>> today i'll be talkingabout visualization and cary troy [assumedspelling], phillip dunston, polly royal, and fabianwinkler will be joining me, and welcome to ci days, 2010. so one of the first thingsi want to talk about was one of the resources we have oncampus and then i'll also lead into some of the projects. so if you've never been to thecenter before, it's located between the stewart [assumedspelling] and pmu [phonetic],
about 30 feet underground,and next to the starbucks. [laughter] that'llbe important later. [laughter] so letsome science begin. so what i've done here is sortof pulled from various pieces that i have of sciencythings that i have, and basically you cansee it covers a spectrum of visualization, frominformation visualization to actually displaying gridsto, in the center here, we see a laser scanning set
up that we reconstructeda dog femur. and it really is all overthe board and what we do with sci vis is we supply tools. we figure out how tomake tools work for you. we train how to use the tools. and sometimes like in thisairflow simulation up here in the corner, we actuallytry to push the envelope of what we can do like wheni try to hook up a hpc system up to a visualizationplatform and interact
with it in real time for cfd. so tools for collaboration. this is a clip that i borrowed from kathleen howe[assumed spelling]. we pulled this offlast year at sc, basically showing howwe can collaborate in 3d worlds thatare very large. this was in portland. one of the tools that we usedwas we used a visa as our tool.
what we did was we pulled offa collaborative environment, basically spanning the country where people were givenremote demonstrations. this is wayne at missioncontrol at purdue, giving his talk onzero-g gravity. so one of the thingsthat's interesting about this is thesize of the models and what we expect to display. in this environment we wereactually all working together
in the environment. we were able to share thecontrol of the visualization. we even had wayne debugthings while this was going on on the show floor. gpus, visualization resources-ifyou're doing the extreme, we talk about what gpuyou have in your computer. this is an example of a gpuproject that we're running where we're parsing andrendering national radar data to the next strad system,basically what's going
on is large volumes of data arecoming in every, i don't know, five minutes or so, andthese bricks are rendered out into tile sets, and thishas actually been put together as part of terror group project that is-made a googlegadget out of this. so you're able toactually-it's pre-generated. it's not like we thinkof as interactive is but it is-it gets the jobdone and allows it to scale. that's one of the things aboutvis that we always have to worry
about when we talk about ithas to go to the web, well, if you have a thousand peoplepulling on a gpu, the gpu dies, you know you can'tdo it at this point. we don't have goodtechnology for that. so one of the other thingsthe center does is animations and i'll show a clip of this. this is a student work. [background music] thiswas to get the point across about condor; they werecommissioned to create a video.
[ noises ] >> [background noise] so alot of times we have grants that require outreach activitiesand this is an example of something thatcould be used for that. where you're trying to getan idea or convey a message and the animationsplay an important role. [ bird sounds and train noises ] >> all right, that'sa nice clip of that. all right, then we getto immersive environments
and we'll have morediscussion about that from phillip and polly. this is an example of aprototype that we generated where we actually took cadmodels from kuka robots and made them look like actors. so the same technologythat's used in the movie industry wasapplied to these robot frames and why do we-are we interestedin immersive environments like this is because you can see
like in this animationsequence here with the robots, it's a complex environment. we could evaluate processes andprocedures in this environment without really hurting anybody, like if this virtual robotarm hits you, it's not going to kill you, and wealso demonstrate this with complex manufacturing flows where we're moving partsthroughout a factory and we can actually seehow the parts work together
and realize it. so here's another example of where the visualizationoccurs on campus. we use a lot of classroomvisualization and it's more than powerpoint. this is a clip thatwas from kathleen howe. we had a classroom inarmstrong that is equipped with a passive stereo systemthat is part of a grant with laura canaan[assumed spelling],
gary bertolini [assumedspelling], and kathleen howe, and we're seekingto extend that. so this is a prototype. [ silence ] >> and if they only knewwhat they look like up here. [laughter] all right. so another thing that the centerdoes and we have other resources and i'll bring this up isbecause we have other equipment. in the center we run notonly the vis equipment,
but we have motioncapture equipment as well. and this is an example ofa motion capture project where two individuals are goingto give each other a shove, and this is a unique resourceon campus that is open. i do work with a lot of studentsthat come over from like cgt and so forth that don't want to do all this motionbuilding by hand. they want to cheat on theirexam, that's what they want to do, but-so this is anexample of some other resources.
