Augmented reality in teaching and learning
- 1. Augmented Reality: an introduction (and helping students to learn in different ways!) Dr Debbie Holley Deputy Head of CEL David Biggins CEL theme leader for Inspirational Teaching using Technology Mike Hobbs Senior Lecturer in Computing Anglia Ruskin University Twitter @cel_BU Website https://microsites.bournemouth.ac.uk/cel/
- 2. Structure of session Overview of AR A case study Using Augmented Reality to engage STEM students with an authentic curriculum Hobbs, M., & Holley, D. (2015) Using Augmented Reality to engage STEM students with an authentic curriculum 2nd EAI International Conference on e-Learning e- Education and Online Training Novodrate (Como) Italy 16/18 September FIRST Horizon Scanning….
- 3. Emerging Technologies: New Horizon Report 2016
- 4. Enabling Technologies > Affective Computing > Cellular Networks > Electrovibration > Flexible Displays > Geolocation > Location-Based Services > Machine Learning > Mobile Broadband > Natural User Interfaces > Near Field Communication > Next-Generation Batteries > Open Hardware > Speech-to-Speech Translation > Statistical Machine Translation > Virtual Assistants > Wireless Power Learning Technologies > Badges/Microcredit > Learning Analytics > Massive Open Online Courses > Mobile Learning > Online Learning > Open Content > Open Licensing > Personal Learning Environments > Virtual and Remote Laboratories Social Media Technologies > Collaborative Environments > Collective Intelligence > Crowdfunding > Crowdsourcing > Digital Identity > Social Networks > Tacit Intelligence Visualization Technologies > 3D Printing/Rapid Prototyping > Augmented Reality > Information Visualization > Visual Data Analysis > Volumetric and Holographic Displays Key Emerging Technologies 2 of 2
- 6. Are we welcoming technology into the classroom? Or are we experiencing digital dissonance?
- 7. Augmented Reality: can be commercial – or co-creation Commercial
- 8. The plan for today • On your smartphone/device, install Aurasma • Create account • Working in pairs, choose a book • Record a 15 second video about the book • Follow the instructions in the handout to create an Aurasma Aura
- 9. The PDP module • The Students – ‘STEM’ – Computer Science and Computer Gaming Technology • Technically able but lacking broader soft skills – End of year course reviews identified issues of poor engagement with PDP classes and curriculum • But informal discussion showed awareness of the importance of soft skills for employability. • In Class – a ‘flipped’ approach – Introduced topics, reviewed available materials. – Discussed progress on project and reflections on the readings / tasks. – Group presentations to class. Co- creation
- 10. ‘Quack Attack’ ‘Sports in Society’ Book with weightlifting aura. Group members in the library using Aurasma QR code for the group’s Aurasma Channel : ‘Quack Attack’ http://auras.ma/s/bqWlb Group member showing aura for the end point of their directions. Short video of following direction based auras: http://youtu.be/FN3F_0hYv-Q
- 11. Red Squadron Showing Library ‘this way’ aura and triggers based on room numbers. Aurasma Channel ‘RedSquadron’
- 12. ‘Button Bashers’ C# Programming Yelow Book ‘The Rubber Duck Edition’ This is a book taken from the library that is part of the reading for their course. Aura showing initial views of the subject! Channel ‘PDP LFG’ Video showing demonstration of Aura: http://youtu.be/yWONzkg B8J8
- 13. Results Submission of Assessments (at first attempt) Year Cohort Size Main Assessment PDP No. % No. % 2013/14 55 44 80 25 66 2014/15 78 60 77 61 79 2015/16 89% Change -3% 13% 69% 26% 5% AR Project helped my PDP agree neither disagree79% 11% 10% Was Aurasma Easy to Use? agree neither Critical success factor: Student engagement
- 15. Other Resources:
Editor's Notes
- #12: Monday Group 4 (4 interviewed) Quack Attack (aurasma channel http://auras.ma/s/bqWlb) Channel works, along with video clips of directions around campus and trigger images. The students chose the course because it was enjoyable and they liked technology side. One student has a big interest in coding and games and wants professional recognition through the degree. Some previous knowledge of AR. The project was really enjoyable and they had fun doing it. They made a couple of small auras including a couple of arrows to appear when moving around campus. They communicated through WhatsApp. Important developments were put up on the blog. Auras could be used within pages to show videos which explain complex ideas. This group seemed to enjoy the task and worked well together.
- #13: Tuesday 9am Group 1 (5 in group – mainly 3 working, 2 interviewed) Red Squadron created some artefacts including a set of arrows around the campus. Trigger Your success … Lab028, Lab027, Lab005, with library this way image, channel is ‘redsquardron’. Also the book 'Evolution' by Mark Ridley. The mic was turned off until halfway through so this is a summary of the last half of the video. They used the Aurasma app to show an animation using the logo (similar to other groups) and communicated using the college email system. Not blogged as much as they should have. Anything related to the library? Put an aura over a book found in the library. They also created some auras around the college which showed signs that pointed to the library for new students.
- #14: Monday Group 1 (1 student interviewed, 4 in group) ‘Button Bashers’ (PDP LFG is their channel,) LFG = lighting fast gamers, note that if you search for this channel there is a space between PDP and LFG Student has had an interest in gaming for a long time and enjoys it. He is particularly interested in gaming backgrounds. This is his first choice university; he likes broad knowledge aspect of course. AR project: no previous knowledge. Had background skills? No but it was easy. Created auras to help each other and classmates identify books. Make quick video to summarise large books. As a group: use 1 machine where 1 person codes and 3 people watch and comment OR use 4 machines next to each other. Has a blog on VLE website. Not used it much. Was more comfortable talking about what he had done rather than himself and his background. The group seemed to have made some progress overall. Video shows the ‘Rubber Duck’ C# programming book and a demonstration of a simple aura. Extracts from their blog: Hello for the Final time.... Even though we have not been able to post as much to the blog as we really would have liked, meeting up as a group have been difficult due to circumstances like having to work, or having assignment deadlines (A) Overall the work that we have done in regard to Augmented Reality has been interesting, and is something we can look back on with future study (L) Being part of a group of hard working individuals has been a good process as has developed personal skills: - Time management (being able to try and work out a time when we are all available to meet up as a group) - Spoken Communication (being able to talk professionally and sensibly) Admittedly there sometimes has been a lack in judgement and sillyness at times but that also comes down to being able to keep a clear head and not get too stressed. Being able to act the fool sometimes can be a nice break (S) -Critical reflection (Although trying to give feedback on OURSELVES can be hard, being part of a group, gives the opportunity to have feedback from how the rest of the group sees eachother) (M) - Working with different skills (each member of our group also was able to bring something else to the table in regards to the work and personal development, be it programming experience in the past, work not necessarily related to computer gaming, or just mainly having a good general attiude and bonding ability to get work done Overall, even though at the beginning this Personal Development Planning we thought was a waste of time, its has been able to give us the acknowledgement of our personal skills and our strengths and weaknesses.