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Transcript of Augmented Reality
Augmented Reality in The Classroom
History of Augmented Technology
Vocabulary of Augmented Reality
The images, pictures, videos, or 3D models that are displayed when an image is recognized by an app designed for augmented reality.
Also known as markers, are images an app will search for to then produce an overlay.
Auras are augmented reality actions - images, videos, 3D animations or even games that magically appear when you point your mobile device at a real world image or object.
Each Aura is created by tying together two different pieces of information: The trigger image or object which should cause the Aura to appear, and the overlay that is inserted into the world when you view the Aura.
In order to get content that is of interest to them, users search for and subscribe to particular channels. This could be a channel that brings their favorite magazine to life, or one that overlays information on signs and pictures at a museum.
Matt Mills &
Soaring to new heights in education!
Students used to go sit down at the computer to learn about the world around them. Now students bring the vast resources of the internet into their reality!
What is this doing for today's students? It is making the goal of personalized instruction and self pacing possible for every student! Essentially we can have one on one tutoring for every child, and we already know this leads to best learning outcomes.
What is Augmented Reality?
Augmented reality (AR) is a live direct or indirect view of a physical, real-world environment whose elements are augmented (or supplemented) by computer-generated sensory input such as sound, video, graphics or GPS data.
Also known as mediated reality, in which a view of reality is modified (possibly even diminished rather than augmented) by a computer. As a result, the technology functions by enhancing one’s current perception of reality.
Augmentation is conventionally in real-time. With the help of advanced AR technology (e.g. adding computer vision and object recognition) the information about the surrounding real world of the user becomes interactive and digitally manipulable. Artificial information about the environment and its objects can be overlaid on the real world.
Augmented Reality in The Classroom
2013: Google announces an open beta test of its Google Glass augmented reality glasses. The glasses connects to the wireless service through the internet. The glasses respond when a user speaks, touches the frame or moves the head.
Using Augmented Reality, text, graphics, video and audio can be superimposed into a student’s real time environment:
* Textbooks, flashcards and other educational reading material can contain embedded “markers” that, when scanned by an AR device, produce supplementary information to the student rendered in a multimedia format.
* Students can participate interactively with computer generated simulations of historical events, exploring and learning details of each significant area of the event site.
* AR can be beneficial to students in a variety of grade levels! AR can aid students in understanding chemistry by allowing them to visualize the spatial structure of a molecule and interact with a virtual model of it that appears, in a camera image, positioned at a marker held in their hand.
* AR can also enable students of physiology to visualize different systems of the human body in three dimensions.
* Augmented reality technology also permits learning via remote collaboration, in which students and instructors not at the same physical location can share a common virtual learning environment populated by virtual objects and learning materials and interact with another within that setting.
* Students can learn new knowledge about Astronomy, The Solar System, human bones and organs by embedding “markers” on pages allowing teachers or students to simply a press a button to experience an interactive learning environment
1994: Julie Martin creates first ‘Augmented Reality Theater production’, Dancing In Cyberspace, funded by the Australia Council for the Arts, features dancers and acrobats manipulating body–sized virtual object in real time, projected into the same physical space and performance plane.
2009; Sean White introduces SiteLens, a hand-held mobile AR system for urban design and urban planning site visits. Site Lens creates “situated visualizations” that are related to and displayed in their environment. For example, representations of geocoded carbon monoxide concentration data are overlaid at the sites at which the data
(Leading Pioneer of Augmented Reality)
Steven Feiner, Professor at Columbia University, is a leading pioneer of augmented reality, and author of the first paper on an AR system prototype, KARMA (the Knowledge-based Augmented Reality Maintenance Assistant), which, when developed in 1993, was designed to create a virtual world that can be viewed ``live'' through a see-through head-mounted display. Feiner states, on the Columbia.edu website, that, "We believe that one of the most powerful uses of virtual worlds will not be to replace the real world, but rather to augment the user's view of the real world with additional information."
Traditional school lecture learning, single end tests. Teaching ratio 30:1
Traditional classroom with proficiency tests at short intervals. Teaching ratio 30:1
Utilizing augmented reality in schools
Students scan a page of their homework and a video shows their teacher walking them through the problem with possible other added enriching material selected by the teacher, like videos, models, labeling of items, or other examples of the problem or concept. Examples or concepts presented can appear 3D letting the learner have a more full understanding of ideas. Teachers can spend more time on a one on one type atmosphere guiding thinking to achieve understanding.
Teaching students with learning differences:
Deaf and hard of hearing sign language flashcards demonstrating what was presented in the classroom can be recreated with flashcards of vocabulary words that contain a video overlay that shows how to sign a word or phrase. Teachers can use this to also help slower learners with processing speed issues giving them more time to review the same material.
If we have the technology to deliver exciting teacher directed high quality lessons connected to limitless rich supportive material at a personal level that can be self paced (essentially giving every student a personal tutor), then why is it not happening everywhere now?
Money - First every student must have access to a smart phone or tablet. Even though smart phone and tablet use has skyrocketed in the last several years, not everyone has one and most schools (especially those that would benefit the most) don't have a budget to supply them.
Education - Some teachers are still struggling to try and intergrate technology of any kind. They have no training on how to make an overlay and use it to make a lesson come to life. Teachers must be introduced to the idea of how stimulating and beneficial this technology is, in addition to being taught how to create a lesson using augmented reality.
