Invited talk at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 14 Feb. 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
2. Matt Ramirez
Mimas AR Developer, University of Manchester
A Study in SCARLET
mimas.ac.uk
3. • Project Overview
• What is AR?
• Implementation of AR with Special Collections – SCARLET PROJECT
• Evaluation
• SCARLET+
• Other subject applications
• Current AR projects
Presentation Overview
5. Mobile Usage and behaviour
• Gartner forecasts in 2014, 2.16 billion mobile/tablet units shipped
compared with only 281 million desktops
• “The way children use media through the day is also changing…
suggesting a push-button, on-demand culture, which is moving away
from scheduled television programmes.” – Childwise survey, children 7-
16, 2013
• Juniper Research in 2013 report that the mobile Augmented Reality
(AR) market, is set to increase dramatically from 60 million unique users
this year to nearly 200 million in 2018.
mimas.ac.uk
6. Introduction to AR
• Augmented Reality (AR) is a term for
superimposing computer graphics over a
live view of the real world
• Can be delivered on a desktop,
television, mobile device etc.
• Points of Interest (POI‟s) are the main
way of displaying AR information.
mimas.ac.uk
7. Types of Augmented Reality
• Marker based AR (e.g. natural feature tracking – 2D or 3D physical
objects)
• Markerless(without tracking using locational device sensors such as GPS
and/or accelerometer)
mimas.ac.uk
10. Examples of AR
Early use cases
• Military application on Heads up displays (HUDs)
• Provide visual cues to pilots relating to aircraft systems
such as altitude, airspeed and horizon line.
• Frequently used in unmanned drones, controlled
remotely with contextual targeting information on
screen
mimas.ac.uk
11. Examples of AR
Early use cases
• Manufacturing on production lines (e.g. BMW)
• Engineers quality assure alignment of components
using augmented models.
• Provide directions for assembly on HUD‟s
mimas.ac.uk
12. SCARLET Project
Aims
• Use AR to add value to the learner experience.
• Produce a methodology that other Special
Collections libraries can follow, making these
resources accessible for research, teaching
and learning.
Challenges
• Students must consult rare books within the
controlled conditions of library study rooms.
• The objects are isolated from the secondary,
supporting materials and the growing mass of
related digital assets.
• How does the use of AR enhance Learning &
Teaching?
• What application does AR have to the wider
audience?
mimas.ac.uk
13. AR Student Benefits
• Compliment physical learning spaces (e.g. clinical skills labs, libraries)
with leading-edge e-learning.
• Surround objects with interpretative and contextual material.
• Bridging the gap between specialist-mediated demonstrations and
independent learning.
• Using blended learning methodology.
• Users retain information when actively involved in a learning
experience.
• Abstract concepts or ideas that might otherwise be difficult for students
to comprehend can be explained through AR in situ.
mimas.ac.uk
14. Stakeholder Roles
mimas.ac.uk
Mimas
Project Management
and AR technology
Academics
Award winning academics to
develop and deliver content
John Rylands Library
Technical integration special collections.
Expert knowledge of special collections.
Student Voice
Undergraduate students leading
the development process
15. The courses and content
Dante’s Divine Comedy
10 key editions of the poem which are
particularly important in terms of the publishing
and or/intellectual history
All published between 1472 and 1555
UG course, Italian Studies, Beyond the Text: The
Book and its Body
mimas.ac.uk
16. The courses and content
Gospel of John papyri
The most famous piece of the Rylands
collection, the world-renowned oldest
fragment of the Gospel of John, on
permanent public display.
UG course, Classical Studies, Egypt in the
Graeco-Roman World
mimas.ac.uk
19. Feedback - Positive
• Technology was easy to use.
• Provided a central reference to library systems and external resources.
• Beneficial for initial planning of essays and basic knowledge
acquisition.
• Video introductions related to specific objects were most valuable
asset in the delivery.
• “Makes learning fun”
• Enjoyed using the iPads working with peers.
• Give a more realistic perspective – puts you “in” the situation. Makes
learning more exciting and interactive
mimas.ac.uk
20. Feedback - Negative
• Some resources were already available online (Blackboard)
• Students felt divorced from physical object; linking to web app diluted
the experience
• Activity was prescribed and not aligned with some users research
methods consulting physical secondary texts.
mimas.ac.uk
21. Feedback – Lessons Learned
• Use of AR should be more contextual and linked to the object.
