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The police student case

The 360ViSi project partners invited colleagues and people in their professional networks to attend a workshop where experiences from use of 360° video were shared and discussed. An interesting case from the Norwegian Police University College gave new insight on possibilities for learning with 360° video.

With help from University of Stavanger, the Norwegian Police University College has produced and started using 360° video in education with the purpose of boosting asset recovery behavior from police officers, both bachelor students and post graduate police officers.

Inger A. E. Coll, assistant professor at the Norwegian Police University College, explained that police students need to be able to identify valuable assets during search and seizure of properties when a crime is suspected.

In a digital meeting, Inger A. E. Coll shared the Norwegian Police University College’s experience with 360° video in education.

Learning about asset recovery

The 360° video simulation allows the students to move around in an apartment in search of valuable items. Before starting the tour, the students are provided with this context for the scenario: The couple living in the apartment are suspected of massive drug sales. They have no recorded income and receive social security benefits.

Placed in the apartment are expensive female accessories, jewelry, valuable art and wine, user equipment for cocaine and documents proving ownership of a horse and a yacht. It is up to the student to identify and assess them.

“The simulation is offered two times for the students. The first time, the goal is to boost their attention and stimulate reflection. Later in the course they do the same simulation but are then given added information about the items’ value, to increase the learning outcome,” Coll explains.

The second simulation session provides students with added information in order to increase the learning outcome.

 The simulation is not a compulsory part of the education, but since it was introduced, 90 % of the students have completed it, and their feedback is very positive.

360° live streaming

The second part of the workshop was called “Possibilities with 360 live streaming” and presented by Kåre Spanne, media engineer at the University of Stavanger.

Spanne talked about how 5G, the fifth-generation technology standard for broadband cellular networks, is enabling a new aspect for 360° video: live streaming.

In China, an intensive care unit (ICU) has started using live streaming of 360° video to enable family members to “visit” patients on the ward.  See the news report about the story by CGTN:

“I believe we will see live streaming of 360° video used in education in the near future. One opportunity is to use it to observe students while they perform specific procedures,” Spanne says.

More workshops to come

This particular workshop was hosted by University of Stavanger, and all the partners will take turns to host workshops where a larger audience is invited to take part.

“The Knowledge Alliance is all about sharing knowledge. The project partners have insight into other cases that could be relevant and inspirational to the 360ViSi project, so this is a perfect arena for us to learn and develop our project,” says Atle Løkken, project manager for 360ViSi.

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User guide for creating interactive 360° video

The document provides basic information on producing 360° video using consumer-oriented equipment. It will discuss what is important to know when shooting 360° video, like tips about equipment, camera settings and camera position.

You will also learn about what you can do post-production; such as editing and exporting the finished video. The user guide gives recommendations and descriptions of different kinds of hardware and software that can be used, with links to several video tutorials.

After reading this – you should have the information you need to get started. We wish you the best of luck!

Please download the document:

Questions about the user guide?

Please contact us!

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Searching for the best cases for interactive 360° video simulation

The 360ViSi projects proceeds according to plan – well almost. Erasmus+ project work usually entails face-to-face interaction and discussions over the table, but this is prevented by the ongoing pandemic. This week, the project partners gather in digital meetings four days in a row instead.

What makes a good case?

So far, a lot of work has gone into planning, researching available technology and mapping the project partner’s different competences. Now the time has come to find the right test cases.

– We are assessing what would be of most value to students, what kind of interactivity would possible in each case and which cases would give most impact with regards to reducing the need for physical training facilities, explains Mari-Linn Atterås Larsen from University of Stavanger.

A proposal for a standard procedure for describing the test cases has been made, which will also be discussed and completed during the workshop. This is done to ensure the same format and quality throughout the project.

Each partner gets the opportunity to present focus areas and dilemmas for production to each other, and with the technical video skilled partners following the discussion, the creative and visual perspectives are well taken care of.

The workshop takes place 19-24 October at 12-14 CET.   

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Zero surgical failures

The leading education technology event in the Nordics, the KnowHow EdTech conference, went online this year, as part of the smart city conference Nordic Edge Expo. Nordic Edge, a non-profit organisation promoting solutions for smarter cities and communities is an associate partner in the 360ViSi project.

Petteri Joenpolvi, CEO of company ADESANTE, a start-up established out of the 360ViSi partner ADE, presented extended reality (XR) which is a new technology covering virtual reality (VR), augmented reality (AR) and mixed reality (MR).

“Every year 310 million patients are going through surgical procedures, and 50 million of them are experiencing some kind of complications. In the US, for example, 4000 people are injured every year due to surgical failures, of which 33 % experience permanent injury and 7 % wrongful death,” he explains.

ADESANTE has developed XR solutions for viewing medical images, planning surgical procedures, training surgeons and medical students and support surgery.

The XR solution is used by University hospitals and General hospitals. It’s easy to operate and gives you a precise overview of the human anatomy. It’s perfect for planning a surgical procedure and give the surgeons a better understanding of how to avoid surgical failures.

“Through ADE, the 360ViSi project will benefit from the expertise also from ADESANTE”, says the project manager Atle Løkken.

 Petteri Joenpolvi’s presentation, is available on YouTube.

https://www.surgeryvision.com/

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Why 360ViSi?

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The instrument game

Getting used to working in an operating room takes time and practice. Turku Game Lab and Nursing studies at Turku University of Applied Sciences are now creating an education game with 360° video where nursing students can rehearse selecting the right instruments. See video of the game at the end of this article.

During nursing studies, there is rarely enough time to practice enough the needed skills to make students feel competent and confident. When entering an operating room, students often feel particularly nervous. As a working environment, it is strict and disciplined, that adds anxiety especially when the practicing time in busy teaching premises is limited due to, for example, spatial resources.

Learning by selecting

As a part of 360ViSi project, Turku University of Applied Sciences’ Turku Game Lab together with Nursing studies, have started to solve the problem by creating an education game placed in an operating room.

When playing, the student first sees a 360° demo video of surgery. In front of the student, one of the nurses is handing instruments to the surgeon according to his requests.

When starting the actual game, the student sees the surgeon and the selection of instruments. The task is to, according to the instructions, select and hand over the correct one. The key to the learning is the immediate feedback to the choices the student makes. In the end, the player sees the scores, the time used per instrument and the number of correct and wrong answers are shown.

Unlike during simulations or internships, the game gives the student a possibility to rehearse countless times. This leads to strengthened self-confidence and supporting his or her learning. Once the student gets to practice, he or she can concentrate on the aspects going beyond the basics.

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An ocean of opportunities

Each partner of the 360 Video Simulation project should develop a solution to an identified case, that will be developed throughout the project period 2020-2022.

The research group at University of Stavanger (UiS) in Norway, led by Ingrid Tjoflåt and Bodil Bø Våga, had a discussion with fellow colleagues, to start the work with identifying test cases relevant for the Norwegian students. The tasks to discuss in the meeting were:  What kind of situations need more practise? What areas of practice should it cover? What themes should be chosen? What age groups are in the focus?

It was mportant to the group to introduce students to working life situations they do not have access to in their practice periode.

“To make good cases from situations in home nursing, where the nurses operate entirely on their own, is highly needed,” said Torunn Strømme, one of the participants in the discussion.

“There is also a need for educational simulations from situations that are rare but one must be prepared for. Such as for example, children and crisis situations, trauma situations and so on”, she continues.

Now, the UiS group will have to prioritize along with the other partner institutions in relation to which cases are to be produced in the project, to test out the production method.  

“The important thing is to clearly identify the learning outcome for the students. A 360 case will include a huge variety of elements relevant to discussion; communication and relational things, hard-core academic elements etc. So we need to be aware of the main focus for each case”, emphasized Ingrid Tjoflåt.

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Kick-off meeting

4 – 5 March all seven partners did a two-days workshop in Valencia.

The objectives of the workshops were to get to know eachother, eachothers’ competencies and motivation, as well as getting a grasp of the possible outcomes of the project.

Universidad Católica de Valencia was the excellent host for the meeting.
Atle Løkken, which is the Project Manager at this point, emphasized the importance of the short-term work packages, but also the long-term results and impact, such as change of learning practice and business opportunities for the business partners.

On the very first day, every partner held presentations, followed by a plenary discussion. It was of great value that the business partners presented their focus areas concerning the technologies. The dissimination team also presented their plans for dissemination and exploitation of the project.

The second day was dedicated to a more in-depth discussion of possible solutions and sharing ideas about where 360 video can be used as a tool in health education. After the kick-off meeting all partners continue their work, and will collaborate through video meetings on a regular basis.

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VR simulations in a psychiatric clinic

The 360ViSi team from the University of Stavanger were invited to test a VR- solution for medic training.

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Virtual management group meetings

Every month the management group meeting takes place online.