Time - Even after teachers know how valuable the augmentation can be, and they know how to create the augmentation, they will need time to develop presentations. With teachers having tight schedules, it will be a slow process to aquire material/lesson plans over time.
The use of augmented reality has proven to increase engagement and keeps students on task for longer periods of time.
One parent comments to her daughters teacher about how using augmented reality has changed and enhanced the way her daughter approaches homework. "She can hear YOUR explanations at any time– it’s so much better than doing homework with me or her father. It has made that whole passive/aggressive fight about homework every night completely disappear.”
Magical effect, limitless power, and increased engagement, is what makes augmented reality the future of educational technology.
Augmented reality used by teachers
Augmented reality used by students
Students can make a video of their book review and then attach that "aura" to a book. Afterward, anyone can scan the cover of the book and instantly access the review.
This feature is also useful in students presenting each other lessons for peer teaching opportunities, or even simple peer sharing such as using a vocabulary words wall for the class to share definitions.
Student Created Projects:
Students can unleash creativity in presenting projects and demonstrating mastery. This gives different learning styles or different aspects of the multiple intelligences to excite students into learning.
Give parents a stronger connection in the classroom to offer support by allowing parents to record words of encouragement to their child by attach a trigger image to every child's desk. Students off task, feeling frustrated with lessons, or daily struggles can hear encouraging words from their parent when they scan the image.
Augmented Reality Used by Teachers
Faculty Photo Wall: Visitors can scan photos of faculty on a wall and watch the image of any instructor come to life, telling more about him- or herself or about classroom goals.
Yearbooks and student life: Tributes, video profiles, sports highlights, skits, and concert footage; the ways that AR can enhance a school yearbook are limitless. Hallway flyers can include club updates without replacing trigger pictures, show meeting highlights, and provide instant connection to leaving messages for the club by linking in the overlay.
Lab Safety: Put triggers all around a science laboratory so that when students scan them, they can quickly learn the different safety procedures and protocols for the lab equipment
School Rules and Procedures: Triggers can be put on posters, brochures, or stickers to remind students or fauculty what the correct rules or procedure for equipment use, filing reports, or deadlines.
Augmented reality used by the school
Augmented Reality Used by the Students
Augmented Reality Used By Schools
* Since launching in 2011, Aurasma has quickly risen to become the world’s leading augmented reality platform with over 80,000 customers operating in over 100 countries.
* Aurasma's vision is to enable an augmented world, where every image, object and place has its own Aura.
2015: Microsoft announces Windows Holographic and the HoloLens augmented reality headset. The headset utilizes various sensors and a Holographic Processing Unit to seamlessly blend high definition holograms with the real world.
Aurasma’s history can be traced back to 1996 and the formation of a British software company called Autonomy. Autonomy quickly rose to become the world’s leader in meaning based computing, revolutionising the way computers understand and extract value from data. Autonomy’s best in class image recognition solutions were adopted by governments, businesses and organisations all around the world and in 2011, the Company was acquired by HP.
With the release of the iPhone and thanks to its higher processing power, it became possible for the first time to run Autonomy’s image recognition technology on a mobile device and Aurasma was born. The platform was launched in the Summer of 2011 and businesses and organisations quickly began to use this new channel to publish their own augmented content. Since launch, our users and partners have between them created millions of Auras, generating in the process more than one hundred million AR interactions. Aurasma’s power scales with the processing power of each new generation of mobile device, so expect to see even more realistic and immersive experiences from Aurasma in the near future. Aurasma is part of HP Autonomy.
Critical thinking, problem solving and collaboration are key characteristics of all of the recent AR enhanced learning environments. To get our schools from having a world ranking of 36th in math and 28th in science, to heading in the direction of number one, the U.S. Department of Education in its National Education Technology Plan, titled Transforming American Education—Learning Powered by Technology, put a challenge forth:.
The challenge for our education system is to leverage technology to create relevant learning experiences that mirror students’ daily lives and the reality of their futures. We must bring 21st century technology into learning in meaningful ways to engage, motivate, and inspire learners of all ages to achieve. Whether the domain is English language arts, mathematics, sciences, social studies, history, art, or music, 21st-century competencies and expertise such as critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas. (http://www.ed.gov/technology/netp-2010/learningengage-and-empower)
This is what AR is doing! Engaging students in meaningful ways, inspiring critical thinking and creativity. In a short time, AR will be a staple in the learning environment and in every environment anywhere.
Where is augmented reality ultimately heading?
Soon as teachers become more familiar with what this new technology can offer, more and more lessons will be based in AR. Teachers will be freed up to be a facilitator of their lessons so students can have a pace of learning that is tailor made for them.
Students will feel like they have a one on one tutoring session with the flexibility of the lessons and the ability to review and back up at any time. Teachers will have more time to give struggling students one on one tutoring when the class is engaged at their own individual paces.
Students will be less bored as the AR is so engaging and really fun to use, leaving less discipline issues and higher achievement levels. Students can explore deeper at any time if something sparks their interest which leads to more complex understandings and a more engaged learner.
AR is what our schools and students future will be all about, not to mention it will be everywhere going forward so learning it in school will lead students to be ready for future jobs.