• Best used in short byte size learning chunks
• Must deliver unique learning values different from online support
(e.g.VLE).
• User should become less conscious of the technology and more
engaged with the learning/object.
• Users learn in different ways and AR may not be appropriate to all
students.
• Evaluation needed from other user groups and course areas.
mimas.ac.uk
23. Award Winning
Our achievements
• Junaio certified
• Silver award for the Association for Learning
Technologists „Learning Technology of the Year‟ team
award
• Awarded „Innovation in Education‟ in the Higher
Education category at the inaugural Education
Innovation Conference
mimas.ac.uk
24. SCARLET+
Moving forward
Embedding the SCARLET methodology with two different
types of collections (mass observations and visual arts) at
the University of Sussex and the Craft Study Centre at the
University for the Creative Arts.
mimas.ac.uk
25. Dr. Lucy Robinson, lecturer in contemporary British history and University
of Sussex academic lead on Scarlet+ project
http://www.youtube.com/watch?v=xPHzSFR6yi8 mimas.ac.uk
26. Landmap
• To provide UK HE and FE with high
quality spatial datasets and learning
materials
• UKMapAR App allows students to
interact with different mapping layers
from the UKMapdatabase.
• Used to promote science and
engineering courses for National
Science and Engineering Week 2013
mimas.ac.uk
28. Landmap
• Freeze the tracking to take a
snapshot of the layer
• Activate gestures to rotate, scale
and move the layer
• Make the layer transparent to see
how it fits on the printed base layer
• Displays information about different
parts of the interface
mimas.ac.uk
29. Other subject applications
Geology Field Trip
• The AR location based learning resource aimed to
enhance Geology field trip with audio, images, 3d
models and video.
• Feature finder identifying fossils, oil deposits and
minerals such as Blue John.
• Location based Points of Interest(POI) along the way
navigating your journey.
• Academic insight into the geological evolution of the
Hope Valley.
• Geological „Beneath your Feet‟ diagrams illustrating
the geological make up at points along the route.
• Dynamic navigation informing the user of the closest
POI and compass direction.
• Route finder – audio directions to the next POI
mimas.ac.uk
31. Geology Field trip - Feedback
mimas.ac.uk
“As an educational tool, Discover Geology demonstrates that it is
possible to construct activities for distance or part-time learners that are
functionally equivalent and of similar quality to traditionally mediated
lessons.”
“As a BSc Geology graduate I found the app interesting and fun, and a
great tool. I would have loved to have had this available to me during
my time at university, it would have been extremely helpful on our
numerous field trips.”
“All in all, the app made us take paths we didn‟t consider, stop and
examine rocks we would‟ve otherwise ignored, find tiny fossils and see
our trip as more than just a casual walk in the hills.”
32. Other subject applications
Handing over the display cases
• Five pupils from Oswald Primary
School guest curated the faith
exhibition at Rylands Gallery.
• AR provides a layer of interpretation
through allowing visitors to uncover
more information and providing
additional activities on their mobile
devices.
• Collaboration between Education and
learning at The John Rylands Library
and Mimas.
mimas.ac.uk
33. Dark Full page image Title
Bringing display cases to life
mimas.ac.uk
http://www.youtube.com/watch?v=LCG4SUZOzYk
34. Current Projects
Clinical Skills Labs
• Use AR posters to point towards online
resources .
• Interact with equipment and workstations
using 3D object recognition to serve
additional information.
• Reinforce practical skills such as applying a
cannula with 3D animated models
• Use 3D overlays for problem based learning
using virtual patients(e.g. x-rays over
mannequins, biopsies)
mimas.ac.uk
35. Dark Full page image Title
3D recognition for equipment mimas.ac.uk
36. Current Projects
Manchester Business School Retail tour
• Location based AR tour showing how retail has
evolved in Manchester city center for MBA students.
• Using GPS markers to held students understand the
shifting nature of retail.
• Overlaying historical photographs and using road
signs to deliver context.
mimas.ac.uk
37. Current Projects
AR in the City
• Focus on A-Level Sociology students
• Build AR as component of classroom based activity
• Deliver Housing, Crime and Census data over imaged affluent, poor and
business area of London,
mimas.ac.uk
38. Current Projects
Manchester Museum
• Mapping the Museum
• Use Google Earth and AR to visualise the
spatial distribution of amphibians and
reptiles found in the Vivariumcollection
• Highlight environmental issues such as
deforestation and climate change
mimas.ac.uk
39. Current Projects
Manchester Museum
• Ancient Worlds
• Turning Statue of Neb-Sanu
• Provide visitors with information in form
of multimedia (video, audio,
annotation)
• 3d animation of statue mapped to
exhibit
mimas.ac.uk
40. Conclusion
• AR has enormous potential to surround learning spaces with
academically qualified information to add value to the student
experience.
