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EDUC362 Emerging Technology Module: Augmented Reality

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Kathryn Crepaz

on 22 May 2015

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Transcript of EDUC362 Emerging Technology Module: Augmented Reality

LESSON ONE
Today, you are travelling back in time.

You will need an iPad with the
Aurasma
app. You will find and view an aura. This aura will help you learn more about the history of Macquarie University and Australia.

Before we begin our adventure, there are a few things you need to know...
LESSON THREE
You used to be a student at Macquarie University but now... you're a well-known professional! A local news reporter wants to interview you. They want to know about your achievements and how things have changed in Australia and at Macquarie University since you attended it.

Follow these instructions.
LESSON TWO
You are a historian studying events from the past.

You will use the
Aurasma
app on an iPad to show others what was happening in Australia and at Macquarie University in the past.

Follow these instructions to complete the task.

Our Place

Hi There!
LESSON FOUR
Now is the time to showcase your amazing auras!
AUGMENTED REALITY
Stage 3: History
We are about to embark on a journey through the history of Macquarie University and Australia. Of course we do not have a time machine but we do have something better- augmented reality!
Use your knowledge of the
Aurasma
platform and picture book titled
My Place
by Nadia Wheatley and Donna Rawlins to help you with the follow tasks.
WHAT IS AUGMENTED REALITY?
Watch the video and discuss it with your class.
BEFORE WE BEGIN OUR ADVENTURE...
(25 mins)
1. Your teacher will assign you to a group.

2. Your group will be given an iPad with the
Aurasma
app.

3. Follow these instructions to lead you to an exciting place on campus!
REVISION (5 mins)
1. Open the
Aurasma
app.

2. ONE group member must log in to their
Aurasma
account.
NOTE: You have created your account at school.

3. Click on the 'Search' icon.

4. Type "#6CICT" into the search bar.

5. Your teacher will assign you an aura from this list. The image you see on the screen is what you will be looking for on campus.

5. Click on the aura and select 'Follow' to follow '6C ICT Bootcamp's Public Auras'.



Any questions?



AFTER OUR ADVENTURE...
(15 mins)
Think about the period in time you just travelled to (e.g. 1980). Pretend you are a student at Macquarie University during this time. Consider:

What is your name?
What are you studying at university?
Why are you standing at this site?

Write ONE paragraph introducing yourself and your place (Macquarie University) to the reader. Write this in your notebook.
HINT:
Think about the writing style used by the author in
My Place
by Nadia Wheatley and Donna Rawlins.
TEACHER NOTES
It should be highlighted in the class discussion that augmented reality involves seeing virtual information on top of something in reality.

The class must be divided into THREE groups. Each group must have a teacher to lead.

Within each of these THREE groups, students must be divided into groups of THREE students.

One iPad is shared between the THREE students.

Each teacher should be allocated to a specific site on campus.

Each teacher should be familiar with directions to the site and have a hardcopy of trigger images in case of technological issues.
NOTES FOR TEACHERS PRIOR TO BEGINNING THE MODULE
Students must have some prior knowledge of Augmented Reality and the
Aurasma
platform.

Students must have read and discussed
My Place
by Nadia Wheatley and Donna Rawlins in class.

Each student must have an account set up for
Aurasma

Studio
. The teacher should keep a record of students' account details if they forget.

Each student must have a notebook to complete written activities.
RESEARCHING HISTORY
(20 mins)
1. Your teacher will assign your group a historical period to research (e.g. The 1980s).

2. Write this historical period in the middle of a blank piece of paper. This is called your poster.

3. Use the resources below to help you research the historical period. Write the important points in your notebook.
Websites
Books
Experts
Representatives from the Australian History Museum at Macquarie University.
Macquarie University Jubilee Hub - http://jubilee.mq.edu.au/Homepage
Trove: National Library of Australia - http://trove.nla.gov.au/result?q=Macquarie%20University
National Archives of Australia - http://vrroom.naa.gov.au/topics/
Google Images - https://www.google.com.au/imghp?hl=en&tab=wi&ei=cYdVVaykC4yB8QXAxICoBw&ved=0CA4Qqi4oAQ
Splash ABC - http://splash.abc.net.au/home#!/topic/500568/modern-world-and-australia
Liberality of opportunity: A history of Macquarie University, 1964-1989
by Bruce Mansfield & Mark Hutchinson.
CREATING AN AURA
(20 mins)
1. As a group, select the best
PRIMARY
source from your research (e.g. a photograph that shows what life was like).

2. Use this source and your poster to create an aura using the
Aurasma
app on an iPad.

3. Name the aura using '#6CICT' and the names of the people in your group (e.g. '#6CICTErinAmyLauren').

If you need some help, look at the instructions below.
1. Open the
Aurasma
app.