so one of the otherthings that we get into is also gamesand social platforms. these are two examples. the ev racer gamehas been a game that went on over the summer. it is a web based-well,it's a unity 3d based game but i get the questionasked of me all the time. can it go to the web? well, i found a toolthat will take things
to the web now, so i'm happy. the ev game has been at thestate fair and it's been at sc10 and the example on the let'ssee, the right, is a simulator where it's a village and it's asocial platform, so that means that we have multipleavatars in there. we tried second life and it didn't get veryfar so we built our own. and that was part of an ruproject over the summer, but one of the thingsthat we find in both
of these are digital assets where the studentsactually create models, that's the input a lot of time to the graphics environmentthat's not necessarily related to scientific visualization. [background music] and beyond,where do we go from here? this is a clip thatnorman joseph put together about a galaxy simulatorand i know that we struggled with this a little bit becauseit's really requiring a lot
of gpu horsepower to actuallydo the shading and so forth, but i want to point out thatthis is student driven work, it's not just staff. it's helping thestudents do their work by providing information,training, and assistance. and basically this isyou know a good example of a project that's like that. so from there, i'll give a shortrecap of equipment and services. so we run a flex cave system.
we have a tiled wall. we've also been doing workin active stereo monitors. i've been talking withseveral departments on campus and there are actuallyresearchers that are buying theseand figuring out what works and what doesn't. a lot of times it'salways a software problem. we're also working in thearea of augmented reality. we have use cases that cameup where we got together
with a group of faculty andsat down and talked about it and trying to seehow we could pursue that with the existing tools sowe're not reinventing the wheel. so we do software development and i will include softwaredevelopment as being modeling as well, so we use max orcad tools to do the modeling. we can also do animationsand graphics and i don't just put moviesthere but graphics in terms of if you need a still shotfor a presentation or so forth.
we also run on commercialsoftware so i believe in having an entry point thatis going to work out of the box in general instead ofyou know always going to open source tools. and the other thing wedo is we supply training. so how do you getstarted working with the vid resourceson campus? well, you have a question. that's a starting pointand then you contact us.
you have an idea orare starting a grant that may need visualization,contact us. need visualizationdevelopment as part of an existing grant,contact us. the reason why i say this and using this word contactus a lot is because a lot of people don't knowthat we even exist. it's very difficult sometimeson a campus to find resources. it's usually a peernetwork that occurs
where the information flows. unless i figure out a wayto put a big neon sign or the batman symbolabove something. so with that i'll leave upsome contact information and stop by the center. i will be there all afternoonand tomorrow as well. okay? with that, i willintroduce cary troy. >> thanks david. my name is cary troy.
i'm an assistant professor inthe school of civil engineering. my research area couldloosely be described as what we call environmentalfluid mechanics which is figuring outhow air and water move around the earth naturally. i'm going to talk to you todayabout a collaboration i have with david that came aboutover the last few months, and it involves myresearch in lake michigan. the goals of my research asthey relate to lake michigan are
to develop robustcomputational representations of the physical processesin lake michigan and the way i see it there'ssort of two different things that we're trying to capture with these modelsthat we're running. the first one is, where's thewater going in lake michigan as the wind blows overit and things like that. and then the secondone that i'll describe in detail a littlebit more is related
to the annual thermalcycle of the lake. the annual heating and coolingof the lake in relationship to the meteorological forcing. and then, ultimately, oncewe have this robust model, we would like toapply it to a host of relevant problems includingclimate change, trying to figure out how the great lakes willfare under various scenarios in the future, invasive species,trying to figure out how things like asian carp once they get
into the lake may be movedaround, ecosystem function, where we're actually taking thecirculation model and using it as the part of a hostof other coupled models that are representingthe biological functions in the lake, and then anotherapplication would be pollutant and nutrient transport wherewe're looking at how substances, things like bacteria or metalsget introduced into the lake and where they ultimatelyend up. and then the visualizationpart comes
about when you actuallytry and take the results from these very sophisticatedmodels and communicate them to stake holders, so thatwould be government agencies and people actually makingdecisions about the fates of the lake, otherscientists that are working in similar fields, andthen the general public which also includesstudents of host of different-a widerange of different ages. okay, so the model that i use
for lake michigan iscalled suntans and i like to say it's a verysophisticated model with a very unsophisticatedacronym. it's a sanford hydrodynamicmodel, the full acronym is there. i won't bother reading it. it's used extensively forsimulating coastal flows, oceanic flows, and the greatlakes are really-you could think about them as inland seas.
