Syllabus
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TECHNOLOGY, CULTURE AND SOCIETY ∙ INTEGRATED DIGITAL MEDIA
DM-GY 9103 VIRTUAL REALITY
PROFESSOR
COURSE INFO
Name
Carla Gannis
Year & Term
Fall 2020
carlagannis@nyu.edu
Meeting Day
Tuesday
Phone
646-997-3009
Meeting Time
2:00pm – 4:50pm
Office
370 Jay Street (370J), Office 360
Location
370J, Classroom 307 & Online
Student Hours
Course prerequisites
None
XR LAB ASSISTANT STUDENT HOURS: Lynn:
COURSE WEBSITE: *where you currently are! The course website is the official source for all dates and assignments. This syllabus provides a general overview and guideline for the course. All dates and assignments may be subject to change at the discretion of the professor.
COURSE SLACK: Slack will be our primary communication tool via a public class channel and a private channel for student and professor notifications.
COURSE MOZILLA HUBS CLASSROOM:
CLASS GIT:
COURSE ZOOM:
XR LAB WEBSITE: REMOTE LOGIN SIGN UP CALENDAR:
STUDENT INSURANCE: *All students are asked to get equipment insurance. This will not only cover the kits IDM sends, but also students' personal belongings. They can get $3000 of coverage for $90 at . An explainer is here: .
COURSE DESCRIPTION This course is designed to explore introductory approaches to using Virtual Reality (VR) as a creative medium. Beginning with the concept of “The Ultimate Display,” Ivan Sutherland’s 1965 vision of simulated reality, the course will provide historical context, hands-on instruction, theoretical inquiry and class visits from relevant experts to engage students critically in the creation of VR environments. Students will learn about the physiology and psychology of virtual immersion as well as the core concepts of VR production and interaction, including 3D asset creation, scene development, immersive user experience design, and exporting to target platforms.
IDM PROGRAM LEARNING OBJECTIVES At a graduate level, students will:
develop conceptual thinking skills to generate ideas and content in order to solve problems or create opportunities. Students will develop a research and studio practice through inquiry and iteration.
students will develop technical skills to realize their ideas.
Students will understand and utilize tools and technology, while adapting to constantly changing technological paradigms by learning how to learn. Students will be able to integrate/interface different technologies within a technological ecosystem.
develop critical thinking skills that will allow them to analyze and position their work within cultural, historic, aesthetic, economic, and technological contexts.
will gain knowledge of professional practices and organizations by developing their verbal, visual, and written communication for documentation and presentation, exhibition and promotion, networking, and career preparation.
students will develop collaboration skills to actively and effectively work in a team or group.
COURSE OBJECTIVES At a graduate level, students will:
become familiar with historical and current developments in the field of virtual reality.
Students will develop a thoughtful and critical perspective on spatial computing’s impact on contemporary culture and the future.
engage in research, analysis and collaboration.
gain knowledge in immersive 3D virtual world building.
harness their imaginations to develop innovative approaches to working with virtual reality technologies.
produce a virtual reality project using the principles of world space display and interactive communication. Students will implement experiences that account for the physiological comfort of the user, wherein the user has a sense of presence and autonomy.
COURSE STRUCTURE This course will include lectures, field research, conversations, demos, playtesting, readings, viewings, and visits from industry experts.
Presentations and critiques will occur frequently.
Micro assignments, readings, viewings, and process blog posts will be assigned on a weekly or bi-weekly basis. In addition, there will be a semester long macro project that includes student presentations at alpha and beta stages.
Critiques Presenting your work in a critique situation is exceptionally useful. You learn to structure your ideas and to articulate them to an audience. Subsequently your audience provides you with constructive criticism that can increase the impact of your project. It is important to take notes when your work is being critiqued. Be receptive to audience responses and remain unbiased. Later you will be asked to reflect upon the feedback you have received. Resist incorporating all suggestions and comments like checking off tasks on a to-do list. Analyze, prioritize, then utilize the feedback that will work for you and your project. Rules of the Critique:
Be Present and Engaged
Give Meaningful Feedback to your classmates
Avoid vague statements such as “it’s interesting” or “it’s cool” without follow up. Why or how is it interesting or cool?
