Category Archives: About XR

Information about Virtual Reality, Augmented Reality and Mixed Reality.

Virtual learning environments in the Biomedical Laboratory Science (BMLS) in Savonia

The development of education has been at the center in Finland, which has also made international parties interested in the excellence of Finnish education. Among certain universities, it is part of Finland’s national success story, but the rapidly changing world challenges to renew and reform education further. Over the past years, the programs of Finnish governments have emphasized to develop the diversity of education, lifelong learning, more easy access to education, flexible learning paths and the utilization of digitalization.

In the University of Applied Sciences Act, one of the main tasks are the education and training of new experts and to do research, development and innovation (RDI) work where the needs of work life and its development are at the center. In addition, Universities are asked to plan and implement education together with work life. This phenomenon can be seen e.g. in cases where the education is implemented to different areas of Finland having the shortage of the workforce. These cases education is implemented utilizing various online, distance and satellite education models. These new implementation models challenge to reform education.

The Savonia University of Applied Sciences’ degree program in BMLS has developed a new education model, called as satellite education model, during 2014-2017. In this model, students can study remotely in several different locations of Finland. In satellite education model, the hospital laboratory as a working life organization and the University of Applied Sciences as the organizer of education have been jointly designed, implemented and developed the degree program in accordance with their own roles. One of the development challenge has been to increase the student’s education and practical training in authentic environment in work life. This satellite education model aims to meet the above mentioned challenge to reform and renew education.

New training models, like satellite education model, must support the goals described above and also be a cost-effective. Satellite education model combines modern technologies, digitalization opportunities, work life and educational organizations. Education in virtual learning environments at their best increases opportunities combine education, authentic learning environments and surrounding society into the one entity.

Learning environments as a promoter of student competence
The Sotevi- project (Virtual Learning Environments in the Social and Health Sector, funded by ESF), coordinated by Savonia University of Applied Sciences, started to build digital learning environments in which students can study independently, regardless of time and place. This project was a pilot for the project of Future Technologies in Education (FutureEdu). In FutureEdu- project, virtual work life orientated learning environment are developed, whereas in Sotevi-project developed virtual learning environments related to the premises of University of Applied Sciences. In Sotevi-project, learning environments are based on a 360 ° / 3D image corresponding to the real world, where students can virtually move around and learn new issues. This learning take place on the screen of student’s own mobile device or computer.

The laboratory classes in the various expertise areas used by the BMLS degree program of Savonia University of Applied Sciences were described as Matterport (360 ° / 3D) environments (Figure 1). The Matterport description provides a three-dimensional image of the spaces, enabling the student to move virtually within the laboratory spaces and view them, as well as to become familiar with the learning materials there. These created environments can be used already when applying for studies, getting more familiar with study facilities and studying in certain clinical laboratory expertise area. All the study contents of the professional studies, based on to the curriculum, can be rebuilt to those learning environments.
Figure 1. Matterport (360 ° / 3D) environments in the degree programme of Biomedical Laboratory Science.

Thinglink application can be used to make virtual descriptions of the environment for teaching. The teacher can embed additional information into the Thinglink environment with pictures, videos, sound, theoretical information or interactive presentations concerning the topic to be learned. The Thinglink was used to build a section related to the module named as “Learning Clinical Laboratory Work” (Figure 2). In this module students can study all theoretical knowledge and practical operating models related to the safe working in clinical laboratory and also some basic working methods of clinical laboratory work, regardless of time and place.
Figure 2. Thinglink environment concerning the module named as “Learning Clinical Laboratory Work”.

iSpring Suite is a PowerPoint-based learning environment creation tool that allows a teacher to take slide-based courses, knowledge tests, interactive simulations, video lectures, and other interactive learning materials. With the help of the application, a Laboratory safety competence- test was performed for the module described above. With the test, the student demonstrates his / her competence, receives immediate feedback and guidance if there are deficiencies in the competence. The teacher receives information about the completion of the section when the student’s competence is sufficient. After this knowledge test, the student can practice what they have learned in a real clinical laboratory environment.