the physics of the great lakesare actually fairly similar to the coastal oceans so youneed a fairly robust model that can represent allthe non linear processes. one of the-some of theattributes of the model as they relate to ci is that themodel is unstructured and what that means is that this is anexample grid from peugeot sound which is in washington. we're looking from above. you see that you haveelements, computational elements
that are a whole range of sizes,ranging from fine to very coarse as you move offshore andthat's kind of what you need for simulating environmentalflows at full scale. it is a parallelmodel and so i'll talk about how we leverage produceresources to run it in parallel, and here are someof the applications where it's been used andwe're the first really to adapt this model to anysort of lake simulations. okay, so this is an example
of what our computationalgrid would look like, so it is a parallel model andthe first thing that you do when you're running thismodel is define your domain and break it into thesedifferent pieces of the pie that you can then sendto different processors to calculate the differentcomponents of the flow. and i believe for the imagethat i'm showing you here, this would be an exampleof 16 different processors that are each going to takeon part of the simulation
and then have to talk toone another as the flow goes from one section to another. and we have done some testswhere we look at the speed up of the flow ofthe calculation and it does do prettywell relative to what you would expect. we've used it onup to 64 processors and we typically run it on thecoates cluster here at purdue. i mentioned the unstructuredgrid in the horizontal and then
in the vertical directionyou have variable spacing and you know you have to getthe water to move in the lake and so how do you actuallyforce a model like this? you want to use realistic windsand realistic temperatures and realistic meteorologicalconditions. there's a couple of waysthat we've forced the model. one is using thenoah reanalysis data. noah maintains a data set thatis essentially their best guess. it's a combination betweensimulation results as well
as observations of all sortsof environmental parameters around the world overthe historical record. the other way that we'veactually forced this model is working with a researcher inearth and atmospheric sciences. mike baldwin has a real-timevery high resolution weather model for the region,the great lakes region, and we have actually,in the past, coupled his real-time model toour lake model so that you have, in addition to predictionsof weather,
you can get lakeweather, essentially, the circulation patternin the lake predicted. and i'll talk a littlebit about the physics of lake michigan just becausethat's what i know most about. i'm definitely-i think russ wascategorizing different users of ci. i'm definitely those that donot want to become a ci expert. but i definitely wantto use the resources because you know once youget turned onto these tools;
they quickly becomesomething that you need. so lake michigan at its deepestpoint is about 300 meters deep. at the bottom of this slidedown here i have this kind of bowl-looking shapewhich you could think about as the cross-sectionof the lake. the aspect ratio of lakemichigan is actually about two pieces of paper. that's the true aspectratio of lake michigan so you know we always thinkabout it as a very deep lake
because it's almost 900 feetdeep, but it's also very wide. okay, just to giveyou a background so that you can appreciate thesimulation that i'll show you in a second, all of the greatlakes experience a very strong cycle of heating and cooling. the sunlight penetratesto a certain depth in the water column and by themiddle of the summer you end up with a picture that looks alot like what i'm showing there. warm water on the top andcold water on the bottom
and these two water massesare largely separate in terms of the dynamics of the lake. all of the motion in the greatlakes is primarily driven by the wind because the greatlakes are so big, however, you have to account for the factthat we're on a rotating earth and once you bring the earth'srotation into the flow physics, it kind of throws yourintuition out the window because it's not somethingthat we experience day to day as we interact withfluids in our daily lives.
this is an example of how wevisualize that annual cycle of heating and cooling. it's a little hard tosee the labels here. the top of this colored graphover here is the surface of the lake and then as youmove down along this graph if you're going deeper into thewater, as you move from left to right, you are going fromearlier in the year to late in the year, so this is a waythat we give a time history over the depth ofthe water column
of the temperatures in the lake. and what you see is thatearly in the spring you start with roughly isothermalconditions and then by the time you getinto the summer, you do have that warm wateron the top and cold water on the bottom, andthen you return to the isothermalconditions in the winter. just a little backgroundso that you can understand the simulations.
what that means is that ifyou're, you know a critter or if you're somebodywho goes to the beach, you can experience verywide ranges of temperatures in the near shore region. and i think some of you probablyalready appreciate, for example, the wisconsin coast is muchmuch colder in the summer than the michigan coast, andyou can go to the beach one day and have it be, you knowperfectly gorgeous water temperature and thenthe next day,
it's so cold you can'teven stick your toe in it. these are some examples of watertemperatures that we've measured at two different locations. one is michigan city which isalong the coast of indiana, here, and then the other oneis muskegon which is farther up the michigan coast. and what you see is, thisis day of the year 2009, and day of the year, 2010. as you go through the year, youhave these events where you all
of a sudden are experiencingreally cold water or really warm water. so an extreme climateof variability in the near shore temperatures. i want to show you some ofthe output of our model. first, as i would visualizeit before using the envision center, and then lookingat one of the simulations that they produced for us. this is a simulation lookingfrom the top of the lake
where we blow the wind fromnorth to south, confusingly, because the lakes are so large and the earth's rotationis important, that will actuallymake cold water up well on the michigan coast andthat's what you're seeing in the blue there. the color is thetemperature of the water. so this is one example of a-youknow a typical still snapshot that we would use to visualizethe output of this model.