Do NOT take feedback personally.
Macro Project Over the course of 12 weeks, each student will be conceptualizing, developing and building an independent Virtual Reality (VR) experience.
This project should address issues relevant to immersive VR design.
This project should provide to its visitors:
physiological comfort – they feel safe, comfortable and relaxed
a sense of presence – “Presence is a psychological state or subjective perception in which even though part of all of an individual’s current experience is generated by and or filtered through human-made technology , part of all of the individual’s perception fails to accurately acknowledge the role of the technology in the experience.” — International Society for Presence Research, 2000
interest – there is no possibility of down time, so hold the visitor’s interest throughout the experience
a suspension of disbelief – the willingness to sacrifice realism and logic for the sake of enjoyment
guidance – creating an environment that provides clear directional cues and/or instructions (if needed)
autonomy – (a level of) independence and freedom to make decisions, to act and to explore
This project should represent individual student interests within the realm of VR and should showcase her/his/their areas of creative, conceptual and technical strength.
This project can take many forms: a fictional narrative, an architectural environment or landscape, a motion capture performance, a user-interface, a documentary, a game (although this course is not focused on VR game design), or another experience proposed by the student and approved by the professor.
There are several phases to producing the Macro Project. In total the project will account for 50% of the semester grade (*see GRADING & ATTENDANCE POLICY below).
Students will present an Alpha version of this project at midterms and a Beta version in the final week of class.
*What are ALPHA and BETA versions? ALPHA is a very early version of an application that may not contain all the features that are planned for the final version. Typically, a software application goes through two stages of testing before it is considered finished. The first stage, called Alpha Testing, is often performed only by users within the organization (the DM-GY 9103 Virtual Reality class this semester). The second stage is called Beta Testing. An applications’ BETA is an officially released version (final project for DM-GY 9103 Virtual Reality) which includes most of its functionality The beta version is intended for external testing (target VR platforms during final critique) in order to identify configurations that cause problems, as well as collect requirements and suggestions from users (classmates and guest visitors).
Required Media The following list of required media may be incomplete and is subject to change. Please see the course website for updates.
Recommended VR (XR) Communities
Recommended Books Non-fiction
Speculative Fiction
Recommended Science Fiction Films
Recommended Television
Recommended Resources for Asset Creation
3D Assets
Fair Use Media (images / audio /video)
Royalty-Free sound
Creative Commons Video
Git Links
Unity Technologies
GRADING & ATTENDANCE POLICY Your final grade will be based on a synthesis of quantitative & qualitative rubrics:
Makeup assignments are only available when discussed with and approved by the professor in advance of the due date.
Each student will be accessed on the commitment, fearlessness, and continuous improvement that their work shows. Incomplete or unsatisfactory work will receive a failing grade.
Quantitative Grading Overview
05% Virtual Object or Experience 10% Field Study and Dream/Daydream Study 03% Unity Environment 05% VR Play 05% CollabVRation 07% VR Exercises (TBP) 10% Macro Project Phase 01 15% Macro Project Phase 02 20% Macro Project Phase Alpha 25% Macro Project Phase Beta
Qualitative Grading Overview
A. Excellent (90-100: Work of exceptional quality; Exceeds Expectations)
Performance, participation, and attendance of the student has been of the highest level, showing sustained excellence in meeting course responsibilities. Work clearly differentiates itself from other work, has memorable impact, pursues concepts and techniques above and beyond what is discussed in class. The student thoroughly understands the theory and practice behind virtual reality.
B. Very Good / Good (80-89: Work of high quality)
Performance, participation, and attendance of the student has been good, though not of the highest level. Work demonstrates a better than average understanding of virtual reality theory & practice.
C. Satisfactory (70-79: Average; Satisfies course requirements)
Performance and attendance of the student has been adequate, satisfactorily meeting the course requirements. Work is average and competent, showing a basic understanding of virtual reality theory & practice.
D. Poor; Below Average (60-69: Deficient, but passing)
Performance and attendance of the student has been less than adequate. Work is lacking in many or most areas that show any understanding of virtual reality. Problems may include lack of interest, procrastination, poor planning and poor craft.
