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The Latest in Immersive Telepresence to Support Shared Engineering Education

机译：最新的沉浸式远程级，以支持共享工程教育

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Work in Progress: In this paper we outline our initial findings on the potential of state-of-the-art immersive telepresence to support the practical and collaborative group work element in our remotely taught international degree programmes, specifically a Software Engineering Masters degree. Whilst we adopt widely used distance learning approaches generally, the challenge remains in supporting live synchronous practical sessions that depend heavily, on one hand, on the expertise of the educator and their presence in the shared learning environment, and on the other hand, the students’ active engagement within teams partially distributed physically. Any technical progress in improving the "sense of presence" can radically renew our conceptions of (distance) teaching and learning, maybe also in terms of the 21st century skills or even those that we are not yet aware of. The question to address is that if sufficiently high-fidelity, and unintrusive, immersive capture technology is used then how could this be game changing in this area? Previous work using similar immersive technology has failed to achieve the level of quality or scope necessary, however, the past 4 years have seen significant progress in the hardware and algorithms required. To support our degree programmes we have designed and developed a custom live 3D capture system for a higher fidelity immersive experience targeting small groups of 2-6 people collaborating both locally and remotely. Here we will present the system and scope out some of the initial plausible affordances for education through the Conceive, Design, Implement, Operate (CDIO)-model. We focus on the affordances offered by the technology to support the learning of the much needed competences of communication, collaboration, critical thinking and creativity which are very challenging to enhance by conventional, content delivery oriented distance learning approaches.
机译：正在进行的工作：在本文中，我们概述了我们最先进的沉浸式远程级的初步调查结果，以支持我们在远程教育的国际学位计划中的实际和协作组工作要素，特别是一种软件工程硕士学位。虽然我们采用广泛使用的远程学习一般的临近，面临的挑战仍然支持实时同步的实践环节依赖严重，一方面，对教育者的专业知识和其在共同学习环境的存在，而在另一方面，学生在身体上部分分布的团队中的积极参与。改善“存在感”的任何技术进步都可以从根本上更新我们的（距离）教学和学习的概念，也许也可能是21世纪的技能甚至那些我们尚未意识到的。解决问题的是，如果有足够的高保真度，并且不确定，使用沉浸式捕获技术，那么这可能如何在这个区域变化？以前使用类似的沉浸式技术的工作未能达到所需的质量或范围，然而，过去4年已经看到所需的硬件和算法的显着进展。为了支持我们的学位课程，我们已经设计并开发了一个自定义的实况3D捕捉系统靶向的2-6人合作，在本地和远程小团体保真度更高身临其境的体验。在这里，我们将通过本想，设计，实施，操作（CDIO）-MODEL，提出系统和范围为教育的一些初始合理的承受者。我们专注于技术提供的能力，以支持学习常规的沟通，协作，批判性思维和创造力的急救能力，这是通过传统的内容交付的远程学习方法来增强的非常具有挑战性。

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