 |
| Giving a weld simulator a try. (E E Times Japan. 2016) |
Virtual Augmented Reality Technology Ripe for Implementation in Industrial Trades Education
Now that civilization has fully entered the
21st-century, technology is still rapidly changing. My 8-year old’s earliest
technology memories are touch enabled. Mine have dial controlled televisions
and an Apple IIe. My university purchased several heavy equipment simulators
last year, 2016. We all had the opportunity to try the new toys. I operated
equipment that simulates the real work. I virtually piled rocks with an large
excavator without burning any diesel. An opportunity to gain experience
becoming familiar with the controls before using real machines. It makes
excellent sense to let students safely practice in an environmental friendly
way. (Soldamatic, 2015) The welding school at the University put in an order
the first augmented reality welding simulators and we expected them soon. There
is no question that technology of this fashion can form an valuable part of
their training, especially if students are unfamiliar with welding. I was
involved in choosing which model of welding simulator would be purchased by the
university. I had the opportunity to use this technology during the process and
experience a virtual welding environment. The units are portable and set up
quickly. The Augmented Reality Control and a helmet are identical to a welding
power source and weldor's helmet. A special welding stand and jig are designed
to position the work piece so the welding student has an opportunity to make
the motions of moving a molten puddle in an augmented reality environment.
Students create the hand eye coordination skills necessary to do the job of
welding before the shop time starts. Students can even do the welding theory
studies and testing online then blend the practical in during the day. This
would require lab style classrooms with augmented reality units networked together
for a whole class of students. The future looks like it will continue to change
current established processes further.
Implications:
Now that virtual and augmented reality
equipment can be used in a multi interface blended curriculum, learners can use
the following four styles of training interactions.
1. Instructor guided
2. VR and AR simulators
3. Online
4. Face to face instruction
Virtual and augmented reality welding simulators are
used for students to practice the motor memory necessary to develop skills when
welding real positions on steel. There could be no complete deletion of the
work with the arc and steel in the real world, but training time is used for
students to become competent in the physical movements required to weld. Not
needing as much time in a fully equipped shop for practical projects saves
electricity, consumables and materials (Lucia, Okimoto, Okimoto and Goldbac,
2015). This blended learning becomes the greenest option, which saves more than
money. The big implication of this technology is a change of how students will
be trained in skilled trades. Learners will spend time studying welding theory
online, then use augmented reality trainers to practice the procedures, then face
to face instruction on practical projects using
weld processes in the shop on real mild steel. In the abstract as well
as the applied, modern education is poised to take advantage of this latest
tech innovation. (Reede and Bailiff. 2016) To prepare for the near future, the training
of Instructors will be required and they will need practice using this
technology to enhance student learning can begin.
What does the future look like?
The first thing
I found interesting was that I have lived long enough to be able to compare
what it was like in an older technology world versus what it's like now in the
rapidly changing 2010's. I can reflect on how the methods of instruction
changing nowadays, have evolved from when I was taught in the 1990,s. We turned
pretty good, so we can’t deny the ultimate need of the adult learner to see
purpose in what they are doing. An end goal to energize their work ethic.
Students will always do well if correctly motivated to take charge of their
learning. Who's to say changing the way we do things is better? This technology
is ripe for application to current systems. “In our more than 100 years of
building critical human infrastructure, we have seen a lot of technology
advancements, and AR has a compelling value proposition in our industry right
now. We are looking at AR applications that provide individual operators with
data they need to perform specific construction and maintenance tasks
remotely.” (Krunkel, Soechtig, Miniman & Stauch, 2016) I am concerned that modern technology is not
better for society overall. Certainly, students nowadays are attracted to more
entertaining projects and things that grab their attention better. This modern
technology should be attractive to the student population. I agree It is pretty
cool. The WOW factor is huge. For now. Does it reduce the amount of instructors
that we need in the future? Students will be able to study theory online before
they even come to the welding school. I instruct weld theory now.
"Technology has infused every aspect of society to essentially change the
thought process in learning" (Merrrian & Bierema, 2014, p. 191) This
will create staff changes eventually. The high-tech nature of this equipment
brings maintenance and repair with it. I am someone who is responsible for the
equipment in an 75 power source welding shop. We all could agree that
reliability becomes an issue around students. Units would require regular
servicing and repair. This can`t be missed. Welding requires equipment. If this
equipment does not function properly, it causes the students trouble. I could see that instructional assistant positions
are necessary in concert with Instructors to provide the best education. The
students then benefit from having additional help as they work through
simulation style class study. I will continue to be involved with the direction
of change of my trade overall.
References:
Lucia M., Okimoto L. R., Okimoto P.C., Goldbach C.E. (2015). User
Experience in Augmented Reality applied to the Welding Education. Science
Direct. Curitiba Brazil
Soldamatic from Seabery. (2015) Augmented Training for Welding. www.soldamatic.com
Japanese Article mentioning Soldamatic welding training.
http://eetimes.jp/ee/articles/1606/24/news029.html
Soldamatic from Seabery. (2015) Augmented Training for Welding. www.soldamatic.com
Japanese Article mentioning Soldamatic welding training.
http://eetimes.jp/ee/articles/1606/24/news029.html
Merriam, S. B. and Bierema, L. L. (2014). Adult learning:
Linking Theory and Practice. San Francisco: John Wiley & Sons.
Krunkel, N., Soechtig, S., Miniman, J. and Stauch, C. (2016) Augmented and
virtual reality go to work: Seeing business through a different lens. Deloitte
MCS Limited. Retrieved from
https://www2.deloitte.com/content/dam/Deloitte/uk/Documents/technology/deloitte-uk-tech-trends-2016-augmented-and-virtual-reality.pdf
 |
| Practicing outside in the fabrication yard |