AUC Academic Conference 'From Virtual to Reality' The University of
Queensland 1996AUC Academic Conference 'From Virtual to Reality' The University of
Queensland 1996
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Paper Title:
A Journey through the Heart -
The reality of QuickTimeVRPresenter:
Mrs Beverley A Oelrichs, Dr. Graham Huxham
The University of QueenslandAuthors:
Mrs Beverley A Oelrichs, Assoc. Lecturer,
Dr Graham J Huxham, Senior Lecturer,
Mr Steve Moss, Senior Scientific Officer,
Mr George Pang, Prentice Consultant,
Mr Neville Barry, Workshop Manager,
Mr John Kelly, Deputy Department Manager,
The University of Queensland
Keywords: QuickTimeVR, Multimedia
Faculty area: Physiology & Pharmacology
Introduction
Problem based learning is the emerging educational tool. By its nature it is extremely labour intensive. Students are expected to work in groups of eight or nine with the assistance of highly trained facilitators who are also, arguably, content experts in a wide range of disciplines. The students work on problems simulating real life situations which they will be expected to manage in their future professions.
The success of the experience depends at least in part on the quality of the resource material used in the presentation of the problems and in the support material (tutorials).
The cost of multiple copies of this resource material, which may include high resolution colour images, micrographs, movies, sound recordings and physical specimens would be prohibitive but for today's development of multimedia.
The classic tutorial whether real or virtual has the structure: stimulus material, problem presentation, response and appropriate feedback (Huxham, 1994). Real life tutorials rely heavily on interaction between group members and the tutor and, in problem based learning particularly, amongst the members of the group. Past attempts to replace tutorials with video have been largely unsuccessful despite the capacity of video tapes to present high quality vision, sound and graphics. The success of the computer based tutorial lies in its capacity both to present high quality stimulus material and to allow interactivity. It should be noted that the computer has won hands down as the most popular learners machine (Huxham, Oelrichs, Beswick, 1992).
Now it is possible to include this interactivity in the stimulus material itself. We call this 'virtual reality'.
Virtual reality is not entirely new, but hitherto it has only been in the realm of expensive high end workstations. Apple has made it practical to provide this form of interactive stimulus material to all in the form of QuickTime VR which can be presented on the vast majority of platforms currently available.
Within the field of biological sciences and health sciences we have a particular problem of ethics in the provision of stimulus material. The use of animals for the purpose of research is rigidly controlled and provision of this material for routine teaching even more limited. Human experimentation is also very restricted. Using QuickTime VR to present the mammalian heart takes advantage of this newest of technologies and brings to our students a realistic and exciting three dimensional experience.
Heart Photography RigEQUIPMENT
1. 2m DIAMETER SEMICIRCLE 10 DEGREE GRADUATED STEEL ARC
2. 10" PRECISION ROTARY TABLE
3. 6" 3 JAW CHUCK
4. MILL DRILL TABLE
5. SUPPORT BENCH FOR PRECISION TABLE & HOOP
6. CAMERA CARRIAGE
7. BLACK CLOTH
8. ENDOSCOPE & CAMERA MOUNT
9. STAINLESS STEEL SPIKE
SET UP FOR EXTERNAL SHOTS
The arc was fixed to the support bench in a vertical position with +90° at the top of the arc, 0° in the centre of the arc and 90° at the bottom of the arc. The precision rotary table was mounted on the support bench with the centre being in the 90° line of the arc. The height of the rotary table was lower than the 0° point on the arc to allow the centre of the heart to be mounted in line with the 0° point. Fitted to the rotary table was a 3 jaw chuck which held a mounting spike for the heart. The QuickTake camera was mounted to a carriage which travelled up and down the arc. The camera was mounted so that it was directly over the centre of the rotary table [top of the heart] when it was in the +90° position and in line with the mid point of the heart when in the 0° position. The camera carriage has an adjustable arm to allow the focal distance the be altered to suit the size of the heart. Black cloth was used to provide a neutral back ground and to keep the rig out of the shots. Images were down loaded directly onto the computer (PM 8500, 64Mb RAM/1G HD).
SET UP FOR INTERNAL SHOTS
A mounting bracket and a support to mount the endoscope and fibre optic camera were attached to the top of the arc [90°] The scope was positioned over the centre of the rotary table. The scope mount allows the scope to be lowered in to the heart the depth was measured using a digital vernier. A mill drill table [x y table] was mounted to the rotary table this allowed us to manipulate the heart in to the position to be penetrated and filmed. A plastic tray was secured to the mill drill table to contain the heart. To hold the heart in shape a plaster mould was made. Again the images were down loaded directly on to the computer, some videos were also made.
Making the Movie
Except for George Pang none of the team are programmers so the arrival of the QTVR software along with MPW and Debabeliser set us on a steep learning curve. Using the Rig described we easily produced 3D object movies of dog, sheep and horse hearts which more than fulfilled our expectations. There is no doubt that the ability to 'handle' an object provides an experience much closer to the real thing than does a picture or a video. However automating the process would be a tremendous advantage.
We used the 'panorama' program as our means of visualising the internal chambers of the heart. To gain experience, our first attempt was a movie of ourselves: a success once we had mastered the 'stitcher'.
We were fortunate in being able to borrow an endoscope and fibre optic camera which enabled clear pictures of the inside of a heart to be taken at 10 0 intervals, our rig allowed this to be done at a number of levels in each chamber. Stitching this was a much more difficult proposition as we lacked the normal clues for perception of orientation and size. Fortunately Adobe Photoshop is very versatile program and the robustness of the Apple QTVR software made it possible to produce an internal panorama. This was really exciting; no picture can possibly give the impression of the complexity of the valves and chambers of the heart in the way that this VR movie has done and the ability to explore the internal environment at will marks an advance in technology that will be incorporated in many future multimedia programs.
Ready for the WEB
The emergence of the internet and the commercialisation of its intranet derivatives, has revolutionised the delivery of teaching resources. The ability to distribute information that is both media rich and dynamic is feature that is unique to this model. Alternative media have proven both difficult to reproduce and expensive to develop. Web-based information sources can be distributed and updated immediately from local or remote sites - empowering the author of the material in the process of dissemination itself.
In practical terms, this means we can overcome the delays in publication and distribution of such static media as CD-ROM. Indeed, such is the growth of web-based technologies, CD-ROM may be rendered the 'vinyl' of the nineties. The content and indeed the process of creation have not changed, only the medium of distribution.
At an implementation level, the web provides a cross platform delivery system, overcoming the disparities of equipment and perhaps meant a new subtle standardisation in educational computer use. The web model gives everybody access to the latest information regardless of distance, machine type, or environment.
We are on the verge of the internet/intranet explosion. Consolidation of such media as Apple's Quicktime, Adobe's Amber and Java will allow implementation of much more complex interactive experience. This allows the inherent advantages of a dynamic system like the web, to be applied directly to educational practices - allowing the flexibility of a client/server system into the classroom and lecture theatre. Low-bandwidth information standards can applied to give video, virtual modelling, true-colour visuals, live audio, conferencing and modelling, as well as rich text and layout. Examples of these technologies are MPEG, QuickTime, QuicktimeVR, QuickTime Video Conferencing, MIDI, VRML, QuickDraw 3D, Live Audio, Shockwave, as well as PDF and Amber standards. All these sources can be integrated into a web-page, providing an almost unlimited medium of interaction.
The Department of Physiology and Pharmacology have implemented teaching materials using an advanced internet authoring and distribution system. To empower the author, this system does not require any working of HTML and only requires Netscape for authoring of all media. Administration is non-existent as web pages and links are generated dynamically. When a page is modified or deleted, all referring pages are updated. Embedding and presenting media such as video, audio, text and images is a structured and simple process. It becomes a seamless step in the teaching process.
The FutureThis exciting new concept has great potential in education. There are many topics which need demonstration in three dimensions and QTVR provides a means of investigating the internal and external topography of an object with a feeling of actually 'being there'. Our project has shown its value in the exploration of the internal organs of the body but it is not difficult to see its use in other areas where similar internal and external examination is of value. Software such as this is within the reach of many developers and our experience has shown that with some ingenuity valuable resource material can be created to provide large numbers of students all over the world with a stimulating source of knowledge.
It is very hard to predict the future of the internet. Regardless of what forces will dominate tomorrows computing landscape, the role of the internet is to glue together these technologies in an unified environment. For all its power, the end user and author need not be aware of the complexity that lies below. Or the complexity of the computer industry itself.
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Acknowledgments
We wish to thank many helpers:
Apple for the AUDF Grant which enabled the whole project
Steve Atherton from the University Technology Shop for support
Chris Pollit, Bruce Mungalls and Ian Shiels for the supply of hearts
Joe Ozimo for technical advice and equipment
John Hoyland for technical advice and equipment
Thomas Moore for technical advice and equipment
Cathy Wilson for technical advice and equipment
Robyn Oram for technical skills
Merv Neely for use of camera
Robyn Oram
Mick McManus for support and encouragement
References
Huxham, G.J. (1994) Interaction during a CAL tutorial. ANZAME Bulletin Vol. 21
Huxham, G.J., Oelrichs, B., and Beswick, E. (1992) Introducing Computer Based Education. Educational Technology for the Clever Country , AJET Publications.
Mrs B.A. Oelrichs Associate Lecturer,
Department of Physiology and Pharmacology,
University of Queensland, St Lucia 4072.Ph 33653020
Fax 33651766Email: oelrichs@plpk.uq.oz.au
Dr G.J.H. Huxham Senior Lecturer,
Department of Physiology and Pharmacology,
University of Queensland, St Lucia 4072.Ph 33653847
Fax 33651766Email: huxham@plpk.uq.oz.au
Mr G. Pang Consultant,
Prentice Technology Centre,
University of Queensland, St Lucia 4072.Ph 33654308
Fax 33654021Email: ccpang@cc.uq.edu.au
John Kelly, Deputy Department Manager
Department of Physiology and Pharmacology
University of Queensland St Lucia 4072Ph 07 33651835
Fax 07 33651766 Email: kelly@plpk.uq.oz.au
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