prezentare realitatea mixta

1. BRINGING HISTORY TO LIFE THROUGH ICT
RESOURCES AND AUGMENTED REALITY
Dana Crăciun
Teacher Training Department, West University of Timișoara
Nicolae Hurduzeu
Teacher Training Department, West University of Timișoara
1
The 12th International Scientific Conference
eLearning and software for Education
Bucharest, April 21-22, 2016

2. Traditional vs. Modern technology-
based teaching
Traditional Modern technology-based

3. Outline
1. Introduction –Teaching history
2. Web 2.0 and other ICT resources in history
class
3. AR for history education
4. Conclusions

4. 1.Introduction
History Teaching
• shouldn’t be teaching as telling
the students should be the
historians!
(active-participative teaching
methods within the
history classes)

5. 2. Web 2.0 and other ICT resources in
history class
Factors of constant pressure (for history
teachers)
• the multitude of applications/virtual resources/
information
• the truthfulness of these resources
(fragmentation, falsification or distortion of
information)

6. Web 2.0 and other ICT resources in
history class
Teaching approaches
• Blended learning
• Classroom orchestration
Result pedagogical benefits
• enhancing learning experiences
• modern teaching design process
• adapted to several learning styles

7. Web 2.0 and other ICT resources in
history class
Applications for Historical Time lines
Dipity (http://www.dipity.com/)
Concept maps and diagrams
Cacoo (https://cacoo.com/ )
Digital walls and interactive posters
Padlet (https://padlet.com/)
Electronic presentations
Prezi (https://prezi.com/)
Applications for Virtual Museums
Google Slides (https://www.google.com/slides/ )

8. 3. Augmented reality for history
education
Augmented Reality applications combine the
3-D real environment with the virtual world
in real time.
Categories:
• Geo-based applications inquiry based
activities
• Computer vision based applications
the development of the students' spatial ability,
practical skills and conceptual understanding

9. AR for history education
ZooBurst (www.zooburst.com)
3D pop-up books
AR books – based on real physical books:
• positive influence on improving users’
enjoyment and engagement
• learning by doing
• facilitating students’ search for information
• students can reorganize a story, creatively
writing and editing its parts, etc.(Wu,2013)

10. AR for history education
Aurasma (https://www.aurasma.com/)
Aurasma App
• advanced image recognition techniques
• to augment the real-world with interactive content
• associated to trigger images or geo-based information
Aurasma Studio
• an online platform
• lets teachers create and publish their own augmented
reality information

11. AR for history education
Wikitude app (www.wikitude.com) and Wikitude
SDK (software development kit):
• free for educational projects
• used to obtain additional information related to
various locations
• can be efficiently integrated in learning
activities:
▫ themed tours
▫ situated learning
▫ learning through discovery

12. AR and history education. Examples
Creating an Augmented Reality Book
ZooBurst book -
Topic: Vlad Tepes

13. Creating learning activities using
Aurasma app to teach history
Vlad Tepes - Real poster
Trigger Imagine

14. Creating learning activities using
Aurasma app to teach history
Vlad Tepes
Real poster and
virtual overlays

15. Using Aurasma in the History Class
• Interactive Word Walls
• Labeling of Diagrams
• An Interactive Journal or Newspaper Article
• Tutorials
• Create Immersive Worksheets
• Mini-Lessons

16. Using Aurasma in the History Class
• Bring History to Life –
Role play
• “Step Inside” activity
• Hole in Time

17. 4. Conclusions
• Romanian history educators should aim to adopt
new technologies into their classroom to
enhance student learning experiences
• ICT has the capacity to improve the quality of
teaching and learning activities

18. Conclusions
Mobile AR enhances the quality of the
teaching process:
• interaction of several learning styles within the
same activity
• combination of factual learning with imaginative
and creative thinking
• the opportunity to learn in a modern environment
• development of cooperative and collaborative
attitudes

19. Dana Crăciun
craciundana@gmail.com

20. References (selected)
1) Horizon Report Europe- 2014 Schools Edition
2) Azuma R. T., 1997. A survey of augmented reality. In Presence:
Teleoperators and Virtual Environments. Vol. 6 (4):355
3) Gerber, M., Grund, S., Grote, G., 2008. Distribute collaboration
activities in a blended learning scenario and the effects on learning
performance. In Journal of Computer Assisted learning. Vol. 24.
Page 232
4) Milgram, P., Takemura, H., Utsumi, A., Kishino, F., 1994. Augmented
reality: A class of displays on the reality-virtuality continuum. In
Proceedings the SPIE: Telemanipulator and Telepresence Technologies
Vol. 2351. Page 282
5) Wu, H.K., Lee, S.W.Y., Chang, H.Y., Liang, J.C. , 2013. Current status,
opportunities and challenges of augmented reality in education. In
Computers & Education. Vol. 62: 41
6) Cuendet, S., Bonnard,Q., Do-Lenh, S., Dillenbourg, P., 2013. Designing
augmented reality for the classroom. In Computers & Education. Vol. 68:
557