F. Unacceptable (59 & Below: Failing Course Requirements)
Performance and attendance of the student has been such that course requirements have not been met. Work shows no overall understanding of the course material on many levels or either a severe lack of interest.
Attendance Two late arrivals (15 minutes or more) will be counted as an absence. Three unexcused absences will result in course failure. You are responsible for making up work on account of any absence.
Contact the professor IN ADVANCE if you will not be in class (in person or via direct message on slack is preferred). If you are experiencing difficulties or feel you are falling behind, see the professor immediately, so that she is properly informed and can work with you. Communication is key.
Attendance is mandatory for the midterm and final presentations / critiques.
TECHNOLOGY & ACADEMIC INTEGRITY Technology Use in the Classroom Laptop computers and other mobile devices are invaluable tools for artists, designers, and students when used responsibly. However, this technology can also be incredibly distracting, especially in the classroom. When in class, you may use your laptops and other devices for any activities pertaining to the course: taking notes, researching material relevant to our readings and discussions, doing homework, making class presentations, etc. However, the following uses are unacceptable: checking email, instant messaging, texting, using social networking sites such as Instagram, etc. Also, during class screenings, your laptops should not be used.
Academic Integrity All work for this class must be your own and specific to this semester. Any work recycled from other classes or from another, non-original source will be rejected with serious implications for the student. Plagiarism, knowingly representing the words or ideas of another as one’s own work in any academic exercise, is unacceptable. Any student who commits plagiarism must re-do the assignment for a grade no higher than a D. In fact, a D is the highest possible course grade for any student who commits plagiarism. Please use the MLA style for citing and documenting source material.
WEEKLY SCHEDULE
DATE
TOPIC OF CLASS
ASSIGNMENTS
09.08
WK 01
INTRODUCTIONS & COURSE OVERVIEW Asynchronous/Synchronous + Remote/OnSite *and* A/B rotation for on site students / Classroom Seating Assignments / Syllabus Policies/Expectations/Goals Micro Assignments & Macro Project (Alpha & Beta)
VISITING MOZILLA HUBS Virtual Classroom
LECTURE: VR ART EXPERIENCES, GAMES, SOCIAL SPACES AND RLAB
09.15
WK 02
LECTURE: THE ULTIMATE DISPLAY & TYPES OF VR
DEMOS: SPOKE/MOZILLA HUBS AUTHORING + INTRO TO UNITY
09.22
WK 03
CLASS DISCUSSION:
REVIEW: Demos from last week
DEMOS:
ASSET CREATION/MODIFICATION Maya, Blender, Mixamo (characters) workflows
SIMPLE ANIMATION Unity workflow
MICRO ASSIGNMENT POST 03: On your class process blog WRITE a critical analysis of your play experiences from above ⬆. This should be at least two paragraphs (7-8 sentences) long. Discuss your comfort levels, your sense of presence and engagement. Did you feel like you had free will? Were you so immersed that you forgot about physical (actual) reality?
09.29
WK 04
MICRO ASSIGNMENT POST 04: On your class process blog WRITE a critical response to the readings/viewing above⬆. They represent three differing perspectives (at different times in the recent history of VR) on the ability for VR to elicit empathy.
10.06
WK 05
LECTURE/DEMO: PLATFORM CROSS COMPATIBILITY & DESIGNING FOR A PLATFORM
READING/VIEWING 05: (1) READ Chapters 5 & 6, “What to Do and Who to Do It With: How Social VR is Reinventing Everything from Game Night to Online Harassment” and “The Starry Night That Wasn’t There: Social Media, Intimacy, and the Memory of Experience.” in Future Presence, by Peter Rubin
10.13
WK 06
REVIEW: Earlier Demos
DEMOS
SIMPLE INTERACTIVITY/ SCRIPTING & TOOLKITS
BUILD SETTINGS with Oculus Quest
RENDERING to Oculus Quest with Quest Link
SIGN UP: We'll be having our first student/teacher ONE ON ONES next week.
MICRO ASSIGNMENT POST 06: Respond to one your classmate's reading/viewing selections.
10.20 WK 07
ONE ON ONES: We will not meet as a class this week. Each student will be meeting with the instructor (me:) for one on one discussions about your Macro Project.
