This document discusses using augmented reality (AR) in educational settings. It provides examples of how AR has been used at Anglia Ruskin University to engage students and enhance learning. The workshop introduces participants to creating AR content using the Aurasma app. Examples are given of an AR project that improved student engagement and outcomes in a professional development module. The document promotes exploring the educational potential of AR and provides resources for further information.
2. Workshop:
• Context for use of
visualisation for co-creating
artefacts
• Familiarisation with
Augmented Reality
• Try out some ‘triggers’
• Make your own!
3. Our Project
To engage ARU
staff and
students in
broadest
context with
innovative
technology
To offer ARU
students extra-
curricula
opportunities to
enhance their CV
Part of a University LTP
project:
http://www.lta.anglia.ac
.uk/recognition.php/Pro
fessional-Recognition-
Learning-and-Teaching-
Project-Awards-Holders-
2014-32/
To explore the
affordances of
Augmented
Reality for
inside/outside
the classroom
4. Getting started with Aurasma
Aurasma is a free App the enables you to follow
existing ‘channel’ and view premade resources
We will now set up the App on the devices, and
start to work towards creating our posters
Sequence:
In small groups, download app, then we will
explore some existing examples to get ideas
We will make an aurasma aura using the built in
animation
6. Case Study 1
Engaging students with technology for language development
One day workshop for 55 teachers of English from Panama
7. Case study 2
Enhancing a PDP module
• We are using AR to offer an innovative, real world and
problem based set of activities for a group of first year
University Gaming and Computer Science students.
• Our initial research identifies a gap in the perceptions of
STEM students between the usefulness of discipline based
modules and a compulsory 'Professional Development'
module where more ‘employability’ based skills were
delivered.
• It had a history of poor student engagement and
attendance, and failed to provide a compelling
narrative/links to the outside world.
• The AR tasks were designed to facilitate group-working and
multi-channel communication, and to engage students
through the use of a more creative technology. Initial
findings indicate higher levels of satisfaction, enhanced
student engagement and a greater awareness of the value
of transferable skills.
Outcomes:
Non submission – 34% to 22%
And this year one more student submitted their PDP than
submitted to the main assessment!
8. ‘Button Bashers’
Group I
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
9. Our project blog:
• Mike to insert image and url?
Our Blog site http://augmentedaru.org
10. Augmented Reality and Posters
Briefing document about Augmented Reality and Learning
http://www.jisc.ac.uk/inform/inform35/AugmentedReality.html
The benefits of e-posters
http://www.sconul.ac.uk/sites/default/files/documents/7_15.pd
f
Augmented Reality Reading list:
http://readinglists.anglia.ac.uk/lists/DBBCD9D9-98C9-8B7B-
2975-3BBAB6E613AB.html
Notas del editor
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.