• AR works incredibly well for linear and procedural based activities e.g.
engineering, medical skills.
• It places the user central to the learning experience which in most
cases allows information to be retained easier.
• It is flexible in that it can be used as a group or piece of independent
learning.
• Students enjoy interacting in environments that are familiar to them.
• Using AR to deliver research can assist in future job prospects.
mimas.ac.uk
41. Selected Presentations
mimas.ac.uk
InsideAR, Munich 2013
ELI 2012 Annual Meeting, Austin, US
UKSG 2012, Glasgow, UK
Electronic Resources and Libraries, Austin, US
CNI meeting, Baltimore, US
LILAC 2012, Glasgow, UK
ELAG, Palma, Spain
Publications
Handing over the display cases – CILIP Update, January 2014
A Study in SCARLET – AR(t) Magazine, Issue 3
Augmented reality: a new vision for Special Collections. CILIP Update, February 2012
The SCARLET Project: Augmented Reality in special collections, SCONUL Focus 54
Augmented Reality in Education: The SCARLET+ Experience, Ariadne, Issue 71
42. Thank you
Keep up to date
Detailed perspectives about AR in education
on our blog:
http://teamscarlet.wordpress.com
Twitter: @team_scarlet @ARdiscuss
Email list: ARDISCUSS@jiscmail.com
Mimas: http://mimas.ac.uk/expertise/augmented-reality/
mimas.ac.uk
Want to do some AR work with us?
Email:matthew.ramirez@manchester.ac.uk
Notas del editor
The JISC Observatory report, ‘Augmented Reality for Smartphones‘ was paramount in selecting the AR browser the SCARLET project would use to deliver content. At the time(April 2011), there was a proliferation of Augmented Reality browsers available with development API’s such as Layar, Wikitude, Sekai, Google Goggles and Junaio. Students expect increased differentiation in learning styles in contrast to traditional didactic approach.Universities have to offer more supported e-learning materials supplementing contact time.Differentiation and blended learning (Jo to write)
How Do Hype Cycles Work?Each Hype Cycle drills down into the five key phases of a technology’s life cycle.Technology Trigger: A potential technology breakthrough kicks things off. Early proof-of-concept stories and media interest trigger significant publicity. Often no usable products exist and commercial viability is unproven.Peak of Inflated Expectations: Early publicity produces a number of success stories—often accompanied by scores of failures. Some companies take action; many do not.Trough of Disillusionment: Interest wanes as experiments and implementations fail to deliver. Producers of the technology shake out or fail. Investments continue only if the surviving providers improve their products to the satisfaction of early adopters. Slope of Enlightenment: More instances of how the technology can benefit the enterprise start to crystallize and become more widely understood. Second- and third-generation products appear from technology providers. More enterprises fund pilots; conservative companies remain cautious.Plateau of Productivity: Mainstream adoption starts to take off. Criteria for assessing provider viability are more clearly defined. The technology’s broad market applicability and relevance are clearly paying off.
“The way children use media through the day is also changing, says the research, suggesting a push-button, on-demand culture, which is moving away from scheduled television programmes.” – Childwise survey, children 7-16John Herlihy, Google’s VP stated in 2010, the …”desktop has about three years before phones replace it.”The market will expand from the early adopting gaming segment and navigation based utility to becoming an integral part of the consumer’s ecosystem.
This is in opposition to traditional didactic methods that are predominantly teacher led.
SCARLET is unique in that it has a multi-disciplinary team working to achieve aims with a focus on student learning
The AR location based learning resource proposed has the potential to enhance a geology field trip by providing additional information possibly in the form of audio, video, pictures, and textual data, giving historical and geological information whilst they undertaking a field trip.
This is in opposition to traditional didactic methods that are predominantly teacher led.
This is in opposition to traditional didactic methods that are predominantly teacher led.
This is in opposition to traditional didactic methods that are predominantly teacher led.
Landmap remit to provide learning materials based around spatial dataLack of usage for UkMap dataset7 layers of contexual information including canopy,
The model was then output as a VRML 3D file for use in Blender.
