MR
Instructional Design for Mixed Reality / 3D Modeling
Student: Brian Abramowitz and Hyunju Oh
Topic: Fire Safety
1. Analysis (10pts)
- Context and learners
There is a large problem in the United States currently with a lack of families being prepared for emergencies. As a result, this instructional unit will focus on fire safety. A survey was conducted with more than 1,500 respondents in May 2020 which mentioned that although Americans are worried about home fires, most (three in five) do not own a fire extinguisher (Americans are most concerned about home fires, 2023). This alarming statistic is especially concerning for first responders. This data may be interpreted as having tremendous implications for firefighters. For example, if Americans are unprepared for kitchen or home fires, then there is a need for increased bandwidth and capacity for firefighters to respond quickly and potentially to multiple situations simultaneously because individuals are unable to address the situation on their own quickly.
This instructional unit will be taught in a local library setting which constantly hosts continuing education for adults. This instructional unit will be embedded within a “life preparedness” course.This course will range in topics from finances (taxes, budgeting, etc), career skills (job interview and professional communications) to home safety (carbon monoxide detectors, simple repairs, fire safety, etc).The course includes 10 sessions but enrolled lifelong learners must only attend at least seven. Of the seven, some of the sessions are mandatory, including fire safety.
Much of the course curriculum will be taught through the use of various forms of technology. The learners will be adults and the course will be open to anyone 18 or older. With regards to technology, the learners have some experience with mixed reality through previous instructional units in the course. They have expressed an interest in strengthening their skills using the technology as they understand its benefits.
- Need assessment
A recent survey disseminated by The Harris Poll including over 2,000 American adults indicated that 58% of them do not know the appropriate technique for using a fire extinguisher. After hearing that, many of the adults in the course were shocked to hear this information and reflected on whether they understood how to use the fire extinguisher. As a result, the students told the instruction (expressed need) that they want to make sure that they have comprehensive knowledge of how a fire extinguisher works. They want to feel empowered to act should the situation arise.
Americans are most concerned about home fires, yet 3 in 5 don’t own a ... (2023). https://www.thezebra.com/resources/home/home-emergency-survey/
2. Purpose and instructional goals (10pts)
- Significance and rationale for using MR
The purpose for using mixed reality for this instructional purpose is that fire extinguishers can be expensive. By “saving” the fire extinguisher, participants are able to leave the class with the tool to have ready in their home and understand how it works. Through mixed reality, learners can fully immerse themselves and handle the fire extinguisher without the fear of it going off (and making a mess). Instead, mixed reality provides affordances that allow the user to learn the structure of the fire extinguisher and how each part plays a role in its function. This mixed reality experience will provide significant benefits to the students. For example, the experience will allow them to become more aware of what to expect should a fire break out and how to act quickly. They can turn a stressful situation into one where they feel ready and using a fire extinguisher may become more like muscle memory than an anxiety driven thought process of what to do next.
- Measurable instructional objectives (Bloom’s Taxonomy)
● Explain the different components and functions of a fire extinguisher in a post-assessment quiz.
● Apply proper technique for using a fire extinguisher
3. Content (30pts)
- Describe the unit content supported by MR or your 3D – model-based unit
The instruction unit will begin with the seriousness of fire safety and the importance of emergency preparedness. This portion will be teacher directed and students will be present passively listening to instruction. Direct instruction will also include the value of fire extinguishers to putting out fires early.
The participants will then move to a technology station where they will be immersed in a mixed reality environment. As they have previously used the mixed reality infrastructure, this more constructivist style of instruction will provide students the opportunity to engage with the mixed reality version of a fire extinguisher to construct knowledge on the “anatomy” of the tool. Students will be encouraged to rotate, scale, and use other tools available to really observe and learn about all aspects of the fire extinguisher. On-screen information may be provided to further students’ understanding.
The third phase of the unit content will focus on the proper technique. Students will be taught the PASS technique (Pull, Aim, Squeeze, Sweep). First they will watch a video where they are given the autonomy to pause, rewind, and rewatch, as needed. Then they will join their virtual fire environment in mixed reality to practice for themselves. Audio guidance will be provided through their HoloLens headset.
- Develop a 3D model
We developed a 3D model using the app “Polycam.” This app allows users to create 3D models for free(up to 12). By capturing photos or videos of an object from various angles, the app stitches together these images to generate a 3D model. Its wireless functionality is a major perk, offering the freedom to create 3D models without being tethered to a computer. However, the app does have its limitations when it comes to editing the models, so for any detailed refinements, a separate tool is required. We used “Blender”, a professional 3D modeling software, to perform additional edits on our models.
4. Instructional Strategies (10pts)
- Delivery format device: Identify device/platform that will be used to support instruction
This instruction will be delivered using the Microsoft HoloLens. The HoloLens is a head-mounted display, a mixed reality tool that users can wear like glasses. Unlike other MR tools that require interaction through a monitor using a pen or mouse, the HoloLens projects the subject onto the glasses, integrating it with the user's real environment. Users interact with the holographic content using hand gestures. Primarily utilized in manufacturing, healthcare, and education, the HoloLens enables learners to actively engage with the learning material. It projects subjects into the user's current environment, enhancing satisfaction from the learning experience and aiding in the future recall and application of the skills learned. Content for the HoloLens can be developed using Unity and Visual Studio. Developers without access to an actual HoloLens can use the HoloLens 2 Emulator to ensure precise functioning of the learning media.
Learners might be new to the HoloLens experience. Before the class begins, they should be given time to become comfortable with the tool and to learn how to interact with the media. They will view a hologram that makes it seem as though the fire extinguisher is right in front of their eyes, and they will be able to use hand gestures to rotate and adjust the size of the 3D fire extinguisher. By selecting a specific part of the fire extinguisher, learners can either read text-based explanations or listen to audio descriptions through the HoloLens's built-in miniature speakers. They also have the opportunity to explore the functions of the fire extinguisher at their own pace during a set time frame. If any learners experience dizziness, they can switch to a traditional monitor-based learning experience.
- Teaching methods
The narration and the text information will serve as a guide to users exploring the use of the fire extinguisher.
5. Assessment of learning outcomes (10pts)
- Formative and Summative
The course facilitators will be asked to administer the same questions and/or observe students as formative and summative assessments. The reasoning is to analyze any differences that the instruction may have made as well as make sure the forms of assessment are aligned. By students practicing demonstrating their knowledge in the formative, they will receive meaningful and impactful feedback to guide them in such a way that they can refine their responses for the final assessment, summative.
Part 1: Students will be given a workshop with a fire extinguisher drawn on it. Each of the components of the fire extinguisher will have an arrow pointing to it with a line next to it. The first part of their assessment will be identifying and writing in the name of that part of the fire extinguisher. Next to the line the students will be asked to briefly explain what each part does. This drives home the point of structure and function.
Part 2: Students will be observed by course instructors while they navigate through the mixed reality environment. Once the correct virtual environment is accessed, students will be required to apply their knowledge and demonstrate their understanding of the PASS method. Instructors will be given a rubric to fairly and objectively evaluate student performance.