MICRO ASSIGNMENT POST 07: FREE FOR ALL POST: WRITE about what you are currently most excited about in school. This does not need to be limited to the VR course, of course :)
10.27
WK 08
MIDTERM CRITS (class)
Presentations: 7 minutes
CREATING VR MACRO PROJECT COHORT GROUPS: Mind mapping projects that have related themes or tech concerns (or both) and establishing cohort working groups for the rest of the semester.
READING/VIEWING 08: READ & VIEW the website of our visiting expert (this info is to be posted) coming next week. Prepare questions orobservations
11.03
WK 09
CLASS VISIT: (visiting expert) 2 hours 50 minutes (including crits)
READING/VIEWING 09: READ & VIEW the website of our visiting expert coming next week. Prepare questions of observations (this info is to be posted)
MICRO ASSIGNMENT POST 08: (08 b/c we skipped a week of posting to the Micro Assingment section of your blog) WRITE your responses to today's class visit.
11.10
WK 10
CLASS VISIT (visiting expert) 1 Hour
DEMOS
LINKING SCENES
LIGHTING TRICKS
POST PROCESSING EFFECTS (magic!! ✨)
COHORT GROUP OWS - get into your cohort groups and discuss the progress of your VR Projects. I will be coming around (virtually) to each group to discuss your projects with you.
READING/VIEWING 10: READ & VIEW the website of our visiting expert coming next week. Prepare questions of observations (this info is to be posted)
MICRO ASSIGNMENT POST 09: WRITE your responses to today's class visit.
11.17
WK 11
CLASS VISIT (visiting expert) 1 Hour
COHORT GROUP OWS - get into your cohort groups and discuss the progress of your VR Projects. I will be coming around to each group (virtually) to discuss your projects with you.
READING/VIEWING 11: (1) READ Chapter 8, “Where We’re Going, We Don’t Need Headsets: Let’s Get Speculative," in Future Presence, by Peter Rubin; *link to this chapter to be posted
MICRO ASSIGNMENT POST 10: WRITE your responses to today's class visit.
11.24
WK 12
PREPARING FOR FINAL PRESENTATIONS WEEKS 13 & 14
(1) You can upload a playable Unity file build for each student to experience in their Quests
(2) You can prepare screen recorded video of your experience, without headsets..
(3) If functionality is still a work in progress, you can present Unity file and play mode (in 2D debug mode) without headsets.
MACRO PROJECTS DUE NEXT WEEK!
READING/VIEWING 12: (1) READ Conclusion, “When Hindsight is 2020: What Life in 2028 Might Actually Look Like,” in Future Presence, by Peter Rubin *link to this chapter to be posted
MICRO ASSIGNMENT POST 11: WRITE your responses to the required reading (that you have read throughout the semester) Future Presence. This should be more than just a summary. Write a thoughtful response to Rubin's ideas and projections. What did you agree with? What did you not agree with? How do you see things differently?
12.01 WK 13
9 Presentations today and 9 next week
12.08 WK 14
9 Final Presentations
❄⛄ HAVE A GREAT WINTER BREAK! ☃ ❄
READINGS Required Texts The following list of required readings may be incomplete and is subject to change. Please see the course website for updates. Blascovich, Jim. "Virtual Reality vs. (Actual) Reality: Your Mind's View of Reality Isn't Often 'Real'." BrainWorld Magazine, 7 February 2019, . Bloom, Paul. “It’s Ridiculous to Use Virtual Reality to Empathize With Refugees.” The Atlantic, 3 February 2017, . Brennan, Dominic. "New Report from ILMxLab & Disability Visibility Project Shares Insights on VR Accessibility Design." RoadToVR, Dec 6. 2017, Riboldi, Mark. “Controlled Immersion: a special 3D/VR collaboration.” O.L. Society, Spring 2017, . Robertson, Adi. “An 'ethereal cube' from the 1960s is the reason the Oculus Rift exists.” The Verge, 8 October 2015 . Rubin, Peter. Future Presence: How Virtual Reality Is Changing Human Connection, Intimacy, and the Limits of Ordinary Life. HarperCollins Publishers. 2018.