The AR location based learning resource proposed has the potential to enhance a geology field trip by providing additional information possibly in the form of audio, video, pictures, and textual data, giving historical and geological information whilst they undertaking a field trip.Act as a promotional tool to increase usage of the UKMap dataProvide an interactive app for showcasing at the Science and Engineering Fair at The University of Manchester to engage school children in mapping data.Set a workflow for future mapping applications in AR
The AR location based learning resource proposed has the potential to enhance a geology field trip by providing additional information possibly in the form of audio, video, pictures, and textual data, giving historical and geological information whilst they undertaking a field trip.Why?Promotion for Geology courses to encourage applicationsPromotion to support universities social responsibility agendaTo show future uni students technology being harnessed on UG courses
3D printing can produce small to medium complex objects
Groundbreaking exhibition where children curate faith cases sharing their thoughts and ideasUsed as part of educational programme at library for general publicIf successful, other exhibitions could use this form of curation with AR to add surrounding content
Some of the features in the finished AR app include:3D models of selected objects using touch gestures to rotate, scale and move.Users can take a photo with virtual models of the objects, uploading them for posterity on the library Flickr page to share with friends and family.Learn fun facts about the objects such as where they were discovered, how they are stored, their religious purpose and what they are made of.Introductory video commentaries from the children describing the reasons they selected the individual object to curate and how it interested them. Polls to record the most popular objects.A feedback form to inform the library about how the experience could be improved and how general feedback on the objects themselves.
Translate existing learning materials into active based learning experiences.Standardise anatomical models using 3D printing across base hospitals to deliver identical student experience (experimental)Students use existing hardware (iPads) distributed in first year of course.
This allows you to create coloured 3D models in anatomy
Translate existing learning materials into active based learning experiences.Standardise anatomical models using 3D printing across base hospitals to deliver identical student experience (experimental)Students use existing hardware (iPads) distributed in first year of course.
Translate existing learning materials into active based learning experiences.Standardise anatomical models using 3D printing across base hospitals to deliver identical student experience (experimental)Students use existing hardware (iPads) distributed in first year of course.
Mapping the Museum is based at Manchester Museum which aims to enhance collections through the use of Augmented Reality (AR) and 3D mapping visualisation.The first phase of the project will use Google Earth and AR to visualise the spatial distribution of amphibians and reptiles found in the Vivarium collection, including those species behind the scenes. In addition learning outcomes of the Vivarium exhibit will be illustrated through the use of satellite images to highlight environmental issues such as deforestation and climate change.Leaf frog behind the scenes of the Vivarium, Manchester Museum – Taken by Matt RamirezThe second phase will focus on extending the Ancient Worlds App by using AR to annotate artifacts and objects found in the Egyptology exhibit and add a geospatial dimension through providing maps (where appropriate) of where the artifact/object was originally discovered.Project aimThe aim of the project is to reinforce learning outcomes of museum collections by using interactive technologies both in situ and remotely which can draw together a wide range of multimedia content related to the object of interest and provide a geospatial context to collections.
Mapping the Museum is based at Manchester Museum which aims to enhance collections through the use of Augmented Reality (AR) and 3D mapping visualisation.The first phase of the project will use Google Earth and AR to visualise the spatial distribution of amphibians and reptiles found in the Vivarium collection, including those species behind the scenes. In addition learning outcomes of the Vivarium exhibit will be illustrated through the use of satellite images to highlight environmental issues such as deforestation and climate change.Leaf frog behind the scenes of the Vivarium, Manchester Museum – Taken by Matt RamirezThe second phase will focus on extending the Ancient Worlds App by using AR to annotate artifacts and objects found in the Egyptology exhibit and add a geospatial dimension through providing maps (where appropriate) of where the artifact/object was originally discovered.Project aimThe aim of the project is to reinforce learning outcomes of museum collections by using interactive technologies both in situ and remotely which can draw together a wide range of multimedia content related to the object of interest and provide a geospatial context to collections.
This is in opposition to traditional didactic methods that are predominantly teacher led.Users retain information when actively involved in a learning experience.Blended Learning maximizing the opportunity for interaction, encouraging critical response and the adoption of new perspectives and positions (problem based learning).
The AR location based learning resource proposed has the potential to enhance a geology field trip by providing additional information possibly in the form of audio, video, pictures, and textual data, giving historical and geological information whilst they undertaking a field trip.