Creating a learning environment where the student is a key player is a challenge for the teacher. The use of the game as a pedagogical tool supports the student’s own role as an active learner and actor. The purpose of the “Labor-Antti blood sampling game” created in the Sotevi- project was to learn the steps of the venous blood sampling process. The game offers the student a meaningful way to learn new things. In the role of an active actor, the student has to process the information learned and think about how he or she can apply what he or she has learned in practice. Playing can be an effective, fun, and encouraging way to learn. The feedback is immediate and you can follow the learning progress by yourself.

Virtual learning environments from the perspective of the students and the teachers
The digitalization of activities and services and the development of new technology challenge teachers to develop a new kind of pedagogical development and change in study practices. Methods that enable teaching and learning have been developed for a long time with the help of technology. This has enabled students to study more and more independently through online. New technologies make it possible to transfer teaching to virtual learning environments. These learning environments do not require the student to be physically present during lessons. They can have spaces that virtually simulate an authentic environment and in which the student can combine theoretical knowledge with practice. In addition, it is possible to return to the learning material over and over again according to their own needs.

From a teacher’s perspective, moving content to virtual learning environments takes time, but rewards when the work is done. Virtual and augmented reality (VR, AR) can be implemented on a wide variety of hardware and at many levels. It must be remembered, however, that a virtual environment cannot replace training in a real laboratory. Learning skills such as social and interaction skills as well as manual skills takes place best in real environments. Virtual learning environments develop satellite training in Savonia and provide new opportunities for both national and international distance learning.

From the student’s point of view, the advantages of virtual learning environments are e.g. the fact that the student can return to the study material over and over again or practice in multi-stage laboratory research processes. Flexible learning environments increase the opportunity for more students to study according to their own schedule. Studying in virtual environments increases the responsibility for the learning process from teacher to student. The effectiveness of virtual learning environments was also studied in the Sotevi-project. The preliminary results were encouraging.

According to the results, the learning outcomes have been good. The technical usability of the materials was felt to be very good. The material was interesting, of high quality in content and relevant information was easy to find. Learning environments promoted and accelerated learning. The pedagogical usability of the study material was also found to be good. The learning materials were considered to be well suited to this content of learning. In addition, the content was perceived as relevant to the profession. The learning objectives were clearly stated and the learning material clarified and motivated the students to study the content. Compared to traditional learning material, this type of virtual learning material brought an added value to learning. The study material is well suited for practice. The learning test that accompanies the learning material provided useful feedback on learning. Students wanted a similar type of virtual environments for other learning entities as well.

Conclusions

One of the novelty values of the project is the virtual learning environments created in the Savonia BMLS degree program. They offer students a new way to learn. These virtual environments takes the learning experience to a new level. Good virtual learning experiences can increase the attractiveness, effectiveness and quality of education. In the future, the virtual learning environments of Savonia’s laboratory facilities will be expanded to the different areas of expertise areas of the clinical laboratory. The student can virtually move from one class to other and choose the specialty or topic to be studied at any given time. Teaching material is added to virtual learning environments in the form of texts, images, videos, video lectures, work instructions, interactive tests or experiments.

In this project, Savonia’s research and innovation activities will open up new channels of effectiveness for the following projects, which will develop education based on students and working life. The development of satellite training with virtual learning environments enables a diverse training offer that can be utilized by different user groups.

Authors:
Sirkka-Liisa Halimaa and Anssi Mähönen

Possibilities in the XR field

What are the possibilities in the XR field? 

By Kimmo Pakarinen, RDI Advisor in Information Technology
Savonia University of Applied Sciences

The Future Technologies in Education project concentrates on implementing XR technologies in healthcare. As it is mentioned in our earlier blog post (https://futureedu.savonia.fi/2020/01/29/understanding-the-use-of-xr-applications-in-healthcare-field/), there are quite a few XR solutions for healthcare education. But how about other fields? What other fields can benefit or use XR technologies?