this is another example wherewe actually make a time series of the circulation in the lake. and obviously, there's quitea few things missing in terms of you understanding what'sgoing on in this simulation. so let's see if this works. this is an example of the moviethat we are able to produce with the envision center where you really can appreciatethe full three-dimensionality of the flow.
all of these environmental flowsare highly three-dimensional, and you really are limitedif you're only looking at time series at a point or even two-dimensionalcross-sections. i must say that you knowthe first time i saw some of these animations in the envision centerwas the first time i felt like i really understood whatthis model was telling up. so that the-you knowi've started to think
about visualization as more ofa bottleneck in my own research in that we have the resources and we perform the calculationsyou know at massive scales, but if you ultimately can'tdistill that information into some sort of a portablepicture or an animation, you really haven't realized much of the potential ofthese simulations. one of the things thatwe're working on over in civil engineering,
we recently renovated ourlab, our hydrologic lab. we now have a tiled wall soa collection of lcd monitors that we're going to bedeveloping into a space, what we're calling awater visualization studio where you can actually viewthese sort of animations on a very large high-resolutionscale. and it's very cool space if youhave the time to go over there and check it out i recommend it. it has a waterfallin front of it
which makes it muchmore dramatic, but ultimately we wouldlike to develop sort of a satellite version of theenvision center, and again, with me knowing nothing abouthow it operates, ideally, and just being a user, tovisualize these fluid flows for water researchersacross campus. as some of the collaborationshave evolved over the course of this project, you know thecalculations involved using the coates computer cluster, somassive parallel calculations,
we received verygenerous seed support for the primary graduatestudent on the project from a cri surge grant whichbasically catalyzed a lot of this work, and then finally,without the envision center, you know we couldn't havepulled off the visualizations. so i was the one who made thecomment about more humans in ci, so i would like toacknowledge the humans that worked on this project. sultana med [assumed spelling]is the main graduate student
who does the lake michigan work. josh harley is our civilengineering it assistant, and then you have theenvision center staff, david lief [assumed spelling], george anjaque [assumedspelling] and i'd like to acknowledge thesupport of the cyber center for the fellowshipthat enabled a lot of this work to get started. so if you have any questions,i'm happy to answer it.
thanks. >> good morning, myname is phillip dunston, and i'm an associateprofessor in the school of civil engineeringand polly royal and i will be tagteaming on this. i'll start off and she'll havea little segue way to a part that she's going to highlightand then i'll wrap up our talk, and i'll let her tell youmore about her experience when she steps forward.
my area within civil engineeringis construction engineering and management. what that more or lessmeans is that i'm interested in the management and theengineering coming together to realize a project. i'm concerned aboutthe entire life cycle of a constructed facilityor the built environment. so i came to visualization orto interest in it first looking at this problem of how to knowwhere things should be placed,
constructed, erected, assembled,installed on a project. looking for somethingthat was more effective than two-dimensionalabstract paper drawings. so i actually stepped into visualization firstexploring augmented reality. most people come to itto virtual reality first and then maybe moveinto augmented reality. i came at it sort of backwardsbecause first i was thinking of the field, and then realizedi had to look thoroughly
across the life cycle of thefacility for opportunities to leverage visualization. at the time, 3d modelingwas very new and only certainsubcontractors were using it. now it's become a lotmore prevalent in terms of as a componentof what's known as building information modelingor bim if you ever talk to folks in the construction industry. so that's kind of thebackground that set me
up for the opportunitythat came about here when the regenstrief center for healthcare engineering waslooking at using virtual reality to do work on what we werecalling then patient-centered care and one aspect of thatis patient-centered design of the hospital facility. and it sort of began withthat and i started working with a colleague in healthsciences, jim mclaughlin in association with othersin the regenstreif center,
and i recognized that frommy perspective there was an opportunity here. if you look at thatfigure there, the picture, that's actually takeninside a warehouse and what you're lookingat are physical mock-ups that are constructed typicallyduring the design phase, in other words, aftera contractor is now on the project. they've already startedconstruction,
before they get very farwith the building, however, and while it's coming-you knowthe foundation work is being done, and before it gets toohigh, hopefully, in rising up. they are already workingon these physical mock-ups so that stake holders, we're talking primarilythe hospital administrators and staff and professionalsthere, can come through, look at those physical mock-ups and suddenly nowactually recognize, "oh,
that's what the 2dplans were indicating that we're supposed to get." if you think about it, that'sa little late in the process because the buildingfootprint is set; a lot of design changescannot occur at this stage. you're fairly well restricted. but this still issomething that goes on because there's still alot of issues to be resolved in terms of equipment and howit's actually going to fit,
but i thought it would be nicer if that could be donea little bit sooner. now just to give you anidea of why this costs so much is i've indicated hereon the slide, they're going to look at as much as theycan how this is finally going to wind up. this is not the patient room. this is the physicalmock-up, full build-out, and if you can imagine that'sconstructed just to be wasted.
