360° VR Production Workshop – Spark Festival of Learning

This artifact documents my participation in a hands-on 360° VR production workshop during the Spark Festival of Learning at the University of Michigan. The session introduced participants to the full immersive video workflow—from camera setup and spatial audio to stitching and post-production. As a learner, I gained practical experience with 360° cameras, explored scene design and user perspective, and assembled immersive footage. This experience expanded my understanding of how immersive content is created, revealing the technical and narrative decisions that shape spatial storytelling.

Core Competencies

  • Using Knowledge of Technology Affordances and Constraints

    This workshop deepened my awareness of how immersive 360° video functions as a learning medium—both technically and pedagogically. I gained hands-on experience with the production process. At the same time, I became more aware of the logistical and design constraints involved—such as stitching challenges, visual clarity, and hardware dependencies.

  • Fostering Workplace Skills and Professional Relationships

    The Spark Festival brought together educators, technologists, and designers across units—CAI and the School of Education—for shared learning. Participating in this environment helped me develop professional presence in interdisciplinary spaces. I observed how different teams approached creative problem-solving and how institutional events can serve as catalysts for relationship-building, cross-pollination of ideas, and collective capacity-building. This experience strengthened my understanding of the collaborative ecosystems that shape learning design in practice.

This artifact helped me bridge the technical and relational dimensions of immersive learning. I expanded my technology fluency while also learning how professional development happens through shared exploration and collaborative play. Being part of a community-centered academic event reminded me that innovation is rarely solitary—it’s dialogic, experimental, and socially situated. This experience reinforced the value of designing and learning within ecosystems that include not just tools, but people, practices, and shared aspirations.