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CONNECTING AUGMENTED REALITY TO HIGHER EDUCATION: MASH-UP MODELS IN VIRTUAL WORLDS. …

CONNECTING AUGMENTED REALITY TO HIGHER EDUCATION: MASH-UP MODELS IN VIRTUAL WORLDS.
Edulearn, 2011

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  • 1. CONNECTING AUGMENTED REALITY TO HIGHER EDUCATION: MASH-UP MODELS IN VIRTUAL WORLDS Nil GÖKSEL CANBEK, Anadolu University,TURKEY Jace HARGIS, University of the Pacific, USA Edulearn11, Barcelona
  • 2. Augmented Reality at a Glance Augmented Reality (AR) is a system in which a real-world environment is augmented and enriched by computer-generated input:  3D video-graphic displays  photographs  written notes  sound effects
  • 3. Visualization of Augmented Reality http://www.erenbaydemir.com/2009/07/augmentedreality-zenginlestirilmis-gerceklik-nedir/ http://farm5.static.flickr.com/4009/5078151986_7535bf8790.jpg
  • 4. AR as a Connective Tool Description of AR: runs interactively in real time; blends the real and immersive objects in a simulated virtual middle ground. (Azuma, 2001)
  • 5. Virtuality Continuum face to face discussions Reality digitally enriched environments (HUDs) Augmented Reality virtual enhanced by physical world (digital maps) Augmented Virtuality Mixed Reality (Belimpasakis, 2009) games (MMPRPGs to first-person shooters) Virtual Reality
  • 6. Areas Used in AR Technology
  • 7. AR Technology in Education- i The immense technological advances in AR have also enhanced .. DISTANCE ONLINE LEARNING .. which direct learners to self-comprehension.
  • 8. AR Technology in Education- ii  Many higher education institutions are willing to integrate AR technology with their existing online teaching models (Liarokapis & Anderson, 2010);  “online learning provides support in the workings of networks of individual social actors which function as online learning communities” (Kehrwald, 2007);  AR as a powerful system facilitates both individual and collaborative learning efforts at distance.
  • 9. Virtual Learning through AR Mash-ups Under AR technology, mash-ups: combine disparate data from more than one source; facilitate the learning experience as supportive tools of education.
  • 10. Visualization of Mash-ups http://resim.thgtr.com/sites/default/files/resimler/augmented_reality-2.jpg
  • 11. Mash-up Sample http://www.ambruceli.com/wp-content/uploads/2011/03/augmented-reality-1.jpg
  • 12. Mash-up Sample • Your Subtopics Go Here
  • 13. Mash-up Sample • Your Subtopics Go Here
  • 14. Definition of a mash-up-i Mash-up: Web Application Hybrid a mash-up is a Web application that is presented with a unique layout on which multiple sets of data is combined
  • 15. Definition of a mash-up- ii mash-ups collect data and blend contents from a key driving source like Internet and deliver them to different e-clients (Kulathuramaiyer, 2007); mash-ups refer to a new type of application that mingles at least two different web services (Bell, 2009).
  • 16. Mash-up Sample • Your Subtopics Go Here
  • 17. Learning through Mash-ups  integrate multiple visual tools into one immersive milieu;  correlates different data;  form a new educational application built upon creative and critical thinking; (Jonassen, 2000)  process, present and store permanent information.
  • 18. The Working System of a Mash-up RSS Feed Web Services Mash-up Application Data Platform Services Client /Learner
  • 19. The Educational Use of Mash-ups ‘geology and natural sciences’  SweetSearch is a search engine that searches websites and content that is educatorapprove  OneGeology is a website that offers dynamic geological maps of the world  MIT OpenCourseWare is a web-based publication of courses offered at the Massachusetts Institute of Technology.
  • 20. The Limitations of Educational Mash-ups  mash-ups has not been significantly explored (creative writing and history);  before using mash-ups, the advantages and disadvantages should be analyzed;  current mash-ups available for use should be searched carefully; mash-ups may not be accurate or completely open, restricted Information/ paid subscription (Anand et.al., 2010).
  • 21. Mash-ups in Second Life (SL)  SL offers mash-ups for self-constructing of inert knowledge;  Mash-ups formed by the common efforts of e-learners might create interactive communal platforms to ease collective learning;  Second Life, in this case, becomes a strategic platform that guides its e-learners to perceive and produce knowledge within the terms of creative thinking skills (Jonassen, 2000);  Mash-ups are visible applications help learners to conceptualize the raw data with graphical representations so as to build inert knowledge that can be visualized.
  • 22. SL Mash-up Sample
  • 23. Conclusion-i Learning Journey could be more enjoyable with Mash-ups! The characteristics and potentials of mash-ups reinforced by AR Technologies could make learning easier for e-learners while creating permanent knowledge and authentic experiences with data based on real life simulations.
  • 24. Conclusion-ii As a variation of VR- AR Technology can be used: to assist teaching within VWs to connect online applications to start an interactive education to create meaningful immersive data including: spatial three-dimensional models images textual information video animations and sound (Liarokapis & Anderson 2010)
  • 25. Conclusion-iii the benefits of low threshold, menu-drive technologies such as mash-ups, are an attractive enhancement to teaching and learning!
  • 26. Thank you ! ngoksel@anadolu.edu.tr jhargis@pacific.edu