XR technologies are well taken by the entertainment industry such as gaming and 3D movies. More and more games and movies are being developed to use XR technologies. While the entertainment industry currently utilizes XR technologies the most, other fields are getting into the XR world. Common areas of business where XR is used are product design & prototyping, education, workforce & project collaboration, trainer & worker guidance and sales & marketing.

There are many possibilities for XR technologies. These technologies can be beneficial in healthcare and surgery, military training, architecture work, art and education. It has also been tested in the rehabilitation and treatment of phobias and anxieties. Possibilities are numerous and more possibilities open as technology and hardware advances.

These links help you to find some of the possibilities in XR and to read more of these technologies.

https://www.youtube.com/watch?v=AxYhJpLBbN4 Porsche remote AR tech support
https://www.youtube.com/watch?v=NND7Hk5fYdI U.S. Military training VR
https://www.youtube.com/watch?v=5KIa3nNmMAc Treating mental health problems VR
https://www.youtube.com/watch?v=l2NnOCLexOE MR in healthcare
https://www.youtube.com/watch?v=hhn00WdjrCY Design Space VR
https://www.visualcapitalist.com/extended-reality-xr/ What is XR?
https://mobidev.biz/blog/augmented-reality-future-trends-2018-2020 AR trends
https://www.vrs.org.uk/ Virtual Reality Society
https://fivr.fi/ Finnish Virtual Reality Society

New Technologies in Teaching


Podcast about Teaching in Virtual Learning Environments
(in finnish)

Anssi Mähönen, Savonia’s expert, presents how today’s teaching can be more effective and enthusiastic by using virtual reality. Students have the opportunity to deepen their theoretical knowledge independently of time and place. Students can also practice beforehand the same processes and use the same tools and equipment used in real working life.

Here the postcast ( in finnish)

Understanding the use of XR applications in Healthcare field

What have we done so far in Future Technologies in Education –project?

A year has gone in understanding and finding out the best technological solution to use that brings added valued to the entire education process of health care professionals.

There is a huge potential for XR applications in healthcare education. During the first year of the project, we found out the best options to the training environment of the clinical laboratory, operating room, and instrument care. At the international level, we have also supported the digitalization strategy of our Bulgarian partner by sharing knowledge and starting the benchmarking of technological solutions used in education at the level of vocational and higher education. The selected technological solutions will be piloted and tested during this spring 2020. These technological solutions will be compared with the current educational solutions and teaching methods. Based on the results from the pilot, the solutions used in education will be further developed and later take as a part of education process and training.

Biomedical laboratory training

In this project, we collaborate with South Karelia Social and Health Care District (Eksote) hospital laboratory in Lappeenranta. Eksote clinical laboratory will be a part of Helsinki University Hospital (HUS) laboratory in 2020.  Eksote laboratory has been collaborator since 2014, when the first satellite education group of Biomedical Laboratory Science was started in collaboration with Savonia-UAS and Eksote.

An important component in the Biomedical Laboratory Science education is to know the laboratory´s working environment including processes, activities and equipment. In addition, the knowledge of the laboratory safety aspects are essential when working in clinical hospital laboratory. For these reasons, a clinical laboratory environment was scanned by Matterport-camera to get 3D models of real hospital laboratory. This 3D- virtual tour was created to enable students and staff to familiarize in advance and in  their own work pace the safety issues e.g. in the laboratories of clinical hematology, clinical chemistry, clinical microbiology and clinical pathology.

In addition, we have planned how VR glasses and interactive videos can be used efficiently in the learning and familiarization process of laboratory equipment e.g. such as the laboratory microscope and Point-of-care (POC)-equipment.

We have also realized the importance to develop virtual material to study the histology process in clinical laboratory. Therefore, we are going to pilot and evaluate the usefulness of VR glasses to study this process.  

In addition, we plan to use AR and smart glasses to provide a live connection between the clinical laboratory and the university classroom. These authentic live connections will enable our students to understand real laboratory work, equipment and processes. Furthermore, this technology could be used for consultation between staff and technical experts e.g. in case of equipment maintenance or service.

