Immersive Libraries and Museums

The Libraries and Museum Technology Working Group (LAM. TWG) inform users about the virtua world and what can be done inside them. They are highly educational and play a huge role in Immersive Education.


Libraries and museums provide information on 3D photos, videos, and sounds. Scripts and writing are another factor as well. Because of these libraries and museums, people all over the world are able to connect with each other virtually. These virtual libraries can be compared to real life libraries, since both provide users with endless knowledge and information.


Another comparable factor with the libraries and museums is that they have librarians! These librarians are expected to be employed until further notice since they help update resources and keep the information and data piling in. Librarians play a crucial role with TWG just as much as they do at your local library.

To be a member, one must be a part of the Immersive Education Initiative and contain 1 of the 3 following: real library or museum experience, digital library experience, or experience creating virtual worlds. The 2 chair members of TWG are Jerome Yvarkovsky and Melissa A. Carrillo.

WebGL Chrome Experiments that FAIL IN FIREFOX

WebGL Chrome Experiments the FAIL IN FIREFOX

The Following Worked in Firefox:

Lilypad

Sudoku Helper

Brain Reslicing

Goo Video Sphere

Saint Jean Cathedral 

Kine Man Interactive 3D Skeleton 

Wager Field

Maze 3D- WebGL

Pits Special Demo

Are You Being Watched?

Project Windstorm

Car Visualizer

The Hobbit

Little WorkShop

Cross Hatching 

Skin

Google Map Cube

Depth of Field

WebGL Terrain 

Space Run 3D II

Tron

WebGL Bookcase

Squishy Earth

WebGL Attractors Trip

Goodbye Silverstein 

Spherical Environmental Mapping

The Following Failed in Firefox:

100,000 Stars

Chaos to Perfection

Just A Reflector

Find Your Way to Oz

Final #3: Group Building Project

It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

Final 6

Here are screenshots of my library in Meshmoon. All the screenshots show the additions of 10 videos, 5 research papers, 5 pdf files, and 5 of my personal photo's. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc.


Link:
http://meshmoon.eu.scenes.9.s3.amazonaws.com/rufoja-1f2a18/Joe/Joe.txml

Final #1

Assignment #1 - Text

https://wfs.bc.edu/rufoja/powerbullet/RufoTEXT.swf

This is the animated text that I created.

Assignment #2 - Object

https://wfs.bc.edu/rufoja/powerbullet/RufoOBJECT.swf

I created an animation using the oval tool, with a gradient inside the circle

 Assignment #3 - Image

https://wfs.bc.edu/rufoja/powerbullet/RufoIMAGE.swf

Yung Juelz Da Gawd

Assignment #4 - All three (Text, Image, Object) Combined

https://wfs.bc.edu/rufoja/powerbullet/RufoALL3myG.swf

Final 6 PDF links

A critical practice-based exploration of interactive panoramas' role in helping to preserve cultural memory:
http://www.academia.edu/3643993/A_critical_practice-based_exploration_of_interactive_panoramas_role_in_helping_to_preserve_cultural_memory


The Effect of Embodied Experiences on Self-Other Merging, Attitude, and Helping Behavior:
http://www.academia.edu/4184777/The_Effect_of_Embodied_Experiences_on_Self-Other_Merging_Attitude_and_Helping_Behavior

Immediation as process and practice of signaletic mattering:
http://www.academia.edu/1238692/Immediation_as_process_and_practice_of_signaletic_mattering


Continuous Movement, Fluid Music, and Expressive Immersive Interactive Technology: The Sound and Touch of Ether’s Flux:
https://www.academia.edu/4985984/Continuous_Movement_Fluid_Music_and_Expressive_Immersive_Interactive_Technology_The_Sound_and_Touch_of_Ethers_Flux

Improvising Synesthesia: Comprovisation of Generative Graphics and Music:
http://www.academia.edu/5104492/Improvising_Synesthesia_Comprovisation_of_Generative_Graphics_and_Music

WebGL Chrome Experiments Using Google Chrome's Browser

Ok, this is probably one of the coolest things I have ever seen being that I'm a huge Lord of the Rings fan. This is the entire map recreated virtually and I could not be more baffled that this even exists. At first I ran through Rivendell leading the way with my green waves of magic. Next, I'm at the abandoned dwarf fortress known as Erebor trying to sweet talk my way out of getting killed by a giant dragon residing there.

