice you've ever had but just for the sake of completion I'll show you that we now have it so that we show and hide the map no we don't because I didn't do that but if people do want to stop on I'm happy to wait on for a bit so okay cheers cheers thank you cheers cheers thanks very much cheers okay cheers so we will keep it to 10 minutes yep I'm happy to so if anyone's got any more questions I mean that's pretty much where we are with building a simple 3d experience 360 experience just in case just in terms of where we are now you know we are at that kind of driving adoption forward now and collating examples and that's pretty much where we are cheers thank you yeah you're great so the one other thing that people might be interested in actually which is quite fun is just there are other uses for the technology which some people have got quite excited by so there's a thing that you can do where you can create 3d environments and they just come as a series of templates and this is a little bit like how colleagues from Leeds were showing us yesterday which they did with the insect gallery and it's waiting for this to load up this is a multi-user 3d experience so you can actually share this with I think it's up to 30 students at the moment but they are increasing the capacity so this is Tom again my volcanologist friend who also teaches other aspects of physical geography and he's done a practical class with his students whereby he's taken a number of 3d models of various different rock types and he brings them in and the students go through and they work in groups and they have to identify the various different types of rock he's done another one on volcanology where the students go through and they're shown various different 3d environments and that links through to a quiz that they do on blackboard and they can do this multi-user collaboratively so that's as I said one of the unexpected benefits that we've actually received from the platform as I said we went into it really with 360 hosting in mind but it does they are also very much actively developing this multi-user 3d functionality as well which is very exciting and then there's a final one which is a real R&D thing we're working this is a new technology under developing and it's enables you to have avatars that are powered by chat gpt and here's my alter ego Dr Xavier who's a senior digital learning advisor and so I'm going to ask a question and this will now actually bring in use chat gpt to answer any kind of question I ask it so this is actually I don't know whether this is from your knowledge based John but this is happening oh that's nice very good sounds just like me as well sounds just like John it's like all the actions but the next one select publish choose the publishing option thank you very much thanks for coming six move on to save one steps your video will be published you can actually talk to it it will talk back to you it's got speech recognition two way built in so you can actually interact with it gpt and teacher so that's where we are now so this is a new feature this is just like really just we're just been testing this out now we're working with some QA students they can ask questions shut up so this is something we've been working on over the summer mainly with some of our education research students sorry educational psychology students who have been building up avatars of learners with specific learning needs they've been training them with lots and lots of evidence which will be gathered from real learners with various specific learning needs which they then interact with and use as a kind of dialogue and training tool but that's just kind of as I said that's an R&D thing so watch the spaces for that and that really is the final bit of it apart from to say what we've not done yet is really evaluated it pedagogically we know that it kind of technically works and I think that's the big next step for us now is to really get those use cases evaluate with students how it's really benefiting their learning we've had some preliminary evaluation which has kind of gone well that's where we are now so thanks very much again for coming and stopping the three minutes extra or whatever it is that you've sort of, thank you any final questions for Graham any comments what we really wanted it's going back to that requirements again which is we really wanted something that was going to be very easy to use out of the box and it had to have that multi-user I know H5P has got that functionality but we are not really exactly it's a bit like that I think like a lot of organisations which I think we have an emphasis on getting solutions that don't really require an awful lot of local customization I think the H5P approach you could no doubt probably write stuff with additional functionality and we don't really use H5P for anything else I think if we were using it a lot it's great for building stuff isn't it other forms of e-learning content but we've not really been doing it we're not Moodle users no we're Blackboard users so yeah I mean H5P and Moodle I'm sure there's lots of great stuff there there's another product that a lot of people look at and we didn't do that because we didn't feel it handled the video as well the fact that Wanda would link directly to our culture storage estate I thought it was very appealing for us to simplify some of those solutions and you know seek integrations where we can rather than proliferations, consolidation I think is rather than yeah do you know what I mean there's lots of good reasons for that thank you thank you very much John thanks for staying as well thank you