In addition, the students of biomedical laboratory science have been part of this development work by helping us to create the content of environments. The students of engineer have been creating VR simulations. In this way, these environments will better serve not only staff but also our students.

Operating rooms and instrument maintenance training

The VR and AR applications in nursing care, especially in perioperative care, are quite many. At the moment, they are mainly designed for surgeons, with only some applications from a nurse’s perspective. During the last autumn, we decided the areas to be developed and technologies to use in the education and training of perioperative nursing. At present, we go further on with the purchase and tendering process of the technologies used in the project.

We are collaborating with our regional partners; the Kuopio University Hospital, KUH, operating theaters and Servica, the instrument maintenance company.

The Finnish project team visited Servica’s Central Sterile Services Department in Kuopio University Hospital in September 2019.  During the interesting and rewarding visit, they showed us the entire surgical instruments maintenance process from the instrument´s cleaning and disinfection to the delivering to clients. At the same time, we discussed about making the 3D – photo shootings with Matterport in the Central Sterile Services Department. In addition we have decided to pilot how to created 3D models of instruments. These 3D models will help e.g. daily work of instrument maintainer.

Together with KUH and operation theater we discussed the detailed co-operation and work plan for perioperative nursing. We have done 3D-photo shootings with Matterport in the operating theater. These 3D- virtual tours enable students and staff to familiarize in advance in their own work pace. In addition, different kind of VR simulations were planned especially from the perspective of nurse anesthetists.

We have wanted to take, not only staff, but also the students into this development work e.g. they will take part in creating the content of both the operating rooms and instrument maintenance. It is important to develop common learning environments that really serve both students and staff.

International collaboration with Bulgarian

The sharing of knowledge, benchmarking and planning of virtual learning environment have been the major activities covering the first year. Joint international meetings, together with Yatrus Foundation and other partners, have been important in the start-up phase and supported the start of project cooperation.  We can together note that the use of XR solutions in Finland is slightly more widespread and thus the need for the training content to harmonize virtual technology activities in the Europe level is essential. Therefore, we also developed a XR training module for professionals to upgrade practical skills in new technologies. This intensive course will be in Kuopio during spring 2020.

During last visit in Bulgaria. We had a great possibility to visit different authorities and meet experts in education in Sofia e.g. we visited in the Business Initiative Union (SSI), the University of National and World Economy (UNWE Sofia), the National Agency for Vocational Education (NAVET) and Ministry of Education and Science (MON). We are an important and interesting partner for Bulgarian authorities. Digitalization of education is essential and big challenge for both of us.

We have strengthened the collaboration with the University of Ruse, Faculty of Public Health and Health Care, to develop a 5 ECTS virtual module for internationalization at home. In this module, Finnish and Bulgarian students can study basic knowledge from both countries and get more information about student exchange. In addition, they can study perioperative nursing, instrument maintenance and biomedical laboratory science in those virtual environments created in this project. This virtual module will be during spring 2020. At the same time, we are negotiating the content of teacher and student exchange agreements. Later these will be sign between partners, which enables student and professionals exchange between countries. First exchanges were planned for autumn 2020.

Conclusions

The last year has been very intensive with meetings, tests and visits to our partners Eksote in Lappeenranta and Ruse in Bulgaria. We are proud of the lessons learnt and the achievements done. We are looking with enthusiasm the year 2020!

More details of the international visits at:

Visit to Ruse, April, 2019: https://sway.office.com/s/aSeOzwyRmt7da1YO/embed
Visit to Kuopio, August 2019: https://sway.office.com/s/E4VwOO5l7xxQKk3z/embed
Visit to Ruse, November, 2019: https://sway.office.com/s/dQ5yZ6rnF8JAL6wY/embed

Editorial  group of the blog:

Petteri Alanko
Communications Manager
Savonia UAS
Petteri.alanko@savonia.fi

Marja Silen-Lipponen
Principal Lecturer
Savonia UAS
Marja.Silen-Lipponen@savonia.fi