Here is the link for Middle Earth:

http://middle-earth.thehobbit.com/map

Next up we have what is called Tunneltilt. This is basically a colorful maze that you have to steer through using the black circle at the bottom of both screenshots.

Tunneltilt link:

http://blackberry.github.io/WebGL-Samples/tunneltilt/

Lastly, we have what is called Hermit Crab. Basically it's a bunch of hermit crabs in a bucket of water. When you click on the link and look inside the bucket, you can see the hermit crabs squirming around and it's a pretty cool site.

Hermit Crabs link:

http://www.costoso.net/seau/hermitcrab.html

Final #4: High Resolution Avatar

Here is the process I took in creating my High Resolution Avatar. I simply started off with a naked body, giving him a sad face because he is naked. Then of course I had to attempt to clothe him somewhat, and weigh my options with a new face and hairdo. I went with spikey hair to help build his self esteem, but unfortunately his beer belly got the best of him and he remains sad.  It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc.

3D Building Project Responsibilities Latter

Class 10 Assignment 3: The Education Grid

Here are screenshots of the website theeducationgrid.org. Click on any image to be redirected to the website. This website contains users that range from students, teachers, or to anyone wanting to interact through a virtual world with each other privately and secure. The user has the choice to have their world be viewed privately or publicly, and the site does not contain an age restriction.

Final 5c: MY CUSTOMIZED JAVA GAME

This screenshot is the updated version of my game on the Greenfoot website. I replaced my face with the Snake because I felt as if I look like I'm getting ready to eat something, similar to the snake eating the turtle. I simply used the "Set Image" selection in the Greenfoot program to replace the snake and turtle with these images. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc.

Link to Game:

http://www.greenfoot.org/scenarios/10364

Work in Progress:

Final 5b: Greenfoot Lettuce and Snake

Here is a screenshot of my game "Trick the Turtle" being played on the Greenfoot website. I created this game using machine coding with JAVA. The turtles are coded to bounce off the walls and eat the lettuce, while being chased by a Snake trying to eat the turtles. It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc.

Link to game:

http://www.greenfoot.org/scenarios/10364

Work in Progress:

Final 5a: Greenfoot JOC #4 Finally some code!

Here is my screenshot of 3 turtles rotating in a circle. I used JAVA and code to make this happen. I opened the editor in Greenfoot and used the move and turn code to make the turtles rotate.  It is a final exercise from the Immersive Education course that I am taking at Boston College. The course is called Discovering Computer Graphics. For details, visit the immersive BC portal at http://ImmersiveEducation.org/@/bc

Work in Progress:

Final #2: Six Monocular Depth Cues

The first two pictures show size difference. The building looks a lot smaller when standing a significant distance away.Once I get closer the building continues to get larger and larger. 

The second pair of pictures shows occlusion. Standing in front of the large building, I am unable to the see behind it. I have no way of finding out what is behind it unless I move to the side and am not occluding the building.

This pictures shows the shading the leaf. If you look at the one I highlighted with pink, you can see 2 different shades of green on the leaves. One is significantly darker than the other based on the positioning of the Moon and where the leaves sit.

If you look closely in the first picture, you can see the outlines of stone going up the building. The pieces of stone look a lot smaller when looking from a distance, similar to the size cue. Once I got closer the stone appeared to be bigger and doesn't seem as squished together as it does when looking farther away.

When looking at this picture, you can see the line of tile that I highlighted with pink. It continues to the point where you can no longer see it, making it a linear perspective. The tile vanishes in the distance.

The final picture is an atmospheric perspective. Looking at the shelf in front of me, I can see the waves in the wood, and the different shades from the position of the sun. In the distance I put an arrow next to a lamp. You can't even tell it is lamp because it is too far away, causing it to look extremely blurry.