Also see:
- Microsoft’s crazy ambitions for augmented reality and HoloLens — from cnet.com
On 06/03/2016,
in 21st century, A/V -- audio/visual, collaboration, ideas, Microsoft, Mixed Reality (MR), new business models, new media literacies, participation, platforms, productivity / tips and tricks, tools, vendors, Virtual Reality (VR) / worlds / learning, vision/possibilities, web-based collaboration,
by Daniel Christian
On 04/20/2016,
in Augmented Reality (AR), emerging technologies, future, human-computer interaction (HCI), ideas, innovation, interaction design, interactivity, interface design, Mixed Reality (MR), new media literacies, vendors,
by Daniel Christian
A New Morning — by Magic Leap; posted on 4/19/16
Welcome to a new way to start your day. Shot directly through Magic Leap technology on April 8, 2016 without use of special effects or compositing.
Also see:
- I went inside Magic Leap’s mysterious HQ. Here’s what I saw — from wired.com by Jessi Hempel
- Magic Leap demonstrates the potential of augmented reality via video: This is the future — from techtimes.com by Dave Calpito
- Hyper Vision — from wired.com by Peter Yang
The world’s hottest startup isn’t located in Silicon Valley—it’s in suburban Florida. KEVIN KELLY explores what Magic Leap’s mind-bending technology tells us about the future of virtual reality.
On 03/31/2016,
in 21st century, business, career development, change, collaboration, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital learning, formal learning, informal learning, learning ecosystem, new media literacies, online learning, professional development, social learning / networks, social media, streams of content, web-based collaboration, workplace,
by Daniel Christian
From DSC:
Reading the first item from today’s Learning TRENDS — from Elliott Masie — it appears that employees’ learning ecosystems are morphing…big time. More and more, employees are producing content and/or finding it outside the internal Learning & Development groups.
Having worked in Fortune 500 companies for 15 years, I experienced first hand the need to keep growing and learning — and that the employee ultimately needs to own their own learning. It’s in the organizations’ and employees’ best interests to have employees tap into multiple streams of content in order to keep learning and growing. The L&D Groups are still very important, but given the pace of change — and disruption — one simply can’t afford to have someone else be in charge of one’s learning.
Excerpt from Learning TRENDS #911 (emphasis DSC)
Learner as Content Producer? More of the learning consumed by learners has been created, compiled or produced by sources other than internal Learning & Development groups. We have been surveying a significant shift in the origin of content used by employees of our organizations. Increasingly, we are seeing these as the source of content:
- Search Found Content.
- Public Content Collections – TED Talks, YouTube, Others.
- Peer Created Content or Collaborations.
- Curated Content by Learners.
- 3rd Party Content from External Providers.
The “meta” trend is that organization is building less and less of the content in a formal designer mode. In fact, the Learner is often becoming a “Learning Producer”, through their own assembly and selection of content from a wider and wider set of resources. It will be interesting to track how learners expand and hone their skills of being their own “Producers” – and how learning functions leverage this to help curate a more effective and efficient set of learning choices for the rest of the enterprise.
On 02/12/2016,
in 21st century, 24x7x365 access, Asia, business, Canada, change, changing business models, corporate / business world, corporate universities / corporate training, digital learning, Europe, global / globalization, India, leadership, new business models, new media literacies, organizational change, pace of change, social learning / networks, social media, society, strategy, technology (general), trends, UK, United States, vision/possibilities, workplace,
by Daniel Christian
Example slides from their
SlideShare presentation:
and from the PDF:
accenture: Technology Vision 2016 | People First: The Remedy to Digital Culture Shock — from accenture.com
Excerpt:
Winners in the digital age do much more than complete a technology checklist. They know their success hinges on people. Understanding changing customer needs and behaviors is, of course, hugely important. But the real deciding factor in the digital era will be the ability to evolve corporate culture. That means not simply taking advantage of emerging technologies but, critically, embracing the new business strategies that those technologies drive.