2. ONE group member must log in to their
Aurasma
account.
NOTE: You have created your account at school.

3. Create your aura. Remember:
- The overlay is the PRIMARY source (e.g. a photograph).
- The trigger image is your poster.


Watch this if you need help...






4. Name your aura using '#6CICT' and the name of all group members (e.g. '#6CICTErinAmyLauren').

SHARING AN AURA
(5 mins)
Congratulations on creating an aura!

You may show this to your teacher.

To view auras created by your peers: 1. Search "#6CICT".
2. Select the other groups' aura and click 'Follow'.
3. Find the trigger image in the classroom.
TEACHER NOTES
ONE iPad must be provided to each group of THREE students.

The historical periods that may be assigned to students range from 1960 to 1999. This aligns with the founding of Macquarie University in 1964.

As students are researching their assigned historical period, highlight the notion that they are engaging in historical inquiry. Furthermore, encourage students to talk to representatives of the Australian History Museum to develop skills in formulating historical inquiry questions.

As groups finish their auras, nominate two groups to view each others' auras.
WHO AM I?
(10 mins)
1. Think back to the historical period that your group researched last lesson (e.g. the 1980s).

2. Find a well-known professional that used to attend Macquarie University during this historical period. Use the following source to help you: http://awc.alumni.mq.edu.au/s/1404/spot/1col.aspx?sid=1404&gid=1&pgid=403

3. As a group, research this person. Think about:
How was life different then (while they attended university), compared to now?
How have they contributed to society?
Any interesting facts.
THE INTERVIEW
(15 mins)
1. In your group of three, you need:
An interviewer
An actor/actress to be the well-known professional you have researched.
A camera man/woman to film the interview.

2. Prepare a short skit that portrays the interview with the local news reporter. This is known as a 'mock interview'.

3. Film this mock interview using a camera. Your teacher will give you this.
MAKING AN AURA
(20 mins)
1. Discuss with your teacher a suitable trigger image. Take a photo of this using the camera.

2. Upload your work from the camera to a computer. Your teacher will help you with this.

3. Log on to
Aurasma

Studio
and make an aura using your photo (i.e. trigger image) and video.

Follow the instructions below:
1. Log in to
Aurasma Studio
.

2. Create your aura. Remember:
The overlay is the video of the mock interview.
The trigger image is the photo.

3. Name your aura after the well-known professional you have studied.

4. Select 'Share' and type "#6CICT" under 'Hashtag'.




Need help? Watch this...

TEACHER NOTES
Students must discuss their trigger images with you and you must record the location of these. Ensure students are using images/sites that are not subject to change so that other students may view the auras in the next lesson.

Students are expected to research independently to develop their skills of inquiry.

Each group of THREE students must receive a camera to complete the task.

Each teacher must be familiar with the process of uploading data from the camera to a computer. Try to assist students working above stage level first with this task so that they may observe the process and help other groups.
FORMATIVE ASSESSMENT
Teachers may conduct informal, formative assessment through observation of student work and questioning.
In this lesson, teachers should assess:
Students' skills of historical inquiry and communication.
Students' understanding of the concept of change and continuity in relation to Macquarie University and Australia.
Students' ability to explain the contribution made by individuals to the development of Australian society.
The following information will help you prepare for the presentation.
THE FINISHING TOUCHES
(10 mins)
Make sure your aura is working successfully and has been shared using the hashtag '#6CICT'.

If unsure, refer back to instructions provided in lesson three.
THE SHOWCASE
(25 mins)
1. Return back to the THREE groups from the first lesson. Your teacher will help you with this.

2. In your groups, use an iPad to open the
Aurasma
app and search for "#6CICT".

3. The teacher will give your group (group of three) the name of a well-known professional that previously attended Macquarie University. Select the aura with this name and click 'Follow'.

4. View the auras.

PEER ASSESSMENT
(10 mins)
Fill in the peer evaluation. You must evaluate the aura that was assigned to your group (group of three).




TEACHER NOTES
Each teacher must have a list of the titles of the auras in the class. The order of this list must be different for each teacher. This ensures that each group is looking for a different aura at the one time and has enough time and space to view the aura on their iPad.

Each teacher must have a list of the location of the trigger images from the previous lesson.

The students should be divided into the same THREE groups as used in the first lesson. This ensures that the students are with the members of their smaller group of three.

ONE iPad must be provided to each group of THREE students.

The peer evaluation can be used to indicate the quality of historical information communicated through the aura and to inform future teaching and learning.
THE AURAS
Use the
Aurasma
app to view the auras that students will view during this lesson.

To do this, search for "#6CICT" and follow '6C ICT Bootcamp's Public Auras'. Use the trigger images below.
JUSTIFICATION
To view the justification for this module, click on the pages below.
Bibliography for Auras
For more information, see the Justification (slide 38).
Full transcript