This presentation was devivered at the Alt-C, 2013. The abstract can be found here: http://altc2013.alt.ac.uk/sessions/creating-interactive-augmented-reality-experiences-442
4. What is AR?
Overlaying Virtual
Content on Real World
Context Specific
Offering New
Opportunities to Interact
with surroundings
5. cARe Project
•
carried out JISC funded
innovation project cARe
(started June 2012)
•
implemented AR in two
settings (indoor and outdoor)
•
at the time limited number of
examples of AR
•
student feedback key to
implementation, focus groups
(n=11), observations,
questionnaires (n=44)
http://blogs.city.ac.uk/care
8. Increased Lecturer Student Interaction
Self Paced
Technology
Customised Aurasma App
PollEverywhere
“its like having the whole learning process in one section”
Reflective
Experiential
11. Educational Value
Supporting Active Learning
•
•
•
•
•
•
Constructivist
Situated - context specific
Authentic Inquiry
Peer coaching
Collaborative
Experiential
12. Motivation/Memorable
• Engaging Technology
• Studies have found that AR can enhance student
motivation, involvement, and engagement
Serio et al (2012) and P. O’Shea et al (2008)
“the fact that you put it on and it comes to life and answer
question, it’s all a bit cool and different, it keeps you focused and
it’s experiencing learning from a different angle.”
“because I’m dyslexic, it set that session apart from the others, because it
was different and it can help people remember things differently”
13. How Effective is AR?
• research in early days
• evidence of impact is shallow (mainly case studies)
that focus on development, usability, initial
implementation (reference)
• currently taxonomies based on what people are
doing not what is effective
• future longer term evaluations required to quantify
whether there are learning benefits
14. Technology
• easier to use, less time to create so staff can develop
(helped see an increased use of AR in Education over
the last year)
• providers compete in terms of functionality
• Standards ARML - Currently lack of interoperability
• software prices increase with popularity (Aurasma)
15. Augmented Unreality
• video/images edited
- reality not so magical
•
providers offering features that
are difficult to replicate (e.g.
3D object tracking) e.g. Junaio
17. Useful Links
• Free iBook, Augmented Reality
in Education (designed for
lecturers)
https://itunes.apple.com/gb/book/augmented-reality-in-education/id641019829?m
• AR technologies
http://www.augmentedplanet.com
• cARe website - further
information about the project
http://blogs.city.ac.uk/care
• JISC AR SIG
http://moodle.rsc-eastern.ac.uk/course/view.php?id=216
AR can support these active learning processes BUT used badly its no different to didactic learning.
It can be used to make learning more active, but . If you do it well it can be used to promote all of these active learning processes we want to create, but used badly it can end up being the same as didactic passive learning:
As a cognitive tool and pedagogical approach, AR is primarily aligned with situated and constructivist learning theory, as it positions the learner within a real-world physical and social context while guiding, scaffolding and facilitating participatory and metacognitive learning processes such as authentic inquiry, active observation, peer coaching, reciprocal teaching and legitimate peripheral participation with multiple modes of representation.
Dunleavy, M., & Dede, C. (in press). Augmented reality teaching and learning. In J.M. Spector, M.D Merrill, J. Elen, & M.J. Bishop (Eds.), The Handbook of Research for Educational Communications and Technology (4th ed.). New York: Springer.
http://mattbower.com/blog/?p=564
https://wiki.mq.edu.au/display/ar/Academia
to do that have to scaffold things properly. Just because its new and its AR we should be using the same prinicples for creating learning materials and expereiences
someones proposed a way of scaffolding AR expereinces, so we are still doing the same things.
its also been proposed that there are motivational benefits that are not directly about the learning process but they are about people’s desire to learn
P. O’Shea et al., “Lessons Learned about Designing Augmented Realities,” Int’l J. Gaming and Computer-Mediated Simulations, no. 1, vol. 1, 2008, pp. 1-15.
Di Serio, Ángela, María Blanca Ibáñez, and Carlos Delgado Kloos. "Impact of an augmented reality system on students' motivation for a visual art course." Computers & Education (2012).
people learn more through active learning, so we assume AR. but there is limited research to proove that.
A doctor wore Google Glass to live stream a knee surgery: http://on.mash.to/17tOj6Z
what will you get from it?
what will your audience get from it?
advertising on visualise inclusion.
Design guidelines
Design guidelines
A doctor wore Google Glass to live stream a knee surgery: http://on.mash.to/17tOj6Z
A doctor wore Google Glass to live stream a knee surgery: http://on.mash.to/17tOj6Z