You can’t solve this challenge just by consuming more and more technology. Nor, as some fear, by replacing humans with machines. Instead, enterprises must focus on enabling people – consumers, employees and ecosystem partners – to do more with technology. That demands a digital corporate culture enabling people to continuously adapt, learn, create new solutions, drive relentless change, and disrupt the status quo. In an age where tech is grabbing the limelight, true leaders will, in fact, put people first.
But the real deciding factor in the era of intelligence will be a company’s ability to evolve its corporate culture to not only take advantage of emerging technologies, but also, critically, embrace the new business strategies that those technologies drive.
From DSC:
Are we preparing our students to be ready for — and successful in — this changing workplace? Are adults ready for this changing workplace? It appears that some are, and some are left reeling by the pace of change.
What is our role as educators in K-12? In higher ed?
What are the roles of trainers and/or mentors in the marketplace?
How does one help another person to learn quickly?
——–
Addendum:
On 11/03/2015,
in 3D, A/V -- audio/visual, animation, Apple, cloud-based computing / apps / other cloud-related, digital storytelling, e-publishing related items (EPUB and more), education technology, educational games / serious games, innovation, interactivity, multimedia, new media literacies, participation, reading, story, storytelling, writing, youth,
by Daniel Christian
Storytelling app a hit; launches a new chapter in transmedia — from blogs.vancouversun.com by Gillian Shaw
Excerpt (emphasis DSC):
Paul Pattison and Luke Minaker knew they were onto something when they got an email from the mother of a nine-year-old who read the first instalment of their interactive story, Weirdwood Manor.
“She wrote that she couldn’t get her son to pick up a book,” said Pattison, technical director of All Play No Work, producer of the iPad app. “She got the app for her son and he went through it in two nights. He finished both books.
“And then because we don’t have book 3 out yet, unprompted by her he went over to the bookshelf and pulled off a paperback and started reading chapter books again.”
While the storytelling app had already shot to ‘Best New App’ in Apple’s app store, chalking up 5,000 downloads in the first two weeks after it was released, the realization that it converted a reluctant nine-year-old to an avid reader confirmed for Pattison and Minaker they were on the right track.
“It is a common theme we have been hearing,” said Pattison. “They get to this age range of eight to 12 and they stop being interested in reading. Video games, Snapchat – all these other things dominate.
“Although we’re an app in digital, what we really wanted to do is re-engage kids in reading, tap into their imagination, have them rediscover that.”
On 10/02/2015,
in Bring your own device (BYOD), career development, collaboration, communications, corporate / business world, creativity, curriculum, digital learning, education technology, engagement / engaging students, expectations, higher education, innovation, leadership, new media literacies, strategy, student-related, UK, vision/possibilities, web-based collaboration, workplace,
by Daniel Christian
Enhancing the student digital experience: a strategic approach — from jisc.ac.uk
Supporting institutions to develop digital environments which meet students’ expectations and help them to progress to higher study and employment
Excerpts:
- How are you responding to the changing digital needs and expectations of your students and staff?
- Do the experiences and the digital environment you offer to your students adequately prepare them to flourish in a society that relies heavily on digital technologies?
- What are you doing to engage students in dialogue about digital issues and to work collaboratively with them to enhance their digital learning experience?
- How well is the digital vision for your establishment embedded in institutional policies and strategies?
Contents
Context
Deliver a relevant digital curriculum
Deliver a relevant digital curriculum: make a difference in your organisation
Further resources for delivering a relevant digital curriculum
Deliver an inclusive digital student experience
Inclusive digital experience: make a difference in your organisation
Further resources for inclusive digital experience delivery
Deliver a robust, flexible, digital environment
Robust digital environment: make a difference in your organisation
Further resources for delivering a robust digital environment
Engage in dialogue with students about their digital experience and empower them to develop their digital environment
Students’ digital environment development: make a difference in your organisation
Further resources for students’ digital environment development
Develop coherent ‘bring your own’ policies
‘Bring your own’ policies: make a difference in your organisation
Further resources for ‘bring your own’ policies development
Support students and staff to work successfully with digital technologies
Digital technologies support: make a difference in your organisation
Further resources for supporting staff and students with digital technologies
Take a strategic approach to developing the student digital experience
A strategic approach to student digital experience: make a difference in your organisation
Further resources for taking a strategic approach to student digital experience development
Summary
With so many competing pressures educational leaders do not always recognise the strategic and operational importance of digital technology or realise the potential transformative effect this could have on their institutions, the wider sector, employers and society.
On 09/29/2015,
in 21st century, 24x7x365 access, A/V -- audio/visual, active learning, adult learning, analytics, Artificial Intelligence/Agents/LLMs/and Related, blended learning, Bring your own device (BYOD), cloud-based computing / apps / other cloud-related, collaboration, communications, communities of practice, convergence, corporate / business world, corporate universities / corporate training, Daniel S. Christian, digital audio, digital learning, digital photography, digital storytelling, digital textbooks, digital video, disruption, distance education, e-publishing related items (EPUB and more), education, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, flipping -- inverted learning, future, global / globalization, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), hybrid learning, ideas, informal learning, innovation, intelligent systems, intelligent tutoring, internet, K-12 related, languages and translation, learner profiles, learning, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, library / librarians, lifelong learning, media/film, mirroring and/or multiple devices, mobile learning, mobile technologies, MOOCs -- Massive Open Online Courses, more voice more choice more control, multimedia, new media literacies, online learning, online media, online tutoring, participation, personalized/customized learning, platforms, play, podcasting, reinvent, smart classrooms, social learning / networks, staying relevant, storytelling, streams of content, student-related, technologies for your home, telecommunications, telepresence, television, training / L&D, TVs, ubiquitous learning, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities, web-based collaboration, workplace,
by Daniel Christian
From DSC:
Imagine what learning could look like w/ the same concepts found in the Skreens kickstarter campaign? Where you can use your mobile device to direct what you are seeing and interacting with on the larger screen? Hmmm… very interesting indeed! With applications not only in the home (and on the road), but also in the active classroom, the boardroom, and the training room.
See
Skreens.com
&
Learning from the Living [Class] Room
![The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV](http://danielschristian.com/learning-ecosystems/wp-content/uploads/2012/07/The-Living-Class-Room-Daniel-S-Christian-July-2012.jpg)
From DSC:
Some of the phrases and concepts that come to my mind:
- tvOS-based apps
- Virtual field trips while chatting or videoconferencing with fellow learners about that experience
- Virtual tutoring
- Global learning for K-12, higher ed, the corporate world
- Web-based collaborations and communications
- Ubiquitous learning
- Transmedia
- Analytics / data mining / web-based learner profiles
- Communities of practice
- Lifelong learning
- 24×7 access
- Reinvent
- Staying relevant
- More choice. More control.
- Participation.
- MOOCs — or what they will continue to morph into
- Second screens
- Mobile learning — and the ability to quickly tie into your learning networks
- Ability to contact teachers, professors, trainers, specialists, librarians, tutors and more
- Language translation
- Informal and formal learning, blended learning, active learning, self-directed learning
- The continued convergence of the telephone, the television, and the computer
- Cloud-based apps for learning
- Flipping the classroom
- Homeschooling
- Streams of content
- …and more!
Addendum:
Check out this picture from Meet the winners of #RobotLaunch2015
Packed house at WilmerHale for the Robot Launch 2015 judging – although 2/3rds of the participants were attending and pitching remotely via video and web conferencing.
On 08/19/2015,
in attention, business, digital learning, digital storytelling, education technology, engagement / engaging students, faith, hearts -- matters of the heart, multimedia, new media literacies, passions, pedagogy, relationships, student-related, teachers, teaching & learning, vision/possibilities, workplace, youth,
by Daniel Christian
Start the School Year by “Awakening Your Dreamers” — from edutopia.org by Suzie Boss
Excerpt (emphasis DSC):
When your students return to the classroom this fall, how many will bring along the interests, talents, and dreams that inspired or delighted them over the summer months? Will they see any connection between school assignments and their own passions?
Bernajean Porter (@bernajeanporter), a longtime advocate of digital storytelling and engaged learning, has a suggestion to get the year off to a good start: “What if your first project was about getting to know the hopes and dreams and talents of your kids?” By investing time to build a positive classroom culture, while also introducing project-based learning practices, you’ll set the stage for more meaningful inquiry experiences all year long.
Imagination Plus Research
Porter has developed and field-tested a classroom resource called, I-imagine: Taking MY Place in the World that guides students on a multimedia journey into their own future. After a series of guided writing and reflection exercises, students eventually produce “vision videos” in which they star as protagonists of the lives they are living, 20 years into the future.
From DSC:
Along these lines of trying to figure out what one’s passions, gifts, and talents are — as well as seeing the needs of the world around us — I recently read a book entitled, “Visions of Vocation: Common Grace for the Common Good.” One of the key questions from that book is:
Knowing what you know about yourself and the world, having read what you’ve read, having seen what you’ve seen, what are you going to do?
Here are some of my notes from that book, in case you know of someone who is trying to ascertain their purpose in this world…someone who is trying to find out more about their calling. It’s a good book, prompting deep reflection.
On 08/18/2015,
in architecture, business, computer science, corporate / business world, education, education technology, elearning, emerging technologies, health, human-computer interaction (HCI), ideas, immersion, innovation, learning ecosystem, new media literacies, online learning, online media, online tutoring, social learning / networks, trends, vendors, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, vision/possibilities,
by Daniel Christian
Should You Buy the Hype? An Inside Look at the Virtual Reality Landscape — from singularityhub.com by Howie Leibach
Excerpts:
Consequently in 2014, less than two years after the Kickstarter, Facebook acquired Oculus for $2.2 billion dollars, and in doing so legitimized the VR industry overnight.
“We’re making a long-term bet that immersive, virtual and augmented reality will become part of people’s daily life,” said Zuckerberg.
With his track record for sniffing out “what’s next” and a distribution network of 1+ billion people, many have been quick to infer VR has a very bright future. Some analysts are already predicting VR will generate $30 billion in revenue by 2020, and many of Zuckerberg’s Silicon Valley counterparts haven’t hesitated to make similar predictions.
VR is still perhaps one or two years away from going mainstream, but more consumers are being exposed to it than ever before. Advancements in headset technology regularly make front page news on CNN, the Wall Street Journal, Business Insider and Wired. VR has even infiltrated the holy grail of pop-culture, prominently featured (and lampooned) on a recent episode of South Park.
But none of this VIP treatment matters if the product can’t sell. With the consumer Oculus Rift six to twelve months away, some are still on the fence, debating if they should buy the hype.
Realistically, many businesses don’t have time to wait and are already bracing for a future with VR in it. As executives scramble to invest in their own VR initiatives, many want to know what’s actually happening in the space.
Below are excerpts from Greenlight VR’s July Research Report, which investigate trends on the state of the industry, including VR growth, investments and opportunities.
Also see:
- Which Way Next? A New Singularity Hub Channel to (Re)Imagine the Future — from singularityhub.com by Sveta McShane; also see all of the items on the Which Way Next? channel.
On 08/05/2015,
in 21st century, active learning, adjunct faculty, cloud-based computing / apps / other cloud-related, colleges, community colleges, Daniel S. Christian, education technology, educational games / serious games, elearning, faculty/staff, flipping -- inverted learning, higher education, ideas, instructional design, IT in HE, learning ecosystem, mobile learning, mobile technologies, new business models, new media literacies, online learning, online media, organizational change, platforms, programming, simulations, teaching & learning, trends, universities, usability, user experience (UX), user interface design, using teams,
by Daniel Christian
The 3 instructional shifts that will redefine the college professor — from edsurge.com by Ryan Craig
Excerpts:
As faculty at colleges and universities are all too aware, it’s hard to do two jobs at the same time. Since the advent of the modern research university over a century ago, faculty have effectively held down two jobs: conducting (and publishing) research and teaching students.
Arguments for the dual-role professor seem logical. Knowledge production should make one a better instructor. Students should benefit from teachers producing the latest knowledge. But there’s precious little data to support that adding the research job to the instruction job improves student outcomes.
The downside is that both jobs require significant expertise and commitment to do well.
…
There is an emerging consensus as to what works best for onground instruction. It’s called the Dynamic Classroom, and it looks like this:
- Flip classroom so “transfer of information” occurs ahead of class
- Incorporate technology in the classroom (handheld clickers or smartphone apps) to quickly ascertain whether students have understood key concepts
- Integrate active learning techniques to improve understanding of key concepts, including peer learning, group problem solving, project-based learning and experiential learning via studios and workshops
- Include “perspective transformation” exercises wherein students change their frames of reference by critically reflecting on their assumptions
From DSC:
First of all, I second the idea of splitting up the responsibilities of researching and teaching. Both roles are full-time jobs and require different skillsets. With students paying ever higher tuition bills, students deserve to take their courses from professors who know how to teach (not an easy job by the way!).
But the unbundling doesn’t — and shouldn’t — stop with the splitting up of the teaching and research roles.
Let’s look at another of the instructional shifts that Ryan considers — and that is the move towards the use of smartphones and apps:
In this environment, we can imagine one app for Economics 101 and another for Psychology 110. They are also the ideal platform for simulations and gamified learning and can tailor the user experience further by incorporating real-world inputs (e.g., location of the student) into the material. But, like the dynamic classroom, apps require an unparalleled level of development and instructional expertise—a full-time job for faculty who will be teaching online.
I think there’s some serious potential with this approach, especially given the trend towards more mobile computing and the affordances that come with using mobile technologies.
However, when we start delivering teaching and learning experiences that involve the digital/virtual realm like this, we’re instantly catapulted into a world that requires additional skills. As such, I highly doubt that the majority of faculty members have the time, interests, passions, or the abilities/gifts to code such apps. They would have to simultaneously be (or become) a programmer/developer, an instructional designer, a graphic designer, a copyright expert, an expert in accessibility, instantly knowledgeable in user interface and user experience design, as well as continue to serve as the Subject Matter Expert (SME) — and I could list other roles as well. That is why we need TEAMS of specialists. If the trends towards moving more of our teaching and learning experiences online and/or into such digital realms continue, then our current models simply won’t cut it anymore, at least in the majority of cases.
I appreciate Ryan’s article and second the main idea of splitting up the teaching and researching responsibilities. But again, when we’re talking developing apps, we had better be talking employing the use of teams — or the students will likely not be better off.
—–
A related quote from “In Sign of the Times for Teaching, More Colleges Set Up Video-Recording Studios” — from The Chronicle
At some colleges, media teams sit down with professors ahead of time and lay out long-term strategies to determine how video may enhance the learning experience of students in their courses.
…The media team offers instructors a number of planning worksheets to encourage them to think more about the purpose of videos in their courses.
—–
On 07/01/2015,
in digital storytelling, leadership, media/film, multimedia, new media literacies, story, storytelling, technology (general), vision/possibilities,
by Daniel Christian
Technology and The Evolution of Storytelling — from medium.com by John Lasseter; with a shout out to The Digital Rocking Chair for the Scoop on this
Excerpts:
“People aren’t going to sit still for a feature-length cartoon. Are you nuts?”
But Walt was a visionary.
Walt saw beyond what people were used to. They were used to the short cartoon.
There’s a famous statement by Henry Ford that before the Model T if you asked people what they wanted, they would say, “A faster horse.”
My own partner at Pixar for 25 years, Steve Jobs, never liked market research. Never did market research for anything.
“It’s not the audience’s job to tell us what they want in the future, it’s for us to tell them what they want in the future.” — Steve Jobs
It was because people didn’t understand what the technology ***could*** do. — John Lasseter
I wanted to learn as much as I could.
The more you dig into the technology and the more you learn it, you are going to get ideas you would never have thought of without knowing your technology.
The goal was to make the technology invisible.
On 06/25/2015,
in 3D, Bring your own device (BYOD), collaboration, colleges, community colleges, digital video, education technology, experimentation, history, ideas, innovation, multimedia, new media literacies,
by Daniel Christian
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)
On 06/15/2015,
in Augmented Reality (AR), corporate / business world, creativity, digital audio, digital learning, digital video, education technology, emerging technologies, human-computer interaction (HCI), Microsoft, new media literacies, technologies for your home, technology (general), telepresence, tools, trends, vendors, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, youth,
by Daniel Christian
Do you see what I see? Smart glasses, VR, and telepresence robots — from arstechnica.com by Megan Geuss
Heightened reality will hit industry and gaming before it changes anyone’s day-to-day.
Oculus VR unveils the version of Oculus Rift you’ll actually buy — from mashable.com by JP Mangalindan
Excerpt:
Oculus VR finally debuted the long-awaited consumer version of Oculus Rift, the virtual reality headset, at a media event in San Francisco on Thursday [6/11/15].
“For the first time we’ll finally be on the inside of the game,” Oculus CEO Brendan Iribe said onstage. “Gamers have been dreaming of this. We’ve all been dreaming of this for decades.”
Virtual reality apps market set to explode — from netguide.co.nz by
Excerpt:
Augmented Reality (AR) apps in the mobile games market will generate 420 million downloads annually by 2019, up from 30 million in 2014, according to Juniper Research’s research titled Augmented Reality: Consumer, Enterprise and Vehicles 2015-2019.
The emergence of Head Mounted Devices (HMDs) used in the home, such as Microsoft’s Hololens, will bring a surge in interest for AR games over the next five years, according to Juniper.
For the time being however, most AR downloads will occur via smartphones and tablets.
What the Surreal Vision acquisition means for Oculus — from fortune.com by John Gaudiosi
Oculus now has the technology to blend augmented reality with virtual reality.
Excerpt:
Oculus VR last week acquired Surreal Vision, a company creating real-time 3D scene reconstruction technology that will allow users to move around the room and interact with real-world objects while immersed in VR.
Microsoft pulls back curtain on Surface hub collaboration screen — from by Shira Ovide
Excerpt:
Microsoft announced on Wednesday [6/10/15] the price tag for a piece of audio-visual equipment that it first showed off in January. Surface Hub, which will cost up to $20,000 for a model with an 84-inch screen, is like the merger of a high-end video conference system, electronic whiteboard and Xbox.
The product plunges Microsoft headlong into competition with Cisco and other traditional providers of conference room audio-visual systems.
Microsoft is pitching Surface Hub as the best audio-video conference
equipment and collaboration tool a company can buy. It costs up to $20,000.
[From DSC: There will also be a $7,000, 55-inch version].
Bluescape launches new hardware program with MultiTaction, Planar Systems, and 3M — from Bluescape
Bluescape Showcases MultiTaction’s and Planar’s Interactive Displays Running Its Visual Collaboration Software at Booth #1690 at InfoComm 2015
Excerpt:
SAN CARLOS, CA–(Jun 15, 2015) – Bluescape, a persistent cloud-based platform for real-time visual collaboration, today announced the new Bluescape Hardware Program. Companies in the program offer hardware that complements the Bluescape experience and has been extensively tested and validated to work well with Bluescape’s platform. As collaboration spans across an entire enterprise, Bluescape strives to support a range of hardware options to allow an organization’s choice in hardware to fit different workspaces. The first three companies are market-leading interactive display vendors MultiTaction, Planar, and 3M.
…
MultiTaction, a leading developer of interactive display systems, offers advanced tracking performance that identifies fingers, hands, objects, 2D bar codes and IR pens. The unparalleled responsiveness of MultiTaction’s systems scales to an unlimited number of concurrent users and the displays are highly customizable to fit any existing corporate space. MultiTaction’s advanced interactive hardware combined with Bluescape’s software allows teams to connect content and people in one place, enabling deeper insights, meaningful innovation, and simultaneous collaboration across global time zones.