Carbotte, Kevin. "VR Sickness: Do You Need to Worry About It in 2020?" BSD, referenced Aug 20, 2020. Cogburn, Courtney. "Experiencing Racism in VR." TEDx, October 2017, "Can VR Teach Racial Empathy? | Mach | NBC News." NBC News, May 2, 2018, Milk, Chris. “How virtual reality can create the ultimate empathy machine.” TED: Ideas Worth Spreading, March 2015, . Recommended VR Showcases
“Cinema 360.” Tribeca Film Festival.
“XR.” SXSW.
“XR For Change.” Games for Change.
“VR/AR Award.” The Lumen Prize.
Rlab. (NYC's Home for VR, AR, & Spatial Computing)
XR Access (Virtual, Augmented & Mixed Reality for People with Disabilities)
(compiled by Rob Theriault at Georgian College): EXPERIENTIAL LEARNING CATEGORIES include Acupunture, Agriculture, Anatomy, Architecture, Art, Astronomy, Bartending, Biology, Business, Career, Coffee Barista, Collaboration, Communications, Correction Services, Data Analytics, Dental, Design, Disaster Management, Driving, Emergency Preparedness, Engineering, Environmental, Firefighting, Flight Attendant, General, Health & Safety, History, Indigenous, Interior Design, Language, Medical, Mental Health, Mining, Museums & Galleries, Music, Opticianry, Pharmacology, Physics, Police, Robotics, Social Studies, STEM, Subscriptions, Teacher Training, Training General, Trades, Travel & Tourism, Vertinary, Welding | EMPATHY CATEGORIES include Autism, De-biasing, Eldery, Empathy, Environmental, Palliative Care, Sexual Harrassment, Social Studies, Soft Skills, Mental Health, Violence / SPATIAL NETWORKS / 360 VIDEOS / VIDEOS ABOUT XR
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The complete policy on Academic Integrity for Students at NYU can be found at
ACADEMIC ACCOMMODATIONS Moses Statement If you are student with a disability who is requesting accommodations, please contact New York University’s Moses Center for Students with Disabilities at . You must be registered with CSD to receive accommodations. Information about the Moses Center can be found at . The Moses Center is located at on the 2nd floor.
Diversity and Inclusion The TCS Department is dedicated to the . NYU is committed to building a culture that respects and embraces diversity, inclusion, and equity, believing that these values – in all their facets – are, as President Andrew Hamilton said, “…not only important to cherish for their own sake, but because they are also vital for advancing knowledge, sparking innovation, and creating sustainable communities. They should be indispensable elements of an NYU education on all of our campuses. A diverse population encounters and appreciates all perspectives of an issue with a wealth of different approaches to confront it. The result is a higher quality of debate, and a more excellent and advanced academic enterprise.”
Title IX Title IX makes it clear that violence and harassment based on sex and gender are Civil Rights offenses subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, etc. If you or someone you know has been harassed or assaulted, you can find the appropriate resources here
MICRO ASSIGNMENT 01: (1) ACCEPT Invitation (2) DOWNLOAD or CREATE USER ACCOUNTS for required applications for this course (4) CREATE class and post the url . (4) ARRIVE to second class with assignment.
READING/VIEWING 01: (1) VIEW (2) READ
MICRO ASSIGNMENT POST 01: (1) WRITE your responses to this weeks’ viewing & reading. Were you aware of these histories? What do you find most fascinating about the timeline of Virtual Reality development, either scientifically or speculatively? (2) POST a photo, link, or slide show presentation to your assignment. Be prepared to share this in class next week.
PRESENTATIONS:
MICRO ASSIGNMENT 02: (1) COMPLETE (2) CREATE a
READING/VIEWING 02: (1) READ (2) READ Chapter 1 “What It Is, Where to Find It, How to Stay There,” in Future Presence, by Peter Rubin
MICRO ASSIGNMENT POST 02: (1) WRITE a reading response to one of the assigned readings above (2) POST documentation and notes from your .