right? so i saw that assomething that didn't have to be if we've got visualization tools that can give youthe full impression at least visually ofthe design intent. so i see virtual reality aswhat it's anyways meant to be as a communication medium. we can communicate through it aswell as communicating within it. so this just kind ofillustrates the idea. if you look at the importantthing is these curves here,
three and three prime, basicallythis is the current situation. these physical mock-ups arebeing done somewhere out here. a lot of late design details or detailed design decisionsare made sort of late in the design process. i'd like to use visualizationto push that to an earlier point and fall under thisinfluence line right here. in other words, i want tobe able to make my decisions when i can have maximumimpact on the functionality
of the ultimate designthat's going to be realized and to avoid the increasing costof any changes that would occur when we make the decisionslater in the process. so that's kind of what's behind that from a designconsideration. three-d models, as i mentioned, when we started off theyweren't doing a lot of that, but they're doing more of it nowand this is actually the model as it would appear on a desktop,the first model that was done,
a patient room, bariatricpatient room, and i point out thatthis is a two and a half d experiencemeaning you got a 3d model, but you're looking at itstill in a flat display so you don't get thefull sense of the space. so the motivation is tohave an immersive experience where we can get astronger impression of space and even functionalitybecause we're interested in how effective that room isin terms of the operations,
the tasks that needto be performed there. we're focusing on patient care,of course, and we're concerned about the safety of thepatient and the individual who is giving careto the patient. so here you see things that wecould recognize once we got this model up and runningand we were able to step into this immersiveexperience inside the flex cave at the envision center. so these doors wereactually positioned
such that they created adead space between them so that was an inefficientdesign component there. this is just showing someof the functionality. there was quite a bit ofit here, opening drawers, moving things across the floor. you'll notice the bedis even raised there. we can move around differentfurnishings including the chairs you saw on the previous slide. getting the patient'sperspective, you can imagine
if we had a pediatrics unitthat we were interested in we could even scale itso that you could visualize that from the perspectiveof a child who's yeah tall. just thinking of otherunits in a hospital that we'd be interested in, theor is the exciting one that i'd like us to get involved in next. this is just a sample of how anor might be populated in terms of people as well as equipmentduring a surgical procedure and just looking atthat 2d planned view,
that's going to be quite busy. so if you think aboutcommunication that must go on, you think about the flow,the cooperation and now if you're talking about theoperating room of the future, you've got a lotof things hanging from the ceilingthere to move about. there are flow-david showed one of the images earliertalking about air flow. well, in an operating room,the air should be flowing
such that all the bugs areblown away from the patient, but now you got all thesethings moving around, rotating above theoperating table. that changes some dynamics. so a lot of interestingthings there. some of them a little bit farafield from my background, but i like inquiry and i likecollaborating with people. that's one of the reasons thatpolly and i are working together on some training issues thatshe's going to talk about.
so this is just some quickshots from some of the assets as david mentioned that we have. so this is an operatingroom model that we actuallywere able to build. an interesting thinghere to note is that when we first startedwith the patient room, that was something we startedfrom scratch and it took months to do and that was about, ithink that was 2006 or so, maybe a year earlier, buti think it was about 2006
when that was started. this operating room model weactually were able to get it in a 3d form, had to beconverted into a format, had to be cleaned up, fixed upa little bit and then converted into a format for virtualreality and if i recall, it only took about two daysjust to get the basic model in, so we've come a long wayand i'm excited about that because as a user, i don't wantto spend a whole lot of time in the developmentside of things.
i want to get onto how we cannow improve decision-making, human performance if we'retalking about training people. so, and then thatgives us a segue way to polly's part right here and then i'll stepin when she's done. >> my name is polly royal. i'm a nurse in theschool of nursing. i'm a clinical assistantprofessor which means i take thestudents to a living lab
where people are livingevery day, and if you listen to the news at all lately,there's a big problem with people contractinginfections while they're in the hospital thatmakes them die and not come outof the hospital. just by a show of hands, how many of you have hadyour flu shot this year, had a needle stuck in youat any point in your life? okay, well, what we're going totalk about today is we're going
to introduce a needle intoa vessel and we're going to thread a rubber conduitdown to the tip of your heart. so this is a procedure thatis obviously very high risk for infection and is also highvolume, but a lot of times when you talk about highvolume, you think, "well, why don't you justtake the students to the living laband have them do it." well, it's high risk. and most people don'tparticularly care
for the students to practice onthem in a high risk environment. so, anyway, we havea big problem with hospital acquiredinfections which most people know about. these bloodstream infections from the rubber conduitgoing into-from the outside into the inside where the tipof your heart, typically costs about $45,000 to $50,000 totreat, which is non reimbursable from any insurance companyor medicare and often,
80% of the times,it results in death. so and then obviously the sepsis from the central linecatheters are very prominent. we did the high risk, highvolume, and then what one person out at johns hopkinsdid, peter provonost, was mirrored after aviation. there's a list of stepsthat you need to do and if you do this we canreduce the infections. but the people that are puttingin the central lines say,
"you know, i do 100of these a week. i'm very proficient at it. i don't need your help." well, in a month, they auditedand 80% of the time there was at least one step missing. so we need to practiceon the steps so that we can reducethe infections. unfortunately, dr.provonost wasn't able to get the steps-thelist into common therapy
or common practiceat john hopkins so he did actually take itto our neighbor to the north, michigan, and implemented itthere in multiple hospitals, 11, and he was able to sustainover an 18-month period, a two-thirds reduction in theirhospital acquired infections related to central lines. so he had a lot of success. okay, these are the steps. there are nine steps.
this is not brain surgery. it is very simple. you've got to makesure they're consented. you have to make sure youuse the right disinfectant. you want to avoidthe femoral site which is down by your groin. you need to have a valid linefor having a central line, but i want to impress upon youthat a lot of people are afraid to go to the hospital.
they don't want togo to the hospital. they want to leaveas soon as possible because people diein the hospital. and a lot of therapiescan be done at home but the central linesare instrumental in getting the personto home care. hand washing, foam in, foam out. expect your providerto do that for you. both the patient andthe physician have
to have full sterile attire. there's a time outwhich is where we stop, actively communicate; makesure we have the right patient, the right site, and all of the necessaryequipment at the bedside. and then you want to shut thedrape or the door to make sure that you knock out asmuch airflow as possible. the traditional way thatwe would introduce this to the students ishere's a list, go home
and memorize it right? okay. can be a littledaunting for some people. okay, in the immersivepreparation, it is a desktop or a laptop interactivetwo and a half minute scene where the steps are introducedin an interactive environment. oh, no. [ inaudible response ] >> it won't launch. >> not from there.
>> oh, okay. do you want to comedo that for me, dave? [cough] while he's doingthat i'll talk a little bit about what philip was talkingabout, about getting ideas from the civil engineersand the construction people to where the nursescan actually use it. a lot of times hospitalsare built by engineers and construction people and thenurses aren't involved right away, and i think thisvisualization would get the
nurses there sooner becausethey're actually the people that are working with theequipment the way it's set up. okay, there's always beena joke in the hospital about you know howtall you're... >> hello, nurse. >> maintenance [inaudible]are-oop-i'll let this go. >> has the patientconsented yet? i'm in a hurry. >> give me some betadine.
i'm going to stick thisin his femoral vein. i'm going to hurry. [laughter] >> why do i need to puta central line in anyway? >> okay, i'm ready. >> yes, i just did. >> okay, now i'm ready. >> okay, let's get started. >> correct, can we get started?
>> okay, so the firsttime this runs through, which i think we're going toneed to work on our timing because most studentsaren't quite as patient as you guys are. [laughter] but the secondtime it runs through, the balloon above thenurse's head has a blank space and a pause so that the studentcan say what they're supposed to say and then it doescome up and show them that they are right or thatthey need to work on it.
