IRIS.TV Finds Adaptive Video Personalization Increases Consumption by 50% — from appmarket.tv by Richard Kastelein

Excerpt (emphasis DSC):

IRIS.TV, the leading in-player video recommendation engine, reports that its programmatic video delivery technology, Adaptive StreamTM, has increased video consumption by 50% across all its clients. The results of these findings just further solidifies that consumption of online video is significantly enhanced by a personalized user experience.

By integrating Adaptive StreamTM in their video players and mobile apps, IRIS.TV’s clients are able to deliver the most relevant streams of video to their viewers, just like TV. Yet unlike TV, viewers’ feedback is captured in real-time through interactive buttons, allowing the stream to dynamically adapt to the changing preferences.

 

IRIS-dot-TV-Julne2015

 

Press Release: IRIS.TV Launches Personalized End-screen for Online Video with Kaltura — from iris.tv
IRIS.TV Partners with Kaltura to offer programmatic content delivery and in-player thumbnail recommendations

Excerpt:

Los Angeles, May 4, 2015 – IRIS.TV the leading programmatic content delivery system, today announced a new dynamic, personalized end-screen plugin for Kaltura, provider of the leading video technology platform.

IRIS.TV’s new plugin for Kaltura will offer clients of both a personalized and dynamic stream of video along with a personalized end-screen framework. Publishers can now provide users with both dynamic streams of video – powered by consumption and interaction – along with thumbnail choices specific to their real-time consumption habits. This new integration supplies publishers with additional tools to deliver a more personalized viewing experience in order to maximize viewer retention and video views. The partnership is aimed to help consumers discover relevant and engaging content while viewing across all connected devices.

 

From DSC:
Now imagine these same concepts of providing recommendation engines and personalized/dynamic/interactive streams of content, but this time apply those same concepts to delivering personalized, digital learning playlists on topics that you want to learn about. With the pace of change and a shrinking 1/2 life for many pieces of information, this could be a powerful way to keep abreast of any given topic. Team these concepts up with the idea of learning hubs — whereby some of the content is delivered electronically and some of the content is discussed/debated in a face-to-face manner — and you have some powerful, up-to-date opportunities for lifelong learning. Web-based learner profiles and services like Stack Up could continually populate one’s resume and list of skills — available to whomever you choose to make it available to.

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

 

StreamsOfContent-DSC

 

 

Along these lines, also see:

  • Nearly 1 billion TV sets Internet connected by 2020 — from appmarket.tv
    Excerpt:

    The number of TV sets connected to the Internet will reach 965 million by 2020, up from 103 million at end-2010 and the 339 million expected at end-2014, according to a new report from Digital TV Research.Covering 51 countries, the Connected TV Forecasts report estimates that the proportion of TV sets connected to the Internet will rocket to 30.4% by 2020, up from only 4.2% at end-2010 and the 12.1% expected by end-2014. South Korea (52.7%) will have the highest proportion by 2020, followed by the UK (50.6%), Japan (48.6%) and the US (47.0%). – See more at: http://www.appmarket.tv/connected-tv/2572-nearly-1-billion-tv-sets-internet-connected-by-2020.html#sthash.BJWdCgbv.dpuf

 

  • McDonnell – HTML5 is the true Second Screen, Social TV winner — from appmarket.tv
    Excerpt:
    After years of evolution, the W3C has finally declared the HTML5 standard complete. When Steve Jobs “declared war on Flash” he gave HTML5 a fighting chance of dominance. In parallel, businesses started to recognise the potential of Social TV or “Second Screen” behaviour to re-invigorate old media and drive revenue to newer social platforms like Twitter. The ensuing debate centred on winners and losers, but with such a diverse global broadcasting market and no social network with dominance in all countries, could the web standard be the ultimate winner? I think it already is.

 

 

The NMC Horizon Report > 2015 K-12 Edition is now out.

 NMCReport-K12-2015

 

Description:

What is on the five-year horizon for K-12 schools worldwide? Which trends and technologies will drive educational change? What are the challenges that we consider as solvable or difficult to overcome, and how can we strategize effective solutions? These questions and similar inquiries regarding technology adoption and transforming teaching and learning steered the collaborative research and discussions of a body of 56 experts to produce the NMC Horizon Report > 2015 K-12 Edition, in partnership with the Consortium for School Networking (CoSN). The NMC also gratefully acknowledges ISTE as a dissemination partner. The three key sections of this report — key trends, significant challenges, and important developments in educational technology — constitute a reference and straightforward technology planning guide for educators, school leaders, administrators, policymakers, and technologists. It is our hope that this research will help to inform the choices that institutions are making about technology to improve, support, or extend teaching, learning, and creative inquiry in K-12 education across the globe. View the wiki where the work was produced.

> Download the NMC Horizon Report > 2015 K-12 Edition (PDF)
> Download the report preview (PDF)
> Download the interim results (PDF)

 
 

Social Media and College Admissions — from socialassurity.com by Danilo Umali

Excerpt:

1. We want a presence on Facebook, LinkedIn, and Twitter. These are the social networks where the colleges are looking. Colleges are making a lot of inroads with LinkedIn since they are beginning to correlate job positions and success with the colleges that led these individuals to these careers. It may lay the groundwork for a new ranking system. Many students are going to need LinkedIn to find their next job. Why not start now?

2. According to Alan Katzman,  It’s OK to make mistakes. Just because you are “holding a red cup” in a photograph doesn’t mean the college is going to blacklist you. Colleges do, however, want to make sure that they are getting “more than test takers.” Do your stated passions align with what they are seeing on social media? Are the additional insights gained from your social network reinforce their admissions and scholarship award decisions? Do you come across as racist? Are you intolerant?

3. Not being on social media is a red flag. A large percentage of college applicants are on social media. Not having a presence can introduce more suspicion that can hurt your chances. At the very least, students competing against you will have the advantage of giving colleges more avenues to discover them.

4. Many parents believe that their students shouldn’t be reduced to a test score, an application, and an essay. Well, here is your chance. Leverage social networking as an enhancement to the application process. Give the colleges more opportunities to discover who your student is as a complete and well-rounded applicant.

5. College admissions is one thing and finding a job is another. Colleges and careers go hand in hand. Social networking is no different. Your student needs to embrace social media sooner rather than later. If you think colleges are flocking to social media, what do you think employers are doing? When your student learns to manage his or her social networking, they will have a leg-up when it comes to the job search.

 

Augmented Reality – hype, or the future? — from mybroadband.co.za by EE Publishers
The concept of Augmented Reality has existed for many years now – and commentators have remained rigidly sceptical about whether it will truly materialise in our everyday lives.

Excerpts:

Essentially, AR describes the way in which a device (such as a smartphone camera, wearables like Google Glasses, or a videogame motion sensor) uses an application to “see” the real world around us, and overlay augmented features onto that view.

These augmented features are aimed at adding value to the user’s experience of their physical environment.

We predict there will be three primary areas in which we will initially engage with AR:

The way we consume information: Imagine going to a library or museum and being able to have a “conversation” with key people throughout history, or instantly transform the world around to you resemble a bygone era.

The fields of product development, marketing and customer engagement: Overlaying new digital services into retail environments opens up a host of new possibilities for organisations to tailor products to their consumers.

Back office/operational functions within the organisation: Companies are already finding ways to use AR in their supply chain, logistics and warehousing environments. Find out, for example, if a particular unit is missing from a shelf.

 

 

From DSC:
I wonder how Machine-to-Machine communications, beacons, GPS, and more will come into play here…? The end result, I think is a connection between the physical world and the digital world:

 

DanielChristian-Combining-Digital-Physical-Worlds-Oct2014

 

 

The brave new world of virtual-reality filmmaking — from readwrite.com by David Nield
How VR will revolutionize cinema for creators and consumers.

Excerpt:

While gamers wait patiently for their virtual-reality headsets to go on sale, there’s another industry ripe for the VR picking: movies. That means, as VR technology matures, filmmakers have to work out a new approach to their craft. But if they get it right, audiences are in for a far more immersive and interactive ride.

Companies like Samsung, Google and Oculus have been evangelizing VR cinema experiences, hoping to bring the sorts of videos that make their virtual-reality platforms a real destination for movie watchers. But to make their campaigns work, they need filmmakers and video producers who know what they’re doing.

 

 

Innovative use of Virtual Reality in Chemistry Classrooms — from alchemylearning.com

Excerpt:

“My students were able to apply their understanding of the technology to learning activities (labs, research projects, etc.) that could be made possible using virtual reality. For students to draw those connections on their own gives me hope that engineers, teachers, and students will be able to collaborate and create great opportunities for learning inside of a virtual world.” – Matt Cobb

 

 

Adopting Virtual Reality for Education — from alchemylearning.com

Excerpt:

“As an educator with 20+ years’ experience integrating technology into curriculum, it is exciting for me to see a technology that so quickly captures the attention of the students, motivates them to make the effort to learn the procedures, and then opens them up to the relevant content.“ – Larry Fallon, Instructional Technology Coordinator, Arlington County Public Schools

But ultimately, will VR become a proven medium to help students learn faster, be more motivated, and expand the boundaries of what is possible? Let’s take a moment to survey the state of the field right now and see what the future of virtual reality in education could look like.

 

 

Virtual reality technology expands to a blitz of uses, including football — from kansascity.com by Kasia Kovacs

Excerpt:

Reilly’s football software is among a tidal wave of VR programs being developed for introduction to consumers in the next year. The military already uses VR in some training exercises, but the technology has potential uses in other areas, such as entertainment and home improvement. Architects, for instance, can create life-size virtual models of buildings rather than relying on traditional physical models.

Raymond Wong, a product analyst for Mashable, said: “I’m not sure if people want to put these goggles on at home. It’s a very isolating experience.” Indeed, total immersion in a world that occupies most of the users’ senses could lend itself to previously unseen consequences.

Wong sees more potential for VR in commercial industries such as marketing or engineering.

Research has already pointed to VR’s advantages in the medical field, Rizzo said. Once interactive intelligent agents — virtual characters — are advanced enough to respond like people, surgeons in training may be able to practice procedures with these characters. VR simulations could also be used as a way to distract patients from painful procedures, possibly becoming an alternative to pain medicine.

Education may also benefit from advances in virtual reality.

If a student struggles with conceptualizing the atomic structure, for instance, he could plop on the headset and be immersed within a virtual atom.

 

 

Like being there: Walking through an ancient Roman town — from popular-archaeology.com

Excerpt:

The development of new technologies and techniques, combined with the increasingly interdisciplinary approach of archaeological investigation, are producing results that, for the archaeologist of 20 years ago, might have been the stuff of science fiction. Who would have known then that scientists would resurrect in startling detail an entire ancient Roman town after only fractional excavation? And who would have known that thousands of people from nearly every corner of the world would be able to ‘walk’ through that town without ever physically setting foot within?

This, however, is exactly what has happened for an obscure archaeological site located in Portugal—a relatively small ancient Roman town whose few visible remains have attracted comparatively few visitors—at least as compared to the iconic Roman city of Pompeii in the south of Italy.

 

 

 

 

Oculus Rift DK2 demo round-up for futurists — from futureconscience.com

Excerpt:

NeoS: The Universe
NeoS: The UniverseThis is a fantastic demo that takes you from the smallest level of scale (surrounded by protons and neutrons) through to the largest (galaxies and the observable universe).  As you progress through the scales you are in first overlooked by a penny that seems the size of a building, before seeing it get smaller in front of you and other objects such as basketballs and a T-Rex come into view.

Mona Lisa Room
This is one of those ‘transport you to a location’ demos that a lot of people are starting to get involved with.  It seems like such an obvious use of VR technology, and you can really see how the cultural heritage and museum sector is going to jump on this once the technology is commercially available.  Essentially what you have here is a solo tour of a very famous art gallery room in the Louvre museum in Paris, complete with atmospheric and well-produced audio guides for a number of different paintings.  Most importantly, it’s a VIP viewing – you are escaping the hundreds of tourists crammed into the small space for a personal experience taken at your leisure.  Unfortunately, this particular demo really exposes the need for a higher resolution screen than the DK2 has at hand.  The Mona Lisa is a small painting, and so none of the detail comes out which is particularly jarring given that the audio tour is talking specifically about how perfect the painting is.  Even the massive wall-size Biblical painting nearby comes across as too pixelated to really engage with.  It’s a concept that is going to take off in the very near future, but not until we get nice high-res screens!

 

 

What should graduates look like in 10 years?

Excerpt (emphasis DSC):

Superintendent Richard Carranza of San Francisco Unified School District and the board of education considered, for instance, that graduates will need to develop and manage their local, global, and digital identities, and be comfortable separating and switching between the three. Graduates will benefit from being bilingual or multilingual; a 2025 graduate must be technologically fluent as well as college and career ready, with the added challenge that many of those careers have yet to be created.

Community participants looked at trends and data to create a 2025 “Graduate Profile.” They also, in large and small groups, engaged creatively with each other, with research and with information gathered from field trip observations to design possible future learning environments.

Then they started a pilot program to begin to bring that vision to life — starting in first grade.

 

 

Tech Toys (and Tools) for Learning – from edutopia.org by Jayne Clare

Excerpt (emphasis DSC):

A whole new trend is about to explode in the educational app world. You may be familiar with the new tech that allows for apps to interact with tangible objects. This enhanced interactive technology is undoubtedly one that will change educational apps as we know them. Soon, the pairing of augmented reality with extensive curriculum guides will be commonplace in the classroom. Indie developers are producing a wide range of products that focus on spatial awareness, language development, number sense, problem solving, and motor skills, as well as an introduction to literacy, math, and the sciences.

What I find most exciting about this trend is the ability to get manipulatives back in the hands of children while simultaneously allowing them to interact with digital tools. As an educator, I’m relieved to know that learning through virtual technologies is able to occur in conjunction with physical play, all while fostering creativity. Suddenly there has emerged a balance between digital play and physical, imaginative, and cognitively engaging play. Kids have always learned best when they have the ability to engage all of their senses during play. The most powerful learning happens when the integration of body, mind, and brain are incorporated simultaneously. Promoting active learning can teach and model concepts and skills; children can then generalize those skills into real-time experiences and their daily routines off-screen.

 

From DSC:
The article below relates well to this graphic from sparks & honey.

NOTE:
Higher education is included in this discussion. If we think that we’re not included — and the other forces continue that are putting the heat in higher ed’s kitchen — it’s highly likely that other forms and channels of learning will fill the voids and gaps in what people are looking for and are willing to pay for.

 

ExponentialNotLinearSparksNHoney-Spring2013

 

 

How the new economy is changing the workplace, part II  — from workdesign.com by Bob Fox; also see part I and part III

Excerpts:

Change is a constant, but when the speed of change increases it becomes a much different animal. Incremental business improvements are much easier to manage, and are a necessary part of all businesses. We tend to think linearly, so disruptive change is the real risk. The challenge with disruptive change is that it is often unpredictable and it generally conflicts with the core competency of a business. What’s more, it can come from other industries.

While disruptive change and innovation are likely the cause, it’s the inability of most businesses to deal with or react to those challenges over time that’s the death knell. We think tomorrow will be just like today, and we don’t have the workspaces to effectively share, question, and iterate ideas and leverage innovation to sustain our organizations through tough challenges.

 

There is a widespread human tendency, with which we are all of us familiar, that can be simply expressed as the “kink” in the curve where the past meets the future. The exponential line of human technological progress, long driven by information and for the past generation by the power of the chip, is kinked. It is kinked, inevitably, at the present. — Nigel Cameron

 

If I had told you 15 years ago that in the future you would have a device that you could carry in your pocket where you can get your mail, make a video call, carry thousands of your favorite songs, take pictures and videos and share them, check the stock market in real time, get the latest headlines immediately, get directions instantly to wherever you wanted to go, make a dinner or hotel reservation, invite your friends and that all of it would be essentially free, you would have thought I was some kind of nut. But look at us now.

 

From DSC:
For institutions of higher education, we need to be able to experiment…to fail…to succeed….to iterate until we find out what’s working and what’s not working. We need more innovative cultures. We need more Trimtab Groups.

For K-12 and higher education, we need to teach our kids how to run their own businesses…as it’s highly likely they will be a part of the contingent workforce at some point(s) in their lifetimes.

 

TheTrimtabInHigherEducation-DanielChristian

 

 

Also related/see:

  • The Digital Vortex, where disruption is constant and innovation rules — from blogs.cisco.com by Joseph Bradley
    Excerpt (emphasis DSC):
    Given the breakneck pace of technology change, business leaders can be forgiven for feeling as if they are living in a vortex. That’s because, in many ways, they are.In a real vortex, rotational forces draw everything to the center, where objects collide and combine in unpredictable ways. To me, that sounds like business as usual in the Internet of Everything (IoE) era.The Digital Vortex is the inevitable movement of industries toward a “digital center” in which business models, offerings, and value chains are digitized to the maximum extent possible. The result is “components” that can be readily combined to create new disruptions that blur the lines between industries.

 

Digital Disruption by Industry. Source: Global Center for Digital Business Transformation, 2015

 

The results help to clarify digital disruption and how business leaders view it. Here are some key findings:

  • Disruption Looms… Four of today’s top 10 incumbents (in terms of market share) in each industry will be displaced by digital disruption in the next five years. The threat extends not only to displacement of big companies, but also to the very existence of entire industries.
  • …As Executives “Wait and See.” Digital disruption has not received board-level attention in about 45 percent of companies (on average across industries). Moreover, 43 percent of companies either do not acknowledge the risk of digital disruption, or have not addressed it sufficiently. Nearly a third are taking a “wait and see” approach. Only 25 percent describe their response to digital disruption as proactive.
  • In the Digital Vortex, No Safe Haven. The industry that will experience the most digital disruption between now and 2020 is technology products and services. Pharmaceuticals, meanwhile, is likely to experience the least amount of digital disruption. However, all industries will see competitive upheavals as innovations become increasingly exponential.
  • Disrupt, or Be Disrupted. Based on their ranking and placement within the Digital Vortex, firms can evaluate the speed at which their industry will experience disruption. They then can choose to “disrupt themselves” or potentially be displaced by a new business model.
 

We think better on our feet — from innovantblog.com

Excerpt (emphasis DSC):

A study from the Texas A&M Health Science Center School of Public Health finds students with standing desks are more attentive than their seated counterparts. In fact, preliminary results show 12 percent greater on-task engagement in classrooms with standing desks, which equates to an extra seven minutes per hour of engaged instruction time.

The findings, published in the International Journal of Health Promotion and Education, were based on a study of almost 300 children in second through fourth grade who were observed over the course of a school year. Engagement was measured by on-task behaviors such as answering a question, raising a hand or participating in active discussion and off-task behaviors like talking out of turn.

Standing desks – also known as stand-biased desks – are raised desks that have stools nearby, enabling students to sit or stand during class at their discretion.

The key takeaway from this research, Benden said, is that school districts that put standing desks in classrooms may be able to address two problems at the same time: academic performance and childhood obesity.

 

 

 

New Media Consortium (NMC) 2015 Idea Lab Winners


 

Bring It On – A Formula for Successful BYOD Programming in Museums
Scott Sayre (Corning Museum of Glass)

 

Dickinson Makes – Connecting Campus Makerspaces
Brenda Landis (Dickinson College) | Andrew Petrus (Dickinson College)

 

Don’t Just Upload Your Videos, Annotate Them!
Sharon Hu (University of British Columbia) | Thomas Dang (University of British Columbia)

 

Exploring Visualization: Creating A Cross-Disciplinary Collaborative Course Enhanced By Technology
Dolores Fidishun (Pennsylvania State University) | William Cromar (Penn State Abington)
Jacob Benfield (Pennsylvania State University)

 

Leveraging 3D Technologies For Learning
Kirsten Butcher (University of Utah) | Madlyn Runburg (University of Utah)

 

Making Real from Real: Three “Tangible” Experiments from the Special Collection of the Kelvin Smith Library at Case Western Reserve University
Jared Bendis (Case Western Reserve University) | Melissa Hubbard (Case Western Reserve University)

 

Modding Games: Creating Historical Scenarios in Civilization V
Todd Bryant (Dickinson College)

 

 

 

Consumers spend 85% of time on smartphones in apps, but only 5 apps see heavy use — from techcrunch.com by Sarah Perez — with a shout out to @visionmobile for the original heads-up on it; information per Forrester Research

Excerpts:

 

Screen Shot 2015-06-22 at 12.06.29 PM

 

 

 

Screen Shot 2015-06-22 at 12.06.13 PM

 

 

 

Also see:

 

Surprising insights: How teachers use games in the classroom — from ww2.kqed.org (MindShift) by Holly Korbey

Excerpt:

More teachers are using digital games in the classroom, and they’re using them more frequently, according to a new teacher survey just released by the Joan Ganz Cooney Center. But more surprisingly, the study reveals that teachers are finding that one of the most impactful use of games is for motivating and rewarding students, specifically those who are low-performing.

The survey, which interviewed 694 K-8 teachers with an average of 14.5 years of teaching experience, aims to understand how and why teachers are using digital games in the classroom.

Almost half the teachers surveyed — 47 percent — said low-performing students who’ve been struggling in traditional school settings benefited the most from using games. Conversely, only 15 percent of teachers said that high-performing students benefited from playing games.

 

 

How digital games can help kids learn — from thedianerehmshow.org

Description:
For as long as there have been schools, teachers have tried to find ways to keep children engaged in the classroom. Today a growing number of schools are using video and other digital games as teaching tools. Many of the games incorporate incentives and rewards to keep students engaged. Experts say the best of them are challenging as well as fun. But critics question whether game designers are promising too much. Some say not enough is known about how these games can affect the learning skills and developing brains of children. A discussion of the role of digital play in schools.

Guests

  • Greg Toppo national education and demographics reporter, USA Today; author of a new book, “The Game Believes in You: How Digital Play Can Make Our Kids Smarter.”
  • Keith Devlin mathematician and co-founder and executive director of Stanford University’s H-STAR institute; he’s the co-founder and president of BrainQuake,an educational technology company. He’s also the “Math Guy” on NPR.
  • Leah Hirsch science teacher and curriculum designer at Quest to Learn, a public middle school in New York City.
  • Robert Pondiscio senior fellow with the Thomas B. Fordham Institute, an education policy think tank.

 

 

Also see:

Games vs Game-based Learning vs Gamification - Key Differences

 

 

Addendum on 6/29/15:

 

Addendum on 6/30/15:

  • Top 6 Benefits Of Gamification In eLearning — from elearningindustry.com by Asha Pandey
    Gamification in eLearning helps create an effective learning system that enables learners to rehearse real-life scenarios and challenges in a safe environment. In this article, I will walk you through some of the benefits of Gamification for learners and how the experience of learning (recall and retention) can be enhanced through Gamification.

 

 

Designing learning spaces for both online and on-campus delivery — from campustechnology.com by Dian Schaffhauser
Purdue University found a way to create a flexible and inviting learning space for on-campus learners while also delivering high-quality audio and video recording for distance students.

 

Purdue distance learning classroom

Purdue’s new Engineering Professional Education classrooms
are designed for lecture capture while providing a flexible
space for on-campus students. (Photo by Phil Conrad)

 

 

From DSC:
Couple this with the concept of having the same student be able to attend in either a face-to-face manner or via online and you’re providing some serious opportunities for:

 

MoreChoiceMoreControl-DSC2

 

 

 

MakerBot launches hands-on learning guide for 3D printing in the classroom — from teachthought.com
New MakerBot handbook helps educators and students get started with lesson plans and hands-on 3D design projects

 

MakerBotInTheClassroom-June2015

Excerpt:

BROOKLYN, N.Y., –Thousands of educators throughout the U.S. are embracing 3D printing as a new way to teach 21st century skills and prepare students for the jobs of the future. Taking the first steps to introduce students to 3D printing, however, can be challenging. MakerBot, a global leader in the desktop 3D printing industry, conducted in-depth research this spring to better understand how to help educators incorporate 3D printing in classrooms. The research shows that acquiring 3D design skills is a major hurdle for educators and there is no single resource to address this need.

To fill that gap, MakerBot today published a handbook designed to provide educators with a wide variety of ideas, activities and projects to get started with 3D printing. Titled MakerBot in the Classroom: An Introduction to 3D Printing and Design, the handbook includes an introduction to 3D printing and a range of hands-on 3D design lesson plans. MakerBot in the Classroom is available as a free digital download for registered MakerBot customers and a sample project chapter is available free to anyone who registers on MakerBot.com. Additionally, MakerBot launched a new MakerBot Education Resource Center with further ideas and resources to support the integration of 3D printing in the classroom, such as real-world MakerBot stories, videos, challenges for teachers and students, and more.

 

 

These 3-D printers are going to autonomously build a bridge in Amsterdam — from forbes.com by Amit Chowdhry

 

Image Credit: MX3D

Image Credit: MX3D

 

 

It’s not just hype – 3D printing is the bridge to the future — from theconversation.com

‘Here I am, the most intelligent robot in the galaxy, welding a bridge.’ Heijmans

 

 

Also see:

 

make1

 

———–

 
© 2024 | Daniel Christian