MICRO ASSIGNMENT 03: (1)
READING/VIEWING 03: (1) READ (2) READ Chapter 2 “Alone on a Mountaintop: How ‘In Here’ Helps ‘Out There’” in Future Presence, by Peter Rubin
DISCUSSION:
OPEN WORK SESSION: Today you will break up into teams (teams that include local and remote students) which will include: Experience Designer, Programmer, Artist (Asset Producer), Sound Designer, Accessibility Champion, Producer
Using , , or any other flow drawing application you prefer *or* analog pen and paper, create a or a and chart for a VR experience prototype. *You are ideating, but you will not officially build this project (this is practice for your macro project)
MICRO ASSIGNMENT 04: (1) WORK with your team this week to create a prototype for a VR project. Put your presentation together in , or whatever online presentation platform you prefer. You do not need to build it in VR!!! Include flow diagram, 2D & 3D low-fi assets, and audio clips (if sound is a component). PREPARE to present this in class NEXT WEEK, *Tips for your presentation are posted in .
READING/VIEWING 04: (1) VIEW (2) READ (3) VIEW (4) VIEW
PRESENTATION:
MICRO ASSIGNMENT 05: (1) WRITE collaboratively a team analysis of the feedback you received in class on your presentation.
MICRO ASSIGNMENT POST 05: POST your written team analysis (above) ⬆ on the Producer's class process blog.
MACRO PROJECT ASSIGNMENT 01: : (1) COMPLETE steps 1-6 in the instructions for this phase. Be prepared to share an informal presentation of your ideas next week.
PRESENTATIONS & CONVERSATIONS: Informal Pitch
READING VIEWING 06: (1) *STUDENT CHOICE* >> CHOOSE a READING/VIEWING for this week. Share link on with class by Friday, this week. Each class member should choose one of the READING/VIEWINGS (other than your own) posted on Slack.
MACRO PROJECT ASSIGNMENT 02: : (1) COMPLETE the requirements of 🌎 . This includes posting on your process blog in the Macro Project Section: 1. Schedule, 2. A description of your target audience, 3. Desired conditions for the visitor to experience your work, 4. Documentation or your physical world mapping of your virtual space. (2) PREPARE to share all of this with your instructor next week for ONE ON ONES.
READING/VIEWING 07: (1) READ (2) ADDITIONAL READING/VIEWING TO BE POSTED
MACRO PROJECT ASSIGNMENT 03: (1) The Alpha version of this project is DUE NEXT WEEK, , as a MIDTERM PRESENTATION. (2) RE-READ ALL in order to be thoroughly prepared.
MACRO PROJECT ASSIGNMENT 04: FINAL STEPS >> (1) POST a Spreadsheet Analysis of your VR User Survey you had classmates fill out at today's midterm presentation. POST links to (2) the slides presentation you gave in class today, (3) your Google VR User Survey and to (4) your Spreadsheet Analysis on your class process blog. // (5) 🌎 WEEKS 08-11: Analysis and Iteration. Revisit your schedule and make necessary task and milestone updates. Make sure to schedule small changes (one or two at a time) and then schedule testing. ALL links to your analysis and revised schedule should be POSTED to your process blog (in the Macro Project section) each week.
MACRO PROJECT ASSIGNMENT 05: (1) WEEKS 09-12: Integrating Art Assets - Finishing and integrating into your project all assets you have been compiling. See Lighting and Post-Processing effects tutorials (to be posted) (2) MEETING with your COHORT GROUP to discuss progress, share tips and tricks, bounce ideas off of each other.
MACRO PROJECT ASSIGNMENT 05: : (1) WEEKS 10-12: Integrating Scripts/Integrating + Art Assets/Animation - Finishing and integrating into your project all assets you have been compiling. See tutorials pertinent to class projects
MACRO PROJECT ASSIGNMENT 05: : (1) WEEKS 09-12: Integrating Art Assets - Finishing and integrating into your project all assets you have been compiling. (2) WEEKS 11-12: Playtesting (Create a new survey for playtesting) ∙ Schedule time for visitors to playtest simulations of your VR experience (if possible) or to experience through video documentation. Document all playtests and analysis of visitor feedback
: PREPARE YOUR PROJECT FOR PRESENTATION
PRESENTATIONS:
PREPARE
PRESENTATIONS:
DUE: