Learning is lifelong. As tertiary educators, we are not just limited to the delivery of undergraduate and postgraduate education. It is quite rewarding to pause for a moment and recognise that every student has a different learning history prior to commencing their studies at UNSW.

Learning begins before students commence their studies at UNSW, and there is no reason why we cannot create new ways to inspire them earlier in life. I recently created immersive experiences with cost-effective cardboard VR devices using YouTube VR to demonstrate the principles of optics, binocular vision and ophthalmic instrumentation.

I developed and introduced a crash course on R and Blender 3D into the OPTM3201 course to provide cost-effective (essentially free) resources for students to support their lifelong learning. This provided them with ability to design practical applications for statistical procedures that were unbound by licensing and other costs that would limit accessibility to

To demonstrate higher-level image processing and analysis to third-year students enrolled in OPTM3201, I created a program to show students how to use R and the Image Magick library to perform basic image processing and analysis routines in ways that are based on our understanding of how human visual cells work. Students learn about the concepts of spatial filtering, image enhancement and

In both research and teaching, I have pioneered the use of HMD VR to teach students about the concepts of optic flow and presence (how people feel ‘there’ in a virtual environment). Students in OPTM3201 get a hands-on experience to understand the concepts of sensory conflict and how displays can be used to optimise data visualisation. Students also learn about factors that