Medical staff working on a cardiac case while being filmed in 360.<\/figcaption><\/figure>\nCrucially, the faculty emphasized ethical content creation, securing approval for real-life filming and conducting quality checks on video and sound. A phased approach to technology adoption, beginning with low-cost options and showcasing results on platforms like Instagram, was highlighted as a successful strategy for academic engagement.<\/span><\/p>\nStrategic Tech Selection: Less Can Be More<\/strong><\/p>\nThrough various examples, Hebler learnt that expensive technologies with low demand often underperform. Instead, adaptable solutions like mobile VR headsets and immersive rooms developed by companies such as Igloo Vision proved to be more sustainable.<\/p>\nUnity developer station with some of the 30 VR headsets.<\/figcaption><\/figure>\nPower of Storytelling and AI in VR<\/strong><\/p>\nAt the Liverpool Screen School, storytelling was positioned as the heart of meaningful VR content. Training in tools like Unity and Unreal Engine was supplemented by creative AI applications for animation, generative voice, and image enhancement\u2014tools that lower the technical barriers for students and staff alike.<\/p>\n
Affordable devices like Insta360 cameras were preferred over bulky, outdated tech, emphasizing ease of use, scalability, and staying current with rapidly evolving technology.<\/p>\nOne of the filmmakers setting up a high end 360 camera to produce Racing the King Tide (Philippines islands).<\/figcaption><\/figure>\nEnhancing Forensic Training Through Immersive Crime Scenes<\/strong><\/p>\nThe university\u2019s crime scene simulation labs showcased the power of tactile learning. Rather than relying solely on VR\u2014which can be inaccessible for some\u2014educators constructed physical scenes with 3D-printed props and realistic layouts using minimal resources.<\/p>\nOne of the rooms used for setting up crime scenes<\/figcaption><\/figure>\nImmersive Classrooms in Engineering<\/strong><\/p>\nThe immersive room at LJMU\u2019s engineering faculty featured floor-to-ceiling projections, interactive touch walls, and a built-in content library\u2014all delivered without a subscription model. The flexibility to use original or preloaded content allowed for continuous refinement based on student needs.<\/p>\nOne touching the walls, stars would follow your hands.<\/figcaption><\/figure>\nCurating Immersive Exhibitions<\/strong><\/p>\nHebler\u2019s visits to the Bees: A Story of Survival exhibition and Beyond Van Gogh demonstrated how multisensory design\u2014sound, light, and interactive visuals\u2014can emotionally connect audiences with educational content. These exhibitions proved that powerful storytelling and spatial design often matter more than expensive hardware.<\/p>\nVisitors experiencing the immersive exhibition<\/figcaption><\/figure>\nMakerspaces as Engines of Innovation<\/strong><\/p>\nAt both LJMU\u2019s Fab Lab and a community makerspace (DoEs), the emphasis was on balancing high-tech resources with practical use. Whether printing with biodegradable PLA or creating moulds using vacuum formers, the facilities prioritised accessibility, sustainability, and training. Makerspaces encouraged experimentation while ensuring user safety through structured inductions and responsible equipment management..<\/p>\nLarge FormLabs Resin 3D printer costing \u00a325000.<\/figcaption><\/figure>\nLibraries Reimagined: Tech Hubs for Learning<\/strong><\/p>\nFinally, the LJMU Student Union Library showcased an evolved library model. High-spec PCs, 3D printing, loanable VR headsets, podcast studios, and take-home electronic kits were integrated into one digital learning space. While usage varied, the availability of up-to-date tools demonstrated a commitment to providing equitable access to educational technology.<\/p>\nDigital Studio Library Services.<\/figcaption><\/figure>\nLoanable VR Headsets.<\/figcaption><\/figure>\nFinal Thoughts<\/strong>From forensic science to fine art, the insights gathered during this visit offer a roadmap for building more immersive, accessible, and innovative academic experiences. By strategically choosing scalable technologies, emphasizing storytelling and ethics, and promoting hands-on learning, institutions like Stellenbosch University can lead the way in 21st-century education.<\/p>\n <\/p>\n
Theresa Schoeman and\u00a0<\/em>Norman Hebler <\/em><\/p>\nFor more information or enquiries, please visit https:\/\/libguides.sun.ac.za\/makerspace\/home<\/p>","protected":false},"excerpt":{"rendered":"
Norman Hebler participated in StEP2023\/2024, from 24 to 28 June, 2024 which offered various opportunities for the professional development of Library staff to improve the skills needed for their current roles and future development by visiting and\/or collaborating with other academic or research libraries locally, nationally and internationally. Norman visited Liverpool John Moores University (UK), … <\/p>\n
Continue reading “Exploring Innovation and Immersive Learning Technologies: Insights from the StEP Visit to Liverpool”<\/span><\/a><\/p>\n","protected":false},"author":13406,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"gallery","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-2995","post","type-post","status-publish","format-gallery","hentry","category-uncategorized","post_format-post-format-gallery"],"_links":{"self":[{"href":"https:\/\/blogs.sun.ac.za\/bibnuus\/en\/wp-json\/wp\/v2\/posts\/2995","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.sun.ac.za\/bibnuus\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.sun.ac.za\/bibnuus\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.sun.ac.za\/bibnuus\/en\/wp-json\/wp\/v2\/users\/13406"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.sun.ac.za\/bibnuus\/en\/wp-json\/wp\/v2\/comments?post=2995"}],"version-history":[{"count":3,"href":"https:\/\/blogs.sun.ac.za\/bibnuus\/en\/wp-json\/wp\/v2\/posts\/2995\/revisions"}],"predecessor-version":[{"id":3052,"href":"https:\/\/blogs.sun.ac.za\/bibnuus\/en\/wp-json\/wp\/v2\/posts\/2995\/revisions\/3052"}],"wp:attachment":[{"href":"https:\/\/blogs.sun.ac.za\/bibnuus\/en\/wp-json\/wp\/v2\/media?parent=2995"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.sun.ac.za\/bibnuus\/en\/wp-json\/wp\/v2\/categories?post=2995"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.sun.ac.za\/bibnuus\/en\/wp-json\/wp\/v2\/tags?post=2995"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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