Augmented Reality: an introduction(and helping students to learn in different ways!)

Dr Debbie HolleyDeputy Head of CEL

David BigginsCEL theme leader for Inspirational Teaching using Technology

Mike HobbsSenior Lecturer in Computing

Anglia Ruskin University

Twitter @cel_BUWebsite https://microsites.bournemouth.ac.uk/cel/

Structure of session

Overview of AR A case study

Using Augmented Reality to engage STEM students with an authentic curriculumHobbs, M., & Holley, D. (2015) Using Augmented Reality to engage STEM students with an authentic curriculum

2nd EAI International Conference on e-Learning e-Education and Online Training Novodrate (Como) Italy 16/18 September

FIRST

Horizon Scanning….

Emerging Technologies:

New Horizon Report 2016

Enabling Technologies> Affective Computing> Cellular Networks> Electrovibration> Flexible Displays> Geolocation> Location-Based Services> Machine Learning> Mobile Broadband> Natural User Interfaces> Near Field Communication> Next-Generation Batteries> Open Hardware> Speech-to-Speech Translation> Statistical Machine Translation> Virtual Assistants> Wireless Power

Learning Technologies> Badges/Microcredit> Learning Analytics> Massive Open Online Courses> Mobile Learning> Online Learning> Open Content > Open Licensing> Personal Learning Environments> Virtual and Remote Laboratories

Social Media Technologies> Collaborative Environments> Collective Intelligence> Crowdfunding> Crowdsourcing> Digital Identity> Social Networks> Tacit Intelligence

Visualization Technologies> 3D Printing/Rapid Prototyping> Augmented Reality> Information Visualization> Visual Data Analysis> Volumetric and HolographicDisplays

Key Emerging Technologies 2 of 2

Technology is becoming embedded

and Wearable….

Are we welcoming

technology into the classroom? Or are we

experiencing digital

dissonance?

Augmented Reality: can be commercial – or co-creation

Commercial

The plan for today

• On your smartphone/device, install Aurasma• Create account

• Working in pairs, choose a book• Record a 15 second video about the book• Follow the instructions in the handout to

create an Aurasma Aura

The PDP module

• The Students – ‘STEM’– Computer Science and Computer Gaming

Technology • Technically able but lacking broader soft skills

– End of year course reviews identified issues of poor engagement with PDP classes and curriculum• But informal discussion showed awareness of the

importance of soft skills for employability.

• In Class – a ‘flipped’ approach– Introduced topics, reviewed available materials.– Discussed progress on project and reflections on

the readings / tasks.– Group presentations to class.

Co- creation

‘Quack Attack’‘Sports in Society’ Book with weightlifting aura.

Group members in the library using Aurasma

QR code for the group’s Aurasma Channel : ‘Quack Attack’ http://auras.ma/s/bqWlb

Group member showing aura for the end point of their directions.

Short video of following direction based auras: http://youtu.be/FN3F_0hYv-Q

Red Squadron

Showing Library ‘this way’ aura and triggers based on room numbers.Aurasma Channel ‘RedSquadron’

‘Button Bashers’

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/yWONzkgB8J8

ResultsSubmission of Assessments (at first attempt)

Year CohortSize

Main Assessment PDP

No. % No. %

2013/14 55 44 80 25 66

2014/15 78 60 77 61 79

2015/16 89%

Change -3% 13%

69%

26%

5%

AR Project helped my PDP

agreeneitherdisagree

80%

11%

10%

Was Aurasma Easy to Use?

agreeneitherdisagree

Critical success factor: Student engagement

Our project blog:

Other Resources: