February 18, 2022 • 29 mins
In the inaugual episode of DigiCats, Aviva sits down with the Director for the Center of Digital Humanities, Dr. Bryan Carter, to unpack what the digital humanities are and explore how new technologies, like virtual reality, are changing higher education. Co-host Rachel Abraham joins to talk about the brand new CATalyst Studios available to students in the main library and Steve Bayless shares his insights on access to Adobe Aero, a useful tool for learning the ins and outs of augmented reality creation.
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Episode Transcript
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(00:04):
Hello everyone.
Welcome to Digi
Cats, the podcast where we talkall things education and technology.
I'm your host, Aviva Doery,
This podcast is brought to youby the Online, Distance and Continuing
Educationbranch of the University of Arizona.
(00:24):
To start off
our inaugural episode, I'd like to takea moment to introduce myself.
I'm both a full time employeeand Part-Time student here at UArizona.
I work for the Vice Provost of OnlineDistance and Continuing Education,
otherwise known as ODCE, whereI get to work on all sorts of amazing
projects, just like this podcast hereI'm also a Ph.D.
student in the College of Educationstudying higher education.
(00:45):
So this podcast is a great wayfor us to explore
topics in higher educationand technology together.
Now that you
know a little bit about me,let's talk a little bit about this show.
We have divided the show into threemain parts.
Digiknow, DigiTech and DigiHear.
In our first segment,we will bring in brilliant scholars,
inspiring students or colleaguesfrom across the university
(01:07):
to talk about their work and howit relates to technology and education.
In DigiTech, we will break downthe nitty gritty behind some of those
technologies and introduce youto very new tech available on campus.
In DigiHear my wonderfulfriend and colleague Rachel Abraham
will join us to chat about the latestin educational technology and news.
Rather than listen to me,tell you how the show will go,
(01:28):
let's just jump in.
This week,we have one of my favorite professors
on campus joining us to talkabout the digital humanities.
Dr. Bryan Carter received his Ph.D.
at the University of Missouri, Columbiaand is currently the Director
of the Center for Digital Humanities
and an associate professorin Africana Studies at the U. Of A.
He specializesin African-American literature
(01:49):
of the 20th century with a primary focuson the Harlem Renaissance.
His research also focuses ondigital humanities and Africana studies.
Dr. Carter's research centerson how the use of traditional
and advanced, interactive
and immersive technologies changesthe dynamic within learning space.
I'm super excited to have Dr. Carterwith us today.
So let's jump into our conversation
(02:17):
Thank you, Dr.
Carter, for being here.
We're so excitedto have you with us today.
Why don't you just tell us a little bitabout what you do here at the UofA?
First of all, thank you for having me.
I'm an associate professor at thein the Africana Studies Program.
I teach African-American literatureand digital culture classes,
and I'm also the Director of the Centerfor Digital Humanities.
(02:38):
Can you tell us a little bit about whatdigital humanities is?
Sure.
And there is no real one
definition for digital humanitiesbecause it's always evolving.
Digital Humanities is an outgrowthfrom humanities computing,
and that's been around since the earlytwo thousands, if not before then.
Digital humanities is where we inthe humanities use a number of
(03:01):
technologies in order to enhancewhat we do in our fields.
So in literature, for instance,I use various technologies to help
students experience the various periodsthat we happen to be studying.
Very cool.
What types of technologiesare you using with students to sort of
start exploring those different culturesand histories?
Sure.
We have a number of tools in ourin our tool chest.
(03:24):
We start with of,of course, virtual reality
with one of the amazing projectsthat I've been working on for a long time
called Virtual Harlem.
And we use augmented reality digitalstorytelling,
digital scanning, 3D modeling,all kinds of things.
It really in order to help studentsconnect with different periods,
but also to help them express theirunderstandings of those periods as well.
(03:47):
So I actually had the pleasure of sittingin on one of your virtual reality classes
when I worked with you on our studyabroad
program.
And I thought that was an incredibly coolexperience, especially given
the pandemic, to actually be able to usevirtual reality headsets with students who
had spent a lot of time on Zoom.
(04:07):
So can you tell us a little bitabout that process?
How do you take a classand put it into a virtual reality setting,
and how does that allow you to interactwith students in different ways
that you don't necessarilyget in a zoom setting?
Yeah.
So I've been using VR for a long timenow, and I really am
a proponent of it, of its benefits.
Not only that, but also AR.
And we'll get into some of the differenceshere in just a few moments.
(04:29):
But to take studentsinto a VR environment, it really does
encourage themto expand their imagination.
Some would think VR takes away from theirimagining, say, a novel or a setting,
but what I think it doesis it provides a broader landscape
for them to not only experiencethe literature that we're reading,
but also to express their understandingsof different contexts in which
(04:54):
that literature may have been inspired.
So taking students into these environmentsis really an interesting process
because it depends on the typeof environment that we take them into.
VR isn't just one thing anymore.
We've used 360 VR in the past where
we've been able to not only have studentscreate 360 degree video experiences,
(05:15):
that then created a non-lineardigital story of, say,
documenting a certain citythat they happen to have visited.
Or we can take them into a computergenerated environment,
which is where they have much morelatitude with regards to creating content
adding content and modifyingthat environment more because it's
(05:36):
computer generated
and you can add things and take thingsaway from that particular environment.
So taking students into these worldsis really a transformative experience
for some because some have never beenin virtual reality before.
And to increasethe level of personalization
that we have in a classroom,
when students have been distancedfor so long via Zoom or some other sort of
(06:00):
distance education classroom,
it really does bring the
semblance of of a personalized experience.
Back to the
distance education classroom as opposed tosomething that's so far away,
so to speak,
a little less one sided and give studentsa chance to really interact
with each other. Exactly.
I know that when I joined,I even joined on my phone
(06:22):
and I didn't havea virtual reality headset.
But even that experience was elevatedbecause I could sort of turn
and look at different studentsand see little thought bubbles pop up.
So a very cool experience to be a part of.
So what are different waysthat students on campus
can interact with this type of technology?
You know, you talk aboutbeing the director of digital humanities.
How can students get involvedand get more information
(06:44):
on getting involvedwith digital humanities?
Oh yeah.
Well, we've been really, really fortunate
to be able to collaboratewith the Honors College.
Interestingly, enough, and those studentswho are on our students can go through
the handshake process and perhapsif they have the required skill set,
whether it be computer scienceor graphic arts
or even film, television and media,they can apply for a position there.
(07:06):
And we have positions,we have internships, we have all kinds of
ways that students can get involvedin the development side.
There are also classes in digital
that use digital humanitiesas part of the focus of that class.
Those taught in Africana studiesand many other departments
in the humanities orin the school of Information that are that
have these sorts of courses thatthat make use of these technologies.
(07:29):
So whether or not students
want to learn to work with these tools,if they have various skills
or if they want to take coursesthat incorporate these tools,
there are a variety of ways
that students can get involvedand really take advantage of this.
The place that we're in now,the Catalyst Center here at the library,
they have some amazing opportunitiesfor students to get involved with
with VR, with development with the
(07:51):
with the makerspaceand learn how to use many of these tools.
So there are a lot of opportunitiesfor students
to get involved in these things on campus.
That's great.
And let's go from thehow do students get involved to why?
You know,
why is it super important that studentsstart to visualize themselves or visualize
different histories or different timesthat the world has gone through?
What does that add to their education?
(08:12):
Oh, yeah.
Well, because we know thatand I can speak from personal experience
that so much has been leftout of our education
and when you think about that,
which has been left out, adding thingsand can be done in a variety of ways,
it can be done in the classroomwhere students are reading about the,
you know, the absences in their educationor the gaps in their education,
or they can come through different waysand they can interact with that data
(08:36):
or with those gaps.
They can visualize it and experiencethose gaps.
Very differently,which often reaches students
in a in a very peculiar way in that
they not only gravitate towards it,but they want to explore instead more.
They want toto delve more into these histories
or into these into these artifacts.
They want to explore moreand then begin to develop them themselves.
(08:58):
So it really pulls them into not only thetechnology, but also the history.
Finally, it prepares them for a world thatis very, very technological right now.
And if they can get these skills hereand learn them here in an academic setting
where it's safe,
I think they'll be much more competitivewhen they get ready to graduate.
Yeah,I think there's been a definite shift
(09:18):
from just studying humanities,just studying,
you know,what does it mean to be a liberal arts
student to really combiningand being multifaceted
and being able to interact withtechnology, especially in a globalized
digitized world? Definitely. Definitely.
I mean, we're not going to stop the,
you know, the speedin which technology is developing.
So we might as well embrace it,but also help
harness it and help shape itso that it benefits humanity.
(09:42):
And mankind is as opposed to
something very different that could occurif it gets out of control.
Yeah, it's a good point.
So I'm curious,
are you talking about studentstaking classes to be able to get involved?
What is your favorite class to teach?
What types of technologies are yourfavorite to see students interact with?
Oh, my gosh.
My favorite class is the teacher.
There's no one becausebecause so many are just so experimental.
(10:06):
But I'll tell you about a few.
One of them isis the study abroad course that I teach,
whether it be to Paris every spring breakwhere we
we do digital storytelling and studentslearn how to use 360 cameras
and in the eye, they explore Parison a very, very different
sort ofplatform, so to speak, as opposed to being
(10:26):
very quick tourists that are inand out of a city in two or three days.
We're there for about ten days,and we really get a chance to know
the city on a different level, and wedocument that experience very differently.
Another one of my favoritesis my Afrofuturism course,
where we get a chance to to not onlyexplore concepts related to Afrofuturism.
The most recent thing that studentscan connect to is, of course, you know,
(10:50):
some of the Marvel superheroes that arethat that deal with that, you know.
So when I think about that, I start therebut then we delve into music and art
and literature, but also the technologiesthat are a part of that.
And we experience some of those.
When you think about augmented reality or,or even volumetric or holographic video.
These are technologiesthat students see and on on the big screen
(11:13):
but never imagined that they can use themhere in the classroom or, or
as part of their assignments.
And that's what we really findour opening the world up for students
when we can do that. Yeah,I definitely can relate to that.
Having sat in on one of your Afrofuturismlectures and I have never looked
at Marvel movies the same again,especially the music and I mean
absolutely super interesting topic.
(11:35):
And I would recommend that our listenerstake a chance to check that out.
One thing I want to shift to now is,you know, you work a lot with students,
which is super fantastic.
It's part of being a professor,
but part of being a professoris also doing research.
So what are you currently working on?
My current research is,I think, really exciting
and hopefully it will addto the conversation that we have
(11:56):
currently been experiencedwith experiencing.
With regards to Zoom fatigueand in the ways that we interact, students
interact with studentsas a result of the pandemic.
So when we think about the waysthat distance education or online
education has evolved, it'sreally basically an evolution of some of
the correspondence courses that began,you know, at the turn of the century.
(12:16):
So when I think about learning managementsystems, even,
that's really just an outgrowth of that.
Of course, the pandemic forced everyoneto move to zoom and video
conferencing platforms,which are great for AI,
for visualizing, you know, or at leastseeing who your neighbors are in that.
That's a stepbeyond a learning management system.
(12:36):
But when I think about, you know,the ways that that virtual reality
has has opened up,
you know, different landscapes forfor teaching and learning and and meeting
various objectives, that that was one stepfurther than we've gone before.
And back in the mid 2000 educators werevery, very excited about that technology
The technologythat I'm most interested in now
(12:58):
and then I thinkis really going to be a game changer
is something calledvolumetric video capture.
And that's where we take a number of depthsensing cameras and surround a person.
And we canthen create a 3D version of that person,
a representation of that personthat we can either record
or we can broadcast live with two wayaudio communication with students.
(13:19):
So now imagine being ableto instead of say a flat zoom window,
you're able to scan a QR codewith a phone or tablet or very soon
a set of air glassesand be able to see your professor standing
right in front of you in full 3Dfull color, that you can have a one
on one conversation with that person,and then you can be transported to
(13:40):
a number of different locations anywherearound the world or in any location to to
to accentuate whatever it isthat that lesson happens to be about.
So it personalizesnot only the learning experience,
but it also brings it to, I guess,a closer proximity to the students
so that it really feels as if you'rehaving on a one on one session with what
(14:03):
someone is that similar technologyto what's being used in feature films?
Yes. It's you see different actorswith dots on their faces and then you can,
you know, add different animationsto create different characters.
Very, very similar. Yeah.
That's motion capture.
And that that really replicates, you know,
an actor's movements and facial features.
(14:25):
I volumetric video capture, uses camerasto do the same thing.
So we're really capturingthat person's likeness
and where I tell the teleporting that
that likeness across vast distances,it's it's going to be amazing.
That's super interesting.
You mentioned really quicklyyou had mentioned
AI and air.
(14:47):
Can you tell us the difference?
Sure.
Air and VR, Aaron.
Very, very so.
Augmented reality is reallywhere we can augment the world.
We we can still see the worldand we're still a part of the real world.
But we have digital overlaysthat stand on top of the real world,
that supplement our our understandingso we can get information on addresses,
(15:11):
on people, on objects on on anythingthat's been augmented and that can be
triggered via a QR code that you scanwith your glasses or your mobile device,
or at some pointmaybe even contact lenses.
Augmented reality experiences can alsobe trigger based on a geolocation.
So when you enter a particular region,you'll begin to experience
(15:33):
the augments that are in that location.
Virtual reality is really has
the definition has has bifurcatedso to speak, on the part of that
definition includes three 60 videographyand three 60 experiences
where you are constrainedby the location of the camera.
But you can still seein all directions around you
(15:56):
and you can hear thingsand see things moving.
So it feels as if you're in that place,you just can't move around
Computer-generated
Virtual realityis basically a computer generated
recreation of a locationor of a fantastical location
that does not exist, and you can have freemovement around that space,
(16:17):
a brand new way to capture a spacethat's been made available
based on some of the more modernfeature phones
I'm sorry, on mobile devices
that have lightare or some sort of scanning technology
allows us to scan a real spaceand digitally scan a real space,
and it creates a digital twinof that location And you're also able to
(16:41):
then import that into various littleAI gaming engines or or runtime engines
that allow you to still navigatethat space as if you were really there.
That's incredible.
Sounds a lot like your virtual Harlemproject.
Can you tell us a little bit about that?
Sure, sure.
Yeah.
Virtual Harlem was a it was so, so fun.
I gosh, it was developed back in 1997when I was still a graduate student
(17:02):
and I was teaching African-Americanliterature classes and I wanted
my students to be just as excitedabout the Harlem Renaissance that I was.
I love that era and it's onethat I connected with immediately
because I love the music and the artin the literature that was generated.
But for some reason studentsjust didn't connect in the same way.
So I thought that, well,how can I get them to, to appreciate
(17:25):
that era and that, that spacejust as I did?
Well, why not just take them there?
And so I worked with a teamat the University of Missouri, Columbia,
and we were able to try to representa portion of Harlem
as it existed during that period
that students could navigatethat could go inside buildings,
they could hear the music.
I hear some digital stories.
(17:45):
It really took them back in time.
And it complemented the,you know, the various pieces of literature
that were writtenand they actually had a chance to
to see and experiencesome of those inspirations that
that writers hadwhen they were walking down
the streets of Harlemor or experiencing different cabarets
or listening to different music.
Then that then found its wayinto different pieces of poetry
(18:07):
or short stories. Wow. That's incredible.
All right.I got one more question here for you.
We're hoping to sort ofwrap up our interviews with something
that will give you likea signature question.
So I'm curious to knowwhat is the best piece of advice
a pass professoror a mentor has given you?
Oh, let's see.
Well, the best piece of advicea mentor has given me is make a decision.
(18:30):
I take a chance and go for it.
What he said and what he meant by
that was that many grad studentsthat he's worked with in the past
were always waveringor tended to waver between
doing research in this areaor doing research in that area
or trying to be so much of a generalistthat they never really gained
(18:50):
skills, proficiencyor or confidence in one area.
And so I one of my graduate advisersbasically said, look,
if you want to do this, thing on on
digital humanities, back beforedigital humanities is really a thing.
Regardless of whatyour advisors say or that advice you get,
make a decision and go for it.
It's a you'llyou'll be sorry if you don't,
(19:12):
and you'll be very, very happyif it's successful.
So I would just say make a decision.
Go for itand and learn from your mistakes.
Well, as a current graduate student,I'm going to take that one
and put it in my pocketfor another day for sure.
I'm sure that will be helpful.
Thank you so much for spending timewith us today.
If our listeners want to follow along,check out your research.
Where can they find you? Sure.
(19:33):
I'm on Twitter at BCmini, B C M I N I
and also they can follow thethe digital humanities website
which is at digital humanities at ArizonaI'm sorry, dot Arizona dot edu.
All right.
Thank you so much, Dr. Carter.
For starting off our podcast here.
It's been an absolute pleasureto chat with you, as always.
(19:54):
I really enjoy getting to talk with you,and I hope we get to have you
back on the showand do more conversations in the future.
Fantastic. Thank you very much.
All right.
Now we'regoing to check in with Rachel Abraham.
She is one of our program managersover here at ODCE.
(20:17):
Welcome to the show.
We're so excited to have you to talk aboutsome of the really cool technology
that we have on campus,
specifically related to virtual realitygoing off of our conversation with Dr.
Carter so before we get started,
why don't you tell us a little bitabout who you are so we get to know you.
Thanks, Aviva.
Yes. Hi, all.
My name is Rachel Abraham,and I work with An Odyssey
not only do I work for the UofA,but I am a proud University of Arizona
(20:41):
alum, and I am currently on my thirddegree here.
So just keeping in with the Wildcattradition.
Awesome. We love to see it.
So what do you want to talk about today?
I was hoping to talk a little bitmore about the CATalyst Studios
and some more resourcesthat our students all have access to.
And it's right hereon the University of Arizona
(21:01):
campus,regardless of what campus you're enrolled.
And so whether you're a main campusstudent or an online campus student,
you can come to the CATalyst studioat the main library.
So you and I are actually sittingin the cattle studio right now.
So when students come on into the library,if you go into the left,
there's a newly renovated section,
(21:22):
and that's where the Catalyst studiois housed, right? Yes.
And it is just absolutely incredible.
Like you said, take that leftand you'll see an open,
collaborative space to work with a partneror a group on any project.
And then all of the rooms surrounding it.
You have an ability to have a 3D printer.
(21:42):
You can get into your VR space or evenrecord your very own podcasts like this.
So let's talk a little bit
about virtual reality, because we just hadthis amazing conversation with Dr.
Carter talking all aboutthe different ways that faculty
can utilize different technologieslike virtual and augmented reality.
Why might a student be interestedin coming into the CATalyst studio
(22:05):
to kind of playwith these different technologies
and learn on their ownwith what they can do with them?
Absolutely.
For starters,I just think it's really cool.
I knew I grew upsitting too close to the TV
and having a parent yell at me,and now I'm putting on a pair of VR
goggles and sittingcloser to a TV than I ever imagined.
(22:26):
But what's been great is just being ableto feel like you're in a different world.
And I think that's one thingthat's so amazing
about having access to higher edis that you get to feel like you're
in this whole different worldand meet new people and learn new things.
So what's cooler than being ableto just jump into that world physically
(22:47):
for a little bit and just block outall the noise around you?
Yeah, and not only block out the noise,but maybe escape to a new place
that you've never been or a placeyou're interested in going,
for example, going to another country,maybe jumping into a 360
virtual space
that students don't necessarilyhave access to otherwise.
(23:08):
Yeah, I know.
One thing I wanted to do is travel,and with the COVID 19
pandemic,I've yet to be able to leave the state.
And, you know, I get to feel the wind
of being in Greece while still being herein Tucson for a little bit.
I know we're all havingthat little bit of a travel bug
as we still make our waythrough this pandemic. Hmm.
(23:28):
So for anybodyinterested in virtual reality,
we are sitting in the Terri SeligmanVR studio They have HTC
Vive and Oculus Rift headsets,and those are going to be plugged in.
But they also have wireless OculusGo Goggle sets to give you that
wireless experience.
It is a
self-directed space, but there's plentyof faculty are plenty of staff.
(23:49):
Sorry. Here to help you get started, helpyou get set up.
So we highly encourage studentsand if you're near Tucson,
if you're on our main campus,even if you're online,
but you're near our main campus to comecheck it out
because it is a really cool spaceand because it's new,
we feel like a lot of at least I do.
I don't know if you feel the same,but I feel like a lot of students
don't know it exists.I don't like it's here yet.
Yeah.
(24:09):
If I didn't come into the library,I don't think I would know
that it was here.
And everyoneI think should know that this is here.
Yeah, I totally agree.
Well, thanks so much for taking some timeto chat with me about
some of the really cool resourcesthat are available to students.
With respect to virtual reality,I'm sure we'll have you back to talk
about other cool resources on campus,but we appreciate having you.
Thanks for havingme. I can't wait to come back
(24:39):
All right,Wildcats, welcome back to DigiCats.
Here I have with me Steve Baylessto talk about some really cool technology.
I know we talked a lot about whatvirtual reality is,
what augmented reality is, different waysthat you can experience them on campus.
But what if you want to actually createthose spaces yourself
as faculty, staff and studentsat the university of Arizona,
we actually have access to different Adobeproducts, including Adobe Aero,
(25:03):
which letsyou learn how to create some of those
augmented and virtual spacesand here to tell us more is Steve.
Steve, it's great to have you.Thank you, Aviva.
My name is Steve
Bayless, and I am a videographer producerfor the Digital Learning Department
here at UVA.
And I just wanted to bring to our audiencean opportunity that you can actually get
hands on experiencewith augmented reality.
(25:24):
And the way you dothat is as a UVA student or faculty
or staff of the UVA, we all have accessto the full suite of Adobe products.
And one of those productsI think is really cool.
It's called AdobeAero and its Aero Adobe Aero.
And you can download this programon your phone or a tablet,
and this allows you basicallyto place a 3D object in real space.
(25:47):
It's really cool.
You open up the the appand you basically scan
a tabletop or a floor or some,you know, some surface,
and you can actually place a 3D objectit could be a dinosaur.
It could be a plane.
The program comes with a bunch of builtin objects that you can place,
but you can also build your own,which is really cool.
You can go into Photoshop
and build your own objects or maybe someother 3D program and build stuff.
(26:11):
And then you can take that in placeit on the floor or on a tabletop.
And then with your phone or tablet,you can move around it.
You can actually move inside of itif you wanted to.
And I think this just has a lotof really good applications
in the medical field or medical studies,I should say, or studying architecture.
You could place the pyramids, the,
you know,the Great Pyramid on your tabletop
(26:32):
and actually move inside itor move around it.
Or for medical, you can have a human heartbeating right there in front of you
and you can move around it
to see how, you know, all of the valveswork and stuff like this.
It is amazing.
And it is available to you through Adobe.
And if you go to the website of Adobe Dot,Arizona Dot Edu,
you can learn a lot more aboutall the products that you have access to
(26:55):
as well as some really great tutorials.
So I think this is just amazing.
And I think it's it's therefor our students.
It's there for our faculty to use.
And I think it has a lot of greatapplications in the education field.
So let's go back to that,creating your own shapes.
So I could technically make Wilbur Wildcat
and put Wilbur Wildcat anywhereI want. Yes.
(27:15):
You could build him in a 3D as a 3D modeland place him anywhere.
And the really cool thingis if you have animation with that model,
they have a model built into the programthat is a dinosaur
and you can actually place iton your tabletop
and then animate it and click on itand actually will walk across
your tabletop or your floor surface.
And you can make these objectsbigger small.
It's it just depends upon youand what you want to do with it.
(27:38):
So as someone who's never actually workedwith creating augmented reality,
who's never actually workedwith creating virtual reality,
if I was nervous,you know, I assume a lot of our listeners
haven't actually interacted with itbecause it's a relatively newer technology
that is now just starting to come intoour educational landscapes, you know?
What advice might you give to somebodywho's just kind of interested
(28:00):
in putting their toe in the waterof augmented reality creation?
This is a great programto get started with
because like I said, you can download iton your phone or tablet.
There's built in tutorialsof how to use it, and it's really cool
once you place your first object thereand you just see it there
and you start moving around itwith your phone
and you can view itfrom all all the different angles.
I think this is very excitingbecause you don't
(28:21):
this gives a lot of opportunitiesto interact with objects
that no longer existor with my new objects as well.
Sounds like a really cool idea for,you know, that that final project
that you have coming up and you want to dosomething that's a little bit different.
Seems like a really cool opportunityto kind of take your your schoolwork
outside the normal bounds of what we knowa final project to be.
(28:42):
I think the sky's the limityou could make it
whatever you want to make it. Steve,thanks so much for being here.
It was super great to have you.
I'm surewe'll have you back to talk through
a lot more of our digital tech segments,
especially when we startexploring other Adobe Creative Cloud
applications, just different tools thatwe have here at our disposal at the U of.
So thanks so much for being with us heretoday. I'm sure we'll see you soon.
Thank you. A pleasure.
(29:08):
This podcast is brought to youby the online
distance and Continuing EducationBranch of the University of Arizona.
It has been directed by Aviva Doree,produced by
Steve Bayless, Rachel Abraham and AvivaDoery.
Executive producer is Dr. Craig Wilson.
For more information on Arizona online.
visit arizona.online.edu
(29:28):
Be sure to follow and subscribe
so you'll be the first to knowwhen the next episode drops.
Thanks for listening.
We will see you on thenext episode of DigiCats
Hello everyone.
Welcome to Digi
Cats, the podcast where we talkall things education and technology.
I'm your host, Aviva Doery,
This podcast is brought to youby the Online, Distance and Continuing
Educationbranch of the University of Arizona.
(00:24):
To start off
our inaugural episode, I'd like to takea moment to introduce myself.
I'm both a full time employeeand Part-Time student here at UArizona.
I work for the Vice Provost of OnlineDistance and Continuing Education,
otherwise known as ODCE, whereI get to work on all sorts of amazing
projects, just like this podcast hereI'm also a Ph.D.
student in the College of Educationstudying higher education.
(00:45):
So this podcast is a great wayfor us to explore
topics in higher educationand technology together.
Now that you
know a little bit about me,let's talk a little bit about this show.
We have divided the show into threemain parts.
Digiknow, DigiTech and DigiHear.
In our first segment,we will bring in brilliant scholars,
inspiring students or colleaguesfrom across the university
(01:07):
to talk about their work and howit relates to technology and education.
In DigiTech, we will break downthe nitty gritty behind some of those
technologies and introduce youto very new tech available on campus.
In DigiHear my wonderfulfriend and colleague Rachel Abraham
will join us to chat about the latestin educational technology and news.
Rather than listen to me,tell you how the show will go,
(01:28):
let's just jump in.
This week,we have one of my favorite professors
on campus joining us to talkabout the digital humanities.
Dr. Bryan Carter received his Ph.D.
at the University of Missouri, Columbiaand is currently the Director
of the Center for Digital Humanities
and an associate professorin Africana Studies at the U. Of A.
He specializesin African-American literature
(01:49):
of the 20th century with a primary focuson the Harlem Renaissance.
His research also focuses ondigital humanities and Africana studies.
Dr. Carter's research centerson how the use of traditional
and advanced, interactive
and immersive technologies changesthe dynamic within learning space.
I'm super excited to have Dr. Carterwith us today.
So let's jump into our conversation
(02:17):
Thank you, Dr.
Carter, for being here.
We're so excitedto have you with us today.
Why don't you just tell us a little bitabout what you do here at the UofA?
First of all, thank you for having me.
I'm an associate professor at thein the Africana Studies Program.
I teach African-American literatureand digital culture classes,
and I'm also the Director of the Centerfor Digital Humanities.
(02:38):
Can you tell us a little bit about whatdigital humanities is?
Sure.
And there is no real one
definition for digital humanitiesbecause it's always evolving.
Digital Humanities is an outgrowthfrom humanities computing,
and that's been around since the earlytwo thousands, if not before then.
Digital humanities is where we inthe humanities use a number of
(03:01):
technologies in order to enhancewhat we do in our fields.
So in literature, for instance,I use various technologies to help
students experience the various periodsthat we happen to be studying.
Very cool.
What types of technologiesare you using with students to sort of
start exploring those different culturesand histories?
Sure.
We have a number of tools in ourin our tool chest.
(03:24):
We start with of,of course, virtual reality
with one of the amazing projectsthat I've been working on for a long time
called Virtual Harlem.
And we use augmented reality digitalstorytelling,
digital scanning, 3D modeling,all kinds of things.
It really in order to help studentsconnect with different periods,
but also to help them express theirunderstandings of those periods as well.
(03:47):
So I actually had the pleasure of sittingin on one of your virtual reality classes
when I worked with you on our studyabroad
program.
And I thought that was an incredibly coolexperience, especially given
the pandemic, to actually be able to usevirtual reality headsets with students who
had spent a lot of time on Zoom.
(04:07):
So can you tell us a little bitabout that process?
How do you take a classand put it into a virtual reality setting,
and how does that allow you to interactwith students in different ways
that you don't necessarilyget in a zoom setting?
Yeah.
So I've been using VR for a long timenow, and I really am
a proponent of it, of its benefits.
Not only that, but also AR.
And we'll get into some of the differenceshere in just a few moments.
(04:29):
But to take studentsinto a VR environment, it really does
encourage themto expand their imagination.
Some would think VR takes away from theirimagining, say, a novel or a setting,
but what I think it doesis it provides a broader landscape
for them to not only experiencethe literature that we're reading,
but also to express their understandingsof different contexts in which
(04:54):
that literature may have been inspired.
So taking students into these environmentsis really an interesting process
because it depends on the typeof environment that we take them into.
VR isn't just one thing anymore.
We've used 360 VR in the past where
we've been able to not only have studentscreate 360 degree video experiences,
(05:15):
that then created a non-lineardigital story of, say,
documenting a certain citythat they happen to have visited.
Or we can take them into a computergenerated environment,
which is where they have much morelatitude with regards to creating content
adding content and modifyingthat environment more because it's
(05:36):
computer generated
and you can add things and take thingsaway from that particular environment.
So taking students into these worldsis really a transformative experience
for some because some have never beenin virtual reality before.
And to increasethe level of personalization
that we have in a classroom,
when students have been distancedfor so long via Zoom or some other sort of
(06:00):
distance education classroom,
it really does bring the
semblance of of a personalized experience.
Back to the
distance education classroom as opposed tosomething that's so far away,
so to speak,
a little less one sided and give studentsa chance to really interact
with each other. Exactly.
I know that when I joined,I even joined on my phone
(06:22):
and I didn't havea virtual reality headset.
But even that experience was elevatedbecause I could sort of turn
and look at different studentsand see little thought bubbles pop up.
So a very cool experience to be a part of.
So what are different waysthat students on campus
can interact with this type of technology?
You know, you talk aboutbeing the director of digital humanities.
How can students get involvedand get more information
(06:44):
on getting involvedwith digital humanities?
Oh yeah.
Well, we've been really, really fortunate
to be able to collaboratewith the Honors College.
Interestingly, enough, and those studentswho are on our students can go through
the handshake process and perhapsif they have the required skill set,
whether it be computer scienceor graphic arts
or even film, television and media,they can apply for a position there.
(07:06):
And we have positions,we have internships, we have all kinds of
ways that students can get involvedin the development side.
There are also classes in digital
that use digital humanitiesas part of the focus of that class.
Those taught in Africana studiesand many other departments
in the humanities orin the school of Information that are that
have these sorts of courses thatthat make use of these technologies.
(07:29):
So whether or not students
want to learn to work with these tools,if they have various skills
or if they want to take coursesthat incorporate these tools,
there are a variety of ways
that students can get involvedand really take advantage of this.
The place that we're in now,the Catalyst Center here at the library,
they have some amazing opportunitiesfor students to get involved with
with VR, with development with the
(07:51):
with the makerspaceand learn how to use many of these tools.
So there are a lot of opportunitiesfor students
to get involved in these things on campus.
That's great.
And let's go from thehow do students get involved to why?
You know,
why is it super important that studentsstart to visualize themselves or visualize
different histories or different timesthat the world has gone through?
What does that add to their education?
(08:12):
Oh, yeah.
Well, because we know thatand I can speak from personal experience
that so much has been leftout of our education
and when you think about that,
which has been left out, adding thingsand can be done in a variety of ways,
it can be done in the classroomwhere students are reading about the,
you know, the absences in their educationor the gaps in their education,
or they can come through different waysand they can interact with that data
(08:36):
or with those gaps.
They can visualize it and experiencethose gaps.
Very differently,which often reaches students
in a in a very peculiar way in that
they not only gravitate towards it,but they want to explore instead more.
They want toto delve more into these histories
or into these into these artifacts.
They want to explore moreand then begin to develop them themselves.
(08:58):
So it really pulls them into not only thetechnology, but also the history.
Finally, it prepares them for a world thatis very, very technological right now.
And if they can get these skills hereand learn them here in an academic setting
where it's safe,
I think they'll be much more competitivewhen they get ready to graduate.
Yeah,I think there's been a definite shift
(09:18):
from just studying humanities,just studying,
you know,what does it mean to be a liberal arts
student to really combiningand being multifaceted
and being able to interact withtechnology, especially in a globalized
digitized world? Definitely. Definitely.
I mean, we're not going to stop the,
you know, the speedin which technology is developing.
So we might as well embrace it,but also help
harness it and help shape itso that it benefits humanity.
(09:42):
And mankind is as opposed to
something very different that could occurif it gets out of control.
Yeah, it's a good point.
So I'm curious,
are you talking about studentstaking classes to be able to get involved?
What is your favorite class to teach?
What types of technologies are yourfavorite to see students interact with?
Oh, my gosh.
My favorite class is the teacher.
There's no one becausebecause so many are just so experimental.
(10:06):
But I'll tell you about a few.
One of them isis the study abroad course that I teach,
whether it be to Paris every spring breakwhere we
we do digital storytelling and studentslearn how to use 360 cameras
and in the eye, they explore Parison a very, very different
sort ofplatform, so to speak, as opposed to being
(10:26):
very quick tourists that are inand out of a city in two or three days.
We're there for about ten days,and we really get a chance to know
the city on a different level, and wedocument that experience very differently.
Another one of my favoritesis my Afrofuturism course,
where we get a chance to to not onlyexplore concepts related to Afrofuturism.
The most recent thing that studentscan connect to is, of course, you know,
(10:50):
some of the Marvel superheroes that arethat that deal with that, you know.
So when I think about that, I start therebut then we delve into music and art
and literature, but also the technologiesthat are a part of that.
And we experience some of those.
When you think about augmented reality or,or even volumetric or holographic video.
These are technologiesthat students see and on on the big screen
(11:13):
but never imagined that they can use themhere in the classroom or, or
as part of their assignments.
And that's what we really findour opening the world up for students
when we can do that. Yeah,I definitely can relate to that.
Having sat in on one of your Afrofuturismlectures and I have never looked
at Marvel movies the same again,especially the music and I mean
absolutely super interesting topic.
(11:35):
And I would recommend that our listenerstake a chance to check that out.
One thing I want to shift to now is,you know, you work a lot with students,
which is super fantastic.
It's part of being a professor,
but part of being a professoris also doing research.
So what are you currently working on?
My current research is,I think, really exciting
and hopefully it will addto the conversation that we have
(11:56):
currently been experiencedwith experiencing.
With regards to Zoom fatigueand in the ways that we interact, students
interact with studentsas a result of the pandemic.
So when we think about the waysthat distance education or online
education has evolved, it'sreally basically an evolution of some of
the correspondence courses that began,you know, at the turn of the century.
(12:16):
So when I think about learning managementsystems, even,
that's really just an outgrowth of that.
Of course, the pandemic forced everyoneto move to zoom and video
conferencing platforms,which are great for AI,
for visualizing, you know, or at leastseeing who your neighbors are in that.
That's a stepbeyond a learning management system.
(12:36):
But when I think about, you know,the ways that that virtual reality
has has opened up,
you know, different landscapes forfor teaching and learning and and meeting
various objectives, that that was one stepfurther than we've gone before.
And back in the mid 2000 educators werevery, very excited about that technology
The technologythat I'm most interested in now
(12:58):
and then I thinkis really going to be a game changer
is something calledvolumetric video capture.
And that's where we take a number of depthsensing cameras and surround a person.
And we canthen create a 3D version of that person,
a representation of that personthat we can either record
or we can broadcast live with two wayaudio communication with students.
(13:19):
So now imagine being ableto instead of say a flat zoom window,
you're able to scan a QR codewith a phone or tablet or very soon
a set of air glassesand be able to see your professor standing
right in front of you in full 3Dfull color, that you can have a one
on one conversation with that person,and then you can be transported to
(13:40):
a number of different locations anywherearound the world or in any location to to
to accentuate whatever it isthat that lesson happens to be about.
So it personalizesnot only the learning experience,
but it also brings it to, I guess,a closer proximity to the students
so that it really feels as if you'rehaving on a one on one session with what
(14:03):
someone is that similar technologyto what's being used in feature films?
Yes. It's you see different actorswith dots on their faces and then you can,
you know, add different animationsto create different characters.
Very, very similar. Yeah.
That's motion capture.
And that that really replicates, you know,
an actor's movements and facial features.
(14:25):
I volumetric video capture, uses camerasto do the same thing.
So we're really capturingthat person's likeness
and where I tell the teleporting that
that likeness across vast distances,it's it's going to be amazing.
That's super interesting.
You mentioned really quicklyyou had mentioned
AI and air.
(14:47):
Can you tell us the difference?
Sure.
Air and VR, Aaron.
Very, very so.
Augmented reality is reallywhere we can augment the world.
We we can still see the worldand we're still a part of the real world.
But we have digital overlaysthat stand on top of the real world,
that supplement our our understandingso we can get information on addresses,
(15:11):
on people, on objects on on anythingthat's been augmented and that can be
triggered via a QR code that you scanwith your glasses or your mobile device,
or at some pointmaybe even contact lenses.
Augmented reality experiences can alsobe trigger based on a geolocation.
So when you enter a particular region,you'll begin to experience
(15:33):
the augments that are in that location.
Virtual reality is really has
the definition has has bifurcatedso to speak, on the part of that
definition includes three 60 videographyand three 60 experiences
where you are constrainedby the location of the camera.
But you can still seein all directions around you
(15:56):
and you can hear thingsand see things moving.
So it feels as if you're in that place,you just can't move around
Computer-generated
Virtual realityis basically a computer generated
recreation of a locationor of a fantastical location
that does not exist, and you can have freemovement around that space,
(16:17):
a brand new way to capture a spacethat's been made available
based on some of the more modernfeature phones
I'm sorry, on mobile devices
that have lightare or some sort of scanning technology
allows us to scan a real spaceand digitally scan a real space,
and it creates a digital twinof that location And you're also able to
(16:41):
then import that into various littleAI gaming engines or or runtime engines
that allow you to still navigatethat space as if you were really there.
That's incredible.
Sounds a lot like your virtual Harlemproject.
Can you tell us a little bit about that?
Sure, sure.
Yeah.
Virtual Harlem was a it was so, so fun.
I gosh, it was developed back in 1997when I was still a graduate student
(17:02):
and I was teaching African-Americanliterature classes and I wanted
my students to be just as excitedabout the Harlem Renaissance that I was.
I love that era and it's onethat I connected with immediately
because I love the music and the artin the literature that was generated.
But for some reason studentsjust didn't connect in the same way.
So I thought that, well,how can I get them to, to appreciate
(17:25):
that era and that, that spacejust as I did?
Well, why not just take them there?
And so I worked with a teamat the University of Missouri, Columbia,
and we were able to try to representa portion of Harlem
as it existed during that period
that students could navigatethat could go inside buildings,
they could hear the music.
I hear some digital stories.
(17:45):
It really took them back in time.
And it complemented the,you know, the various pieces of literature
that were writtenand they actually had a chance to
to see and experiencesome of those inspirations that
that writers hadwhen they were walking down
the streets of Harlemor or experiencing different cabarets
or listening to different music.
Then that then found its wayinto different pieces of poetry
(18:07):
or short stories. Wow. That's incredible.
All right.I got one more question here for you.
We're hoping to sort ofwrap up our interviews with something
that will give you likea signature question.
So I'm curious to knowwhat is the best piece of advice
a pass professoror a mentor has given you?
Oh, let's see.
Well, the best piece of advicea mentor has given me is make a decision.
(18:30):
I take a chance and go for it.
What he said and what he meant by
that was that many grad studentsthat he's worked with in the past
were always waveringor tended to waver between
doing research in this areaor doing research in that area
or trying to be so much of a generalistthat they never really gained
(18:50):
skills, proficiencyor or confidence in one area.
And so I one of my graduate advisersbasically said, look,
if you want to do this, thing on on
digital humanities, back beforedigital humanities is really a thing.
Regardless of whatyour advisors say or that advice you get,
make a decision and go for it.
It's a you'llyou'll be sorry if you don't,
(19:12):
and you'll be very, very happyif it's successful.
So I would just say make a decision.
Go for itand and learn from your mistakes.
Well, as a current graduate student,I'm going to take that one
and put it in my pocketfor another day for sure.
I'm sure that will be helpful.
Thank you so much for spending timewith us today.
If our listeners want to follow along,check out your research.
Where can they find you? Sure.
(19:33):
I'm on Twitter at BCmini, B C M I N I
and also they can follow thethe digital humanities website
which is at digital humanities at ArizonaI'm sorry, dot Arizona dot edu.
All right.
Thank you so much, Dr. Carter.
For starting off our podcast here.
It's been an absolute pleasureto chat with you, as always.
(19:54):
I really enjoy getting to talk with you,and I hope we get to have you
back on the showand do more conversations in the future.
Fantastic. Thank you very much.
All right.
Now we'regoing to check in with Rachel Abraham.
She is one of our program managersover here at ODCE.
(20:17):
Welcome to the show.
We're so excited to have you to talk aboutsome of the really cool technology
that we have on campus,
specifically related to virtual realitygoing off of our conversation with Dr.
Carter so before we get started,
why don't you tell us a little bitabout who you are so we get to know you.
Thanks, Aviva.
Yes. Hi, all.
My name is Rachel Abraham,and I work with An Odyssey
not only do I work for the UofA,but I am a proud University of Arizona
(20:41):
alum, and I am currently on my thirddegree here.
So just keeping in with the Wildcattradition.
Awesome. We love to see it.
So what do you want to talk about today?
I was hoping to talk a little bitmore about the CATalyst Studios
and some more resourcesthat our students all have access to.
And it's right hereon the University of Arizona
(21:01):
campus,regardless of what campus you're enrolled.
And so whether you're a main campusstudent or an online campus student,
you can come to the CATalyst studioat the main library.
So you and I are actually sittingin the cattle studio right now.
So when students come on into the library,if you go into the left,
there's a newly renovated section,
(21:22):
and that's where the Catalyst studiois housed, right? Yes.
And it is just absolutely incredible.
Like you said, take that leftand you'll see an open,
collaborative space to work with a partneror a group on any project.
And then all of the rooms surrounding it.
You have an ability to have a 3D printer.
(21:42):
You can get into your VR space or evenrecord your very own podcasts like this.
So let's talk a little bit
about virtual reality, because we just hadthis amazing conversation with Dr.
Carter talking all aboutthe different ways that faculty
can utilize different technologieslike virtual and augmented reality.
Why might a student be interestedin coming into the CATalyst studio
(22:05):
to kind of playwith these different technologies
and learn on their ownwith what they can do with them?
Absolutely.
For starters,I just think it's really cool.
I knew I grew upsitting too close to the TV
and having a parent yell at me,and now I'm putting on a pair of VR
goggles and sittingcloser to a TV than I ever imagined.
(22:26):
But what's been great is just being ableto feel like you're in a different world.
And I think that's one thingthat's so amazing
about having access to higher edis that you get to feel like you're
in this whole different worldand meet new people and learn new things.
So what's cooler than being ableto just jump into that world physically
(22:47):
for a little bit and just block outall the noise around you?
Yeah, and not only block out the noise,but maybe escape to a new place
that you've never been or a placeyou're interested in going,
for example, going to another country,maybe jumping into a 360
virtual space
that students don't necessarilyhave access to otherwise.
(23:08):
Yeah, I know.
One thing I wanted to do is travel,and with the COVID 19
pandemic,I've yet to be able to leave the state.
And, you know, I get to feel the wind
of being in Greece while still being herein Tucson for a little bit.
I know we're all havingthat little bit of a travel bug
as we still make our waythrough this pandemic. Hmm.
(23:28):
So for anybodyinterested in virtual reality,
we are sitting in the Terri SeligmanVR studio They have HTC
Vive and Oculus Rift headsets,and those are going to be plugged in.
But they also have wireless OculusGo Goggle sets to give you that
wireless experience.
It is a
self-directed space, but there's plentyof faculty are plenty of staff.
(23:49):
Sorry. Here to help you get started, helpyou get set up.
So we highly encourage studentsand if you're near Tucson,
if you're on our main campus,even if you're online,
but you're near our main campus to comecheck it out
because it is a really cool spaceand because it's new,
we feel like a lot of at least I do.
I don't know if you feel the same,but I feel like a lot of students
don't know it exists.I don't like it's here yet.
Yeah.
(24:09):
If I didn't come into the library,I don't think I would know
that it was here.
And everyoneI think should know that this is here.
Yeah, I totally agree.
Well, thanks so much for taking some timeto chat with me about
some of the really cool resourcesthat are available to students.
With respect to virtual reality,I'm sure we'll have you back to talk
about other cool resources on campus,but we appreciate having you.
Thanks for havingme. I can't wait to come back
(24:39):
All right,Wildcats, welcome back to DigiCats.
Here I have with me Steve Baylessto talk about some really cool technology.
I know we talked a lot about whatvirtual reality is,
what augmented reality is, different waysthat you can experience them on campus.
But what if you want to actually createthose spaces yourself
as faculty, staff and studentsat the university of Arizona,
we actually have access to different Adobeproducts, including Adobe Aero,
(25:03):
which letsyou learn how to create some of those
augmented and virtual spacesand here to tell us more is Steve.
Steve, it's great to have you.Thank you, Aviva.
My name is Steve
Bayless, and I am a videographer producerfor the Digital Learning Department
here at UVA.
And I just wanted to bring to our audiencean opportunity that you can actually get
hands on experiencewith augmented reality.
(25:24):
And the way you dothat is as a UVA student or faculty
or staff of the UVA, we all have accessto the full suite of Adobe products.
And one of those productsI think is really cool.
It's called AdobeAero and its Aero Adobe Aero.
And you can download this programon your phone or a tablet,
and this allows you basicallyto place a 3D object in real space.
(25:47):
It's really cool.
You open up the the appand you basically scan
a tabletop or a floor or some,you know, some surface,
and you can actually place a 3D objectit could be a dinosaur.
It could be a plane.
The program comes with a bunch of builtin objects that you can place,
but you can also build your own,which is really cool.
You can go into Photoshop
and build your own objects or maybe someother 3D program and build stuff.
(26:11):
And then you can take that in placeit on the floor or on a tabletop.
And then with your phone or tablet,you can move around it.
You can actually move inside of itif you wanted to.
And I think this just has a lotof really good applications
in the medical field or medical studies,I should say, or studying architecture.
You could place the pyramids, the,
you know,the Great Pyramid on your tabletop
(26:32):
and actually move inside itor move around it.
Or for medical, you can have a human heartbeating right there in front of you
and you can move around it
to see how, you know, all of the valveswork and stuff like this.
It is amazing.
And it is available to you through Adobe.
And if you go to the website of Adobe Dot,Arizona Dot Edu,
you can learn a lot more aboutall the products that you have access to
(26:55):
as well as some really great tutorials.
So I think this is just amazing.
And I think it's it's therefor our students.
It's there for our faculty to use.
And I think it has a lot of greatapplications in the education field.
So let's go back to that,creating your own shapes.
So I could technically make Wilbur Wildcat
and put Wilbur Wildcat anywhereI want. Yes.
(27:15):
You could build him in a 3D as a 3D modeland place him anywhere.
And the really cool thingis if you have animation with that model,
they have a model built into the programthat is a dinosaur
and you can actually place iton your tabletop
and then animate it and click on itand actually will walk across
your tabletop or your floor surface.
And you can make these objectsbigger small.
It's it just depends upon youand what you want to do with it.
(27:38):
So as someone who's never actually workedwith creating augmented reality,
who's never actually workedwith creating virtual reality,
if I was nervous,you know, I assume a lot of our listeners
haven't actually interacted with itbecause it's a relatively newer technology
that is now just starting to come intoour educational landscapes, you know?
What advice might you give to somebodywho's just kind of interested
(28:00):
in putting their toe in the waterof augmented reality creation?
This is a great programto get started with
because like I said, you can download iton your phone or tablet.
There's built in tutorialsof how to use it, and it's really cool
once you place your first object thereand you just see it there
and you start moving around itwith your phone
and you can view itfrom all all the different angles.
I think this is very excitingbecause you don't
(28:21):
this gives a lot of opportunitiesto interact with objects
that no longer existor with my new objects as well.
Sounds like a really cool idea for,you know, that that final project
that you have coming up and you want to dosomething that's a little bit different.
Seems like a really cool opportunityto kind of take your your schoolwork
outside the normal bounds of what we knowa final project to be.
(28:42):
I think the sky's the limityou could make it
whatever you want to make it. Steve,thanks so much for being here.
It was super great to have you.
I'm surewe'll have you back to talk through
a lot more of our digital tech segments,
especially when we startexploring other Adobe Creative Cloud
applications, just different tools thatwe have here at our disposal at the U of.
So thanks so much for being with us heretoday. I'm sure we'll see you soon.
Thank you. A pleasure.
(29:08):
This podcast is brought to youby the online
distance and Continuing EducationBranch of the University of Arizona.
It has been directed by Aviva Doree,produced by
Steve Bayless, Rachel Abraham and AvivaDoery.
Executive producer is Dr. Craig Wilson.
For more information on Arizona online.
visit arizona.online.edu
(29:28):
Be sure to follow and subscribe
so you'll be the first to knowwhen the next episode drops.
Thanks for listening.
We will see you on thenext episode of DigiCats
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