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Feasibility
Depending on the complexity of the hologram image, research has shown that the creation of holographic images is not an impossible task as individuals have the capability to successfully create one.
The deeper question comes from video based holograms as that is the focus of this OER. With the commercial solutions which were covered in "Current Products on the Market", feasibility might be affected as factors such as (i) price (ii) availability and (iii) proprietary content will hinder it's potential to be widely adopted into educational institutions. In most examples covered, the technology used remains exclusive to a particular institution (eg: internally developed) and the lack of a standardized platform might affect the degree of feasibility in which holograms become the norm for teaching.
While trends might change in the future, currently it still seems like industry standards such as Zoom, Teams, Facetime and video conferencing platforms will remain the dominant way to teach on a telecommunication visual basis.
Sustainability
Two aspects of sustainability will be considered: (i) will holograms be popular on a long term basis and (ii) are holograms a form of sustainable technology?
With breakthroughs in image quality, pricing and development techniques, an emerging form known as "Tensor Holograms" have the potential to become widely adopted as a considerable leap in how individuals perceive video conferencing. Providing improvements can be made to existing flaws, real-time 3D holography would enhance a slew of systems, from VR to 3D printing. The new system could help immerse VR viewers in more realistic scenery, while eliminating eye strain and other side effects of long-term VR use which increases accessibility. (Ackerman 2021)
Furthermore, advancements have been made to create holograms which allows users to see, hear and even feel them (Sample 2019). Depending on how fast technology advances in this field, I would argue holograms can be sustainable as a future where 3D displays can create experiences that are indistinguishable from the physical objects they are simulating would truly be a game changer.
While energy use remains uncertain due to the lack of in depth research on efficiency levels in terms of its use of energy and resources, the sustainable aspect of holograms on our environment has the potential to transform how educational institutions and public systems do work. Sustainable technology aims to minimize any negative social and environmental impacts, which is good for a business’s bottom line, and its reputation. As an example, it could result in fewer emissions being released as travel demand is reduced. Holograms can provide experiences in a singular place as opposed to having individuals travel (eg: land, air) to experience or participate in an event. (Rubicon 2021)
Effectiveness
In terms of distribution of knowledge and resources, I can see potential benefits in being able to get the scarce resource of a renowned expert to engage students in different locations around the world. As the holographic lecturer can broadcast their presence in several locations at once, this could increase the level of effectiveness and allows participants to learn better compared to a Zoom call.
The live and interactive format means there can be a Q and A with the expert with the distinct difference of feeling like a personal encounter, which is something Zoom cannot provide. Getting the sense of being close to an expert increases the attention and involvement of the learner. The technology presents a lifelike image that intensifies the human interaction. This can help innovative schools such as those teaching business, engineering and medicine.
While more research is required to look into the impact on retention when learning from a hologram rather than a standard video, combined with the advent of AI and 5G, perhaps it's wishful to predict that holograms can indeed alter the way students learn.
Overall Forecast
Holograms hold massive potential to become a form of natural evolution in terms of educational technology. While there are currently many barriers which prevent it from being widely implemented into classrooms (eg: compared to projectors, interactive whiteboards or desktop PCs), the limited supply of hologram projectors remains a concern at this current stage.
Adding to the fact that most consumer options are under developed with the more promising products such as Samsung and Ikin's prototypes being far off the release horizon, it's more feasible and practical to not disrupt the current status quo and use the current technological options available.
However this does not imply that holograms are useless in education as thinking on a broader scale and beyond the classroom, holographic displays can easily be installed in venues such as museums, aquariums, office headquarters or workplaces to provide information to visitors. Learning through holograms is certainty possible and a reality in these environments.
As for my critical analysis from the lens of the present and near future, I would predict that for regular lectures in a classroom with standard content, I don’t yet see the added value of the hologram lecturer at this stage. The issue is it technically does not redefine the way students learn and logistically, assistance is certainty needed for setup and capturing process. Furthermore, from the perspective of Social Learning Theory, part of the higher education experience is to learn in a social context. (Bandura 1989) Keeping that social contact is essential and ensuring the added value of excellent classroom interaction is essential.
Holograms are not yet ready to replace all face-to-face teaching.
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