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In this paper, we describe an approach to academic teaching in computer science using storytelling as a means for background research to hypermedia and virtual reality topics. It is shown that narrative activity within the context of a Hypermedia Novel related to educational content can enhance motivation for self-conducted learning and in parallel lead to an edutainment system of its own. The narrative practice and background research as well as the resulting product can supplement lecture material with comparable success to traditional academic teaching approaches.
In this paper, we describe an approach to academic teaching in computer science using storytelling as a means to investigate to hypermedia and virtual reality topics. Indications are shown that narrative activity within the context of a Hypermedia Novel related to educational content can enhance motivation for self-conducted learning and in parallel lead to an edutainment system of its own. In contrast to existing approaches the Hypermedia Novel environment allows an iterative approach to the narrative content, thereby integrating story authoring and story reception not only in the beginning but at any time. The narrative practice and background research as well as the resulting product can supplement lecture material with comparable success to traditional academic teaching approaches. On top of this there is the added value of soft skill training and a gain of expert knowledge in areas of personal background research.
ATM virtual studio services
(1996)
The term "virtual studio" refers to real-time 3D graphics systems used to render a virtual set in sync with live camera motion. As the camera pans and zooms, the virtual set is redrawn from the correct perspective. Using blue room techniques, actors in front of the real camera are then “placed in” the virtual set. Current virtual studio systems are centralized – the blue room, cameras, renderers etc. are located at a single site. However distributed configurations offer significant economies such as the sharing of expensive rendering equipment among many sites. This paper describes early expe- riences of the DVP1 project in the realization of a distributed virtual studio. In particular we de- scribe the first video production using a distributed virtual studio over ATM and make observations concerning network QOS requirements.
Benches and Caves
(1998)
Quantum mechanical theories are used to search and optimized the conformations of proposed small molecule candidates for treatment of SARS-CoV-2. These candidate compounds are taken from what is reported in the news and in other pre-peer-reviewed literature (e.g. ChemRxiv, bioRxiv). The goal herein is to provided predicted structures and relative conformational stabilities for selected drug and ligand candidates, in the hopes that other research groups can make use of them for developing a treatment.
The Covid-19 pandemic has challenged educators across the world to move their teaching and mentoring from in-person to remote. During nonpandemic semesters at their institutes (e.g. universities), educators can directly provide students the software environment needed to support their learning - either in specialized computer laboratories (e.g. computational chemistry labs) or shared computer spaces. These labs are often supported by staff that maintains the operating systems (OS) and software. But how does one provide a specialized software environment for remote teaching? One solution is to provide students a customized operating system (e.g., Linux) that includes open-source software for supporting your teaching goals. However, such a solution should not require students to install the OS alongside their existing one (i.e. dual/multi-booting) or be used as a complete replacement. Such approaches are risky because of a) the students' possible lack of software expertise, b) the possible disruption of an existing software workflow that is needed in other classes or by other family members, and c) the importance of maintaining a working computer when isolated (e.g. societal restrictions). To illustrate possible solutions, we discuss our approach that used a customized Linux OS and a Docker container in a course that teaches computational chemistry and Python3.
Der virtuelle Wetterfrosch
(1997)
Distributed Video Production
(1996)
Video production is inherently distributed: Broadcasters are physically distributed over several sites and studios, they increasingly outsource video production and post-production to specialized studios or upcoming virtual studios. Thus there is an increasing demand for the enabling technology for distributed video production.
This paper presents an overview on and reports on early experiences of the European ACTS project AC089 called „Distributed Video Production (DVP)“ which started in late 1995. Central to DVP are distributed pilot applications for professional digital video production over ATM broadband networks (LAN and WAN). Distributed video production refers to situations where the cameras, recorders, switches, mixers and other equipment used in video production (or post-production) are located at several sites linked by high bandwidth network connections. The DVP project investigates requirements of broadcasters for several forms of distributed video production and runs a series of trials of distributed virtual studios, distributed rehearsals and remote video editing and retrieval. Together with North American partners a transatlantic broadband ATM link will be tested for distributed virtual reality simulations. This paper reports about two initial tests with a German public broadcaster and the German Telekom. DVP project partners are GMD and about 20 broadcasters, computer and video equipment manufacturers, and video production companies. More information can be obtained from http://viswiz.gmd.de/DVP
Energy Profiles of the Ring Puckering of Cyclopentane, Methylcyclopentane and Ethylcyclopentane
(2019)
The objective of the FIVIS project is to develop a bicycle simulator which is able to simulate real life bicycle ride situations as a virtual scenario within an immersive environment. A sample test bicycle is mounted on a motion platform to enable a close to reality simulation of turns and balance situations. The visual field of the bike rider is enveloped within a multi-screen visualisation environment which provides visual data relative to the motion and activity of the test bicycle. That means the bike rider has to pedal and steer the bicycle as a usual bicycle, while the motion is recorded and processed to control the simulation. Furthermore, the platform is fed with real forces and accelerations that have been logged by a mobile data acquisition system during real bicycle test drives. Thus, using a feedback system makes the movements of the platform match to the virtual environment and the reaction of the driver (e.g. steering angle, step rate).