so traditional evaluation wouldbe in the school of nursing in a nursing lab whichis basically a big room and as you can seejust by looking at this particular picture,it looks like a classroom and any student nurse, beyondtheir freshman year would know that you would notdo any procedure with an air conditioner atthe head of the patient's bed. [laughter] we're tryingto avoid infections here. okay? so the immersiveevaluation is in the cave
and it is a moving thing wherethey will actually come in. the physician that you saw on the desktop isan animated person, and then the nurseis actually in there with the patient and the bed. okay. >> so now just one quick thing. another area of trainingthat's a little bit more core to my industry is the training
of construction equipmentoperators and in recent years, i'll say the last10 years or so, equipment training-operatortraining simulators have hit the market. obviously, as the resultof the interest in gaming and the recognitionthat graphics, quality, and the ability to havereal-time interactive systems is just sitting right therebefore us to be exploited. the thing i'm interestedin however,
is the skill developmentand skill transfer. there's various set-ups. we just started with a low-endsystem commercially available. this is around $4,000. some of the moreexpensive ones, $25,000. that's kind of thebulk of the range and then there'ssome more expensive. as you might imagine,the more expensive, the fewer you'll actually find
out there proliferatedin the industry. so we're doing this twoand a half d right now so this would be what you wouldsee on a desktop right not, but what i'm interested inis exploring, as i said, skill development hereas well as transfer. one of the things thatdave and i have talked about is actually being able togo from two and a half d to 3d, in immersive experience again. what impact will thathave on the learning
when you actually have thatdepth perception component in there, and are able to actually capturesome other things that the operator would visuallybe able to see more peripherally and even above when wehope in the future to have that opportunity to project thatadditional side of the cave. so this is somethingi'm excited about. i hope we can movein that direction because even thoughthe-and i talked
with the developerhere, the vendor. they chose not to go with astereo system for their reasons. a lot of it had to do withthe way they evaluate it is from a cost standpoint. from a researcher's perspective, cost is a secondaryissue to me right now. i'm more interested in thelearning and understanding how to learn effectively and toscientifically validate that. so, i guess, we're a littlebit running over for time so,
fabian, you probablywant to come right on up. if there are any questions,polly and i might be able to quickly entertain one. thank you. [applause] >> my name is fabian winkler. i'm an assistantprofessor in the area of victorian time-based artwhich is housed in the school of visual and performing arts.
my talk today is about how theinterdisciplinary educational model of etb, of my area,together with the services of envision center fordata perceptualization, enables students from variousacademic backgrounds at purdue to experience learning ordiscovery at the intersection of art, science, and technology. and i would like to start withone example, the art garden in the envision center's cave. this is a project directed byone of our graduate students
from the victoriantime-based art, jordan cleland, who worked with hisundergraduate students in a class, ad-106, introductionto 3d design, on 3d models that they then loadedinto the cave. oops. it's a movie, yes. [chuckles] >> which movie is it? it's this one here. should i just play it from here?
[ music ] >> i'm here at purdue'senvision center for data perceptualizationwith jordan cleland, a graduate student in etb,and his teaching assistants. jordan is workingwith his students from his 3d foundations class onvirtual reality visualizations of the digital models theycreated in the course. >> these are the student'sfirst real experiments in the 3d modeling program andhere at the envision center,
it really gives them thechance to see their work in an immersive environment. >> [background music] you arenow visiting etbs main computing space which is also housedin the envision center. >> so i'll stop here andthen just continue... is it here, the presentation? yeah, okay. there we go. all right.
and continue withanother project which we just finishedin the fall. it was the experimental 3dgame development workshop that i co-organized togetherwith christian barrett, a student researcher in theenvision center, and in a series of four consecutive workshops over four weeks weintroduced students from all different kinds ofbackgrounds here at purdue, to the basics of 3d gamedevelopment using the unity 3d
engine game developmentenvironment. this is a screenshot fromthe website that's still up and at the end of my presentation you alsoget the link, how to access it because it still featuresall the individual handouts and all the individualworkshop topics that we went through in this project and ijust wanted to highlight one of the works that came outof this workshop series from yageez moongon[assumed spelling]
who is a currentgraduate student in victorian time-based art with quite an interestingbackground coming from an engineering degreeat chalmers university where he received a mastersin engineering before and now enrolled invictorian time-based art in our masters program, themasters of fine art program. this work is about thenavigation of a maze in quite an untraditional waywhere you'd use visual clues
to navigate thismaze that you can see in the top left corner here. yageez deliberately madethe visual navigation vague as you see from these threescreenshots around here. this is what you would actuallysee or experience in the game, but instead he emphasizednavigation of this environment of this maze by listening tosound cues, specialized sounds and musical scoresthat he embedded in the game environment,
so i found this quitean interesting approach to alternative forms ofnavigating 3d virtual spaces. i also want to brieflytalk about some models for interdisciplinaryproject work and education at the intersection of art,science, and technology. obviously, one historicalexample is the experiments an art and technology groupfrom the late 1960s, founded by billy kluverand robert rauschenberg, and it was interestingto hear john talk
about in his opening remarksabout the idea of technology that becomes more and moreembedded into our-all aspects of life, and already inthe 1960s in this statement of purpose from eit wecan read in the middle of this document the quote,"to eliminate separation of the individual fromtechnological change and expand and enrich technology togive the individual variety, pleasure, and avenues forexploration and involvement in contemporary life."
