360 video for more immersive performances and demonstrations

360 video (aka immersive or spherical video) is an immersive way to observe/monitor exhibitions, demonstrations, or experiments. 360 videos can simulate a representation of a space – real or virtually constructed – that can be experienced either through wearing a virtual reality (VR) headset or using a standard screen (smartphone, laptop, etc.). These techniques can be used for instruction in psychomotor domains as participants learn by interacting within a simulated space. Examples include having students explore ancient architecture, view choreography from different perspectives, examine the internal structure of a chemical compound, dissect human anatomical structures, or visit an otherwise inaccessible location.

What are the biggest challenges units may face in implementing this recommendation?

The main challenge to using 360 video is in acquiring the equipment. 360 Cameras are not widely available at UM and can be expensive. While capturing 3D is easy, displaying it in 3D requires special viewers, headsets, or lenticular screen designs. The videos can be viewed in 2D on standard screens, but that experience is less immersive.

There are numerous 360-degree cameras on the market, ranging in price from the affordable Ricoh Theta and GoPro Fusion, to the mid-range Vuze, to the high-end GoPro VR. 360 video can be experienced as a stand-alone clip or edited to include text, prompts, linked nodes, or other interactive elements for learning. Unity is a popular authoring environment for creating 360-degree video experiences. There are a few pockets of expertise using these tools in the Digital Media Commons, Academic Innovation, and ITS. Using this method extensively for 2020 would require an investment in equipment, training, and communication.