more contemporary examples ofsome of the models that i use in my area of victoriantime-based art is, for example, dorkbots, a group of looselyconnected clubs, so to say, that provide avenues and meetingspaces, workshops and so forth for as it reads inthe poster here, "people doing strangethings with electricity." but then also make projects,the blog of the make magazine from o'reilly press thatactually has the subtitle, "built, heck, tweet,share, discover."
so these are all inspirationsfor our work as well. and with this, i want to cometo my last project that i wanted to show today whichis a project funded by the national sciencefoundation called images of nature. it's a collaboration betweenshannon mcmullen, my colleague in the area of electronicand time-based art, myself, and then also david brownin the envision center of data perceptualization.
it's a project as itreads here in the subtitle about the technologicalexplorations of the natural environmentcombining art, science, and engineering strategiesin an educational model for collaborative creation. it is set up in three parts, the first part being aninterdisciplinary course at purdue which willstart in the spring 2011, so after everybody comesback from winter break,
which tries to bringtogether students from different academicdisciplines at purdue, mainly the arts andhumanities, the sciences, and also engineeringand technology to work collaboratively onprojects that will result in artifacts, as we call them,that respond to the challenges of our changing naturalenvironment, climate change, global warming, energyconsumption, to name only a few, which will then be exhibited.
and this is part two of theproject, in an exhibition in downtown lafayette,in may 2011, and then the third part isa summer program at purdue where we invite high schoolstudents from demographic groups that are currentlyunderrepresented at the university toalso experience this idea of interdisciplinary projectwork between the arts, sciences, and engineering, andto give them an idea that in an academic environmentsuch as purdue, they don't have
to specifically choose onlyone singular discipline and so to say, forget about alltheir other interests, but that they cansuccessfully combine interests in many different disciplinesand even succeed very well in doing that, and actuallystand out and thrive. in this project we arespecifically interested in this idea of the image andcontemporary notions of images, so we try to expandon the idea of image to include polysensorialimages as well,
images that go beyondthe sense of sight to include other forms of-usingthe body to get information about certain kind of ideasabout the environment, haptics sound, forexample, immersion, but then also the ideaof images as metaphors and how we can successfullypossibly even combine both notions of images. and i found very helpfula quote from hans belting who is an art historian andtheoretician from germany
who recently wrote a textcalled image, medium, body, a new approach to iconology,and he mentions the work of w.j.t. mitchell, explainingthat iconology usually or traditionally has been acombination of the terms image, text, and ideology, andthen belting continues, "in my recent book onbild-anthropologie," which is image anthropology,"i also use a triad of terms in which, for obvious reasons,image remains but now is framed by the terms medium and body."
so that the body becomesan essential element in this explorationand response to images. he also continues to say,"we cannot speak of images in just one sense, butrather must classify images with different aims and effects, images that serve our cognitionare very different from those that address our imagination." and i just wanted to show youone brief example at the end of my presentationthat illustrates how
in this very specific case howwind power can be represented in different images. obviously, here we have a map ofthe u.s. department of energy. it's a very straightforwardrepresentation of certain kind of areas of high windpower in indiana. we see just northwest of usthe benton county wind farm that hopefully many ofyou have already visited. it's quite impressiveto go there, but there are obviouslyother ways that we can talk
about wind power, visualizewind power, and i just wanted to show this i find quitean interesting example of the advertisement that thenorth [inaudible] hamburg agency created for epuvon [phonetic]which is a german energy company in 2007 called mr. w. doi have to do the same? okay. the sound can just go. [inaudible] okay. >> i think i wasalways misunderstood. [background music] peoplejust don't seem to like me.
i think i annoy them. i get on their nerves. i don't know why. it's just the way it was. [breaking glass] [sighs]maybe i was doing things. [noises] maybe icame on too strong. i don't know. i really can't say. yeah. it was lonely.
[inaudible] but you you getused to it after a while. and then one dayeverything changed. somebody finallyaccepted me for what i am. since i [inaudible] lifeis completely different. i finally feel useful,good at something. >> so this is just an examplealso of one type of image that we certainly try to explorein this our course as well. and this brings me to theend of the presentation. i just have one last slidewith my email address
if you guys have any furtherquestions-oops-or would like to contact me directly andthen also some of the resources that i showed inmy presentation. thank you very much.
