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Using Augmented Reality in the School Library

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  • Show this slide as people are filtering into the session.NOTE-for attendees without personal devices, it might be cool to hook up a personal device to a document camera so they can see the examples during the session.
  • (1 minute)
  • (15 seconds) When the rest of the world says library, this is often what they think. A collection of books, neatly arranged shelves,oh and look! There we are (use pointer to show matronly figure in the back center). The tired and stern looking librarian.
  • (10 seconds) Thankfully we have evolved a little…
  • (1 minute) Ok, maybe a lot….And we continue to evolve more and more everyday. (This is a second life exhibit of the library of congress.) Now I can visit the library of congress without even leaving my bedroom. I don’t have to travel to Washington, DC. I don’t even have to get dressed. Here it all is, right on my computer screen. Do you see those floating I’s for information? I can click on one and *poof* here’s information on my topic. Pretty neat, right?
  • (30 seconds) Even with more and more amazing technologies springing up each day, it’s hard to imagine what the future holds for school libraries. So where exactly are we going…?
  • (2 minutes) Envision…What will your library look like in 10 years….? *pause* How about 25 years….? *pause* What are some new things that you will see in the future? What things will disappear? (Take a few minutes to get answers from audience members.) (Hopefully someone will mention augmented reality. If not, mention it yourself) One thing I’m sure we’ll see more of is Augmented Reality. It’s the very reason why many of you are in this room right now.
  • (1 minute) Here’s an official definition, courtesy of Coming into existence sometime in the early 80’s, Augmented Reality refers to the creation of enhanced environments by overlaying computer generated images, sounds, etc. on a real world environment. That quite a mouthful!
  • (2 minutes 30 seconds) Now,an official definition has its place, but I find it far more useful to describe augmented reality in terms of what it can do; an actual example. Here we see a typical, boring lecture hall; however, with our Augmented Reality lens in place (in this case an iPhone) and suddenly that boring lecture hall isn’t quite so boring. We’ve got a T-Rex about to chomp our professor, Bugs Bunny as a classmate, and Yoda about to engage in an epic light saber battle. It’s reality—we’re still in the same place, a lecture hall, but now we’ve got optional enhancements from digital media. Think of augmented reality as our world, but with special enhancement buttons. Users have the choice of interacting with the digital media as they please. Or they can simply pass them up. You can even think of augmented reality as a video game interface embedded in real life. Do I have any fellow gamers in the session? (wait to see hands) If you yourself play video games or maybe you’ve watched your kids play, then you probably have a good grasp of Augmented Reality already. In video games, users can “look at” or “pick up” or “inspect” a specific item in the game and that action, the inspecting or picking up, links to some new knowledge or information.
  • (1 minute 30 seconds) Sounds pretty cool, huh? Augmented Reality is fascinating and super tech savvy. As teachers, I don’t’ think we have to stretch our imaginations to envision how engrossed our students will be using Augmented Reality in the school environment. Students accessing information through a process that is reminiscent of video games—an instant selling point! *pause* But I know, it still sounds a bit complicated. How do I start? What devices do I need? How could this connect to my curriculum? These are all valid concerns. Not to worry though, we have a couple of wonderful, and believe it or not easy to use! options to get us started.
  • (3 minutes) Our first option is QR codes. QR codes are a great place to start, especially if you’re feeling a little bit anxious about the process of incorporating Augmented Reality into your library. QR stands for Quick Response code and are made up of tiny, pixelated images. You may have already encountered QR codes on the backs of informational brochures or on displays in museums. If you’ve got the I-nigma scanner downloaded, go ahead and give it a go. (Allow audience members to scan and listen; if no one has a scanner, scan it with your own phone so others can hear the message).Message states: This is an example QR code created through Qrvoice. Pretty cool, huh?
  • (1 minute 30 seconds) QR codes can link to an audio message like we just heard or to a webpage or even a YouTube video. (Give users a moment to scan the codes and see the webpages).
  • (Varies—1 minute and 30 seconds to 2 minutes, depending on sites shown) Creating QR codes involves 2 major steps:1.) Create the code –and-2.) Download a program that will ‘Read’ the code on your deviceSo how did I create these awesome QR codes—with these 2 websites. QR voice is the one used to create the audio message. (Click on hyperlink and show users site, time permitting) And I-nigma was used to create the codes to the library webpage and YouTube video. (Show site, be sure to show where to click to create QR code) I-nigma has a free QR code reader that can be downloaded from both the Android Market and the App Store. (Show webpage, time permitting)
  • (2 minutes) So Augmented Reality through QR codes sounds fascinating and libraries, particularly public or academic ones, have been using QR codes to display helpful information—linking to the library webpage, giving details about services offered, and so forth. But as school librarians and teacher librarians we really need to focus on weaving Augmented Reality into our curriculum. Here are some ideas for incorporating QR codes with classroom curriculum.1.) Interactive History Timelines- Imagine your students creating traditional timelines of historical periods (say the Civil War era) and then embedding additional information on the timeline using QR codes. For example, a timeline with an entry from 1863 could have a QR code that links to a written copy of the Gettysburg Address or even a read-aloud version of the famous speech. An entry on the Battle of Harper’s Ferry could have a QR code that links to articles on the life of civil war soldiers, battlefield medical treatments and surgery, or even famous artwork depicting battle scenes. 2.) Interactive Geography Maps- QR codes could show more than just geographical features. QR codes could link to articles on traditional dress, food, customs, and the culture of a particular area of the world. 3.) Biographies of Famous Americans- Often times the biography section in the library is overlooked. You could stimulate student interest in biographies by posting QR codes that link to short documentaries on famous people. Taking it further, those ‘boring’ biography reports could turn into visual curations of fascinating information as students piece together valuable resources (articles, maps, videos, and images) that represent their famous person’s life.
  • (2 minutes) So QR codes have some definite potential for usage not only in the running of your library (envision codes linking to library information, circulation policies, specific library programs and so forth), but also for curricular content (all those interactive student projects at your fingertips). Even still, QR codes are far from perfect. They are free to create and use which is always nice on our limited library budgets. They link directly to the stuff you want to link to—so no typing long urls. And they can be used by both Android as well as Apple products. On the bad side however, they do require a reader of sorts (a smartphone or tablet). QR codes are also not the most attractive tools out there. They are just black and white pixelated images so they will require some amount of background explanation to be truly useful. Even with their limitations, QR codes still present a viable option for bringing Augmented Reality elements into your library.
  • (30 seconds) So QR codes represent 1 option for bringing Augmented Reality into your classroom. Meet Aurasma. Aurasma is basically a QR code taken to the next level. With QR codes your ‘trigger’ or link to the information is always a pixelated square. Aurasma allows users to use any stationary object or picture as a trigger item.
  • (2 minutes) Let’s give anAurasma creation a try. This example was found on the Aurasma webpage. You’ll notice that once you ‘scan’ the stationary image of Robert Burns that the graphic seems to come alive with voice, music, and movement!
  • (1 minute)Working with Aurasma is only slightly more complicated than using a QR code. First thing is to download the Aurasma app (which is FREE for both Android and Apple products). Step two is to get your content together and step 3 is to capture your trigger image. It’s that simple! (Time permitting, visit Aurasma site)
  • (3 minutes) Just like QR codes, Aurasma has serious curriculum potential. As for myself, I’ve begun working Aurasma into three different grades and units for my students (a K through 5 school). For example, every year my second graders create a virtual museum of artifacts from ancient Egypt and China. This year’s museum will feature Auras that link to the students talking about their projects. The projects and Auras will be on display in the library for everyone in the school to enjoy. I’ve even requisitioned a couple of iPads to be kept strictly for students wishing to view the museum. Other ideas could involve 5th grade US regions projects. Instead of having to complete a boring map activity or travel brochure, students could create a region collage with Auras that link to other multimedia projects (student created videos, Glogs, voicethreads, artwork, etc.). Lastly, another project that I’m currently tackling is weaving Aurasma into my 3rd grader’s unit on Explorers. Instead of doing traditional research on explorers my students will actively ‘explore’ world explorers by finding trigger clues that link to interesting resources. These are just some ideas of the things you can do with Aurasma.
  • (1 minute 30 seconds) So Aurasma is a pretty neat Augmented Reality tool with a lot of applications for our libraries, but even still there are some limitations. Again, Aurasma will require a reader device, either a smart phone or tablet. If you work in an elementary school this might be a bigger concern than if you work in a high school where students have their own devices. The program itself is a tad more complicated and it’s not as well known as QR codes. Students, staff, and parents will need some guidance in how to operate Auras. On a positive note, however, the program is free! I also like that anything stationary can be a trigger—pictures or 3-D objects. This really helps to make the links between concepts and topics a lot more apparent. Lastly, you really can’t complain about a program that is both Android and Apple friendly. It’s like the best of both worlds!
  • (1 minute) Aurasmaand QR codes definitely provide a lot of options for integrating Augmented Reality into our libraries, but by themselves the tools are a little flat. Yes, we can use Auras or codes to link to useful websites and videos, but these tools really shine when you can link them to specific student creations. This allows us not only to incorporate awesome technology, Augmented Reality, but also link it directly to the impact on student learning. So for the remainder of our session, we’re going to talk about 2 of my favorite tools for adding student-created elements into QR Codes and Aurasma. These two tools are Voki and Videolicious.
  • (1 minutes) Vokiis an online tool where users create an avatar to present pre-recorded information. Users have 3 options for the audio portion– text to speech (which sounds like a robot voice), calling in a recording through a telephone, or directly recording from a computer microphone. This is an example Voki that I created for my library’s webpage.
  • (3 minutes) Here are some ideas of how you could incorporate Voki into your classroom. Voki would be great for students enrolled in government to practice debate skills. Students could come up with debate topics then create Vokis that discuss the various parts of the debate (opening arguments, rebuttals, closing arguments, etc.). These links could then be presented through Auras or QR codes placed on a bulletin board or school website. We tend to think of debate skills only in terms of history and social sciences, but the same project could be used in a variety of subjects. Students could debate various perspectives on scientific issues; things like human cloning, strip mining, sea floor drilling, stem cell research, and more. Another example is using Voki to create book reports. The traditional book report is so old-fashioned and downright boring, but I’ve seen 1st graders create Vokis that talk about the books they’ve just read. Not only does this promote reading, it also encourages students to reflect and think critically about their reading. Lastly, consider using Voki as a way for foreign language students to practice speaking skills. You know the standard second year project where students have to talk about their families and hobbies in Spanish or French or whatever. Well, instead of just writing it out or presenting the information once to the entire class, students could record their project using Voki. Not only is this way more interesting for the student, but it also provides a record of the actual speaking that can be analyzed by the teacher later on. All of these ideas could then be taken a step further by using Aurasma or QR codes to access the student creations.
  • (2 minutes) As with all of our tools, Voki has some outstanding areas and some issues. For starters, only the basic version of Voki is free. While this isn’t ideal, it’s only a minor problem since most of the Voki features are available on a free account. Voki Classroom is a version specifically designed to be used by teachers. This version allows users to create class lists, manage students, upload longer vokis, and does not require students to individually register. Starting at $30.00 a year per class and I’m not exactly sure it’s worth it. Another issue with voki involves the recording. It’s nice that Voki doesn’t require users to have an actual microphone to record, but the text-to-speech function sounds pretty awful. Even with these negative factors, Voki still has some great options for classroom integration. The standard version, while lacking all the extra features of Voki Classroom, is probably good enough for most users and it’s free to boot. The multiple options for recording, phone, direct microphone, and robot voice, makes it a little bit easier to work with. After a Voki is created users have the options of accessing their Voki through an embedded code, a bookmark, or a direct link—all of which make accessing a Voki and linking it to a QR Code or Aura incredibly easy.
  • (2 minutes) And here we have our fourth and final tool—Videolicious. Videolicious allows users, even users with no computer skill whatsoever, to create quick and stylish videos. Here’s an example video about using Inter Library Loan. While this is just a quick and simple clip, notice how smooth the transitions are. The background music is also a nice touch. There is a polished and precise feel to videos created with videolicious, which makes it a great partner tool for Aurasma or QR Codes.
  • (3 minutes)One of the reasons I like video projects so much is that it gives students an opportunity to explain the things that they have learned. Looking at math, statistics is one area that requires explanations to make the data meaningful. Students could complete a statistical analysis project, maybe related to the results of a science experiment or something that interests them (sports scores, athlete stats, etc.). The actual data could be displayed in terms of charts and graphs and then students could create videos where they discuss their projects in detail and provide the rationale behind their findings. Other ideas include character interviews. Students could conduct research on a specific figure from history then dress up as that character and conduct a mock TV-style interview. Another idea would be to have students create Public Service Announcements that demonstrate specific knowledge. For example, students in Earth Science could create PSA’s on Earthquake or Tornado safety. And of course taking these ideas to the next level could mean linking them through Auras or QR codes. Imagine your library space covered in trigger images or QR codes that display all of these wonderful student projects—all possible through Augmented Reality.
  • (1 minute 30 seconds) Videoliciousis a great app for creating quick classroom videos. The basic program is free, it’s incredibly easy to use (if you can click and drag you can create something using videolicious), and the end result looks great. Bear in mind though that there are a couple of limitations—the videos can only be 1 minute in length and use a maximum of 10 different shots. Videolicious is also exclusive to the App Store so you’ll have to have an iPad or iPhone to use it. Even still, Videolicious has a lot of possibility as a medium for producing student-centered learning opportunities that can then be displayed using a QR code or Aura.
  • (2 minutes) So we’ve spent the better part of 45 minutes looking at 4 awesome tools for your library. We’ve investigated Augmented Reality through QR codes and Aurasma. We took those two tools a step further by integrating them with student-produced audio with Voki and student-produced videos through Videolicious. The exact future of the library world is still changing and evolving, but I think we can all agree that we want our libraries to be active and engaging environments for a variety of learning opportunities. The tools that I’ve shown you today will hopefully serve as a gateway to achieving that goal.
  • (3 minutes) We have (blank) minutes left, are there any questions or comments? If you think of something later you can always e-mail me at the address on the screen.
  • (15 seconds) Thank you for attending!
  • Building bridges

    1. 1. Welcome! We’ll start in just a few minutes. If you have time, go ahead and download 2 apps onto your smartphone or tablet. I-nigma Barcode Scanner Aurasma Before we begin…
    2. 2. { Building the Future: Augmented Reality in the Library Rebecca E. Thomas Woodbrook Elementary Albemarle County Public Schools November 7-9, 2013
    3. 3. Image Courtesy: North Carolina Digital Heritage Center (1948). Library, Lees-McRae College, 1948.
    4. 4. Image Courtesy: Robby van Moor (February 2, 2013). Library [photo].
    5. 5. Image courtesy: John Lester (August 28, 2006). Library of Congress Exhibit Now Open In Second Life [photo].
    6. 6. Where are we going…?
    7. 7. Image courtesy: Fabienne Wassermann (May 27, 2009). i'm CREATING the FUTURE for LIBRARIES
    8. 8. Augmented Reality Defined
    9. 9. Augmented Reality Described Image Courtesy: Tom (February 2, 2010). Augmented Reality
    10. 10. So how can I bring this into my library?
    11. 11. QR Codes
    12. 12. QR Codes- Webpages
    13. 13. QR Code Creation Audio-Linked QR Codes: QR Voice • Website-Linked QR Codes: I-nigma • nigmahp.html
    14. 14. QR Code Curriculum Connections • History Timelines • High School US History: VUS .7 (9-12th grade) Image Courtesy: Joe Goldberg (January 22, 2007). Gettysburg Address.
    15. 15. The Good The Bad Free Creation Tools Requires a reader device Directly links to useful information May not be attractive Can be read by both Android and Apple products Requires explanation QR Codes in Review
    16. 16. Aurasma
    17. 17. Creating Auras
    18. 18. Aurasma Curriculum Connections • Ancient Egypt/China Museum Exhibits • 2nd grade VA SOL History 2.1
    19. 19. The Good The Bad Free! Requires a reader device Anything can be a trigger Slightly more complicated Links between concepts are more apparent Apple/Android Friendly Aurasma In Review
    20. 20. Augmented Reality a Step Further
    21. 21. Voki Example
    22. 22. Voki Curriculum Connections • Debates • High School Government-VA SOL Government 1g Image Courtesy: SalFalko (January 2, 2006). Gavel.
    23. 23. The Good The Bad Standard Version is Free Voki Classroom is subscription Multiple options for recording Text-to-Speech sounds mechancial Code in several formats Voki in Review
    24. 24. Videolicious Example
    25. 25. Videolicious Curriculum Connections • Statistical Analysis • High School Statistics-VA SOL Probability and Statistics 1,2, 4 Image Courtesy: (May 2, 2013). Wolrd Statistics.
    26. 26. The Good The Bad Free 1 minute videos Easy to use Apple Exclusive Attractive, High Quality end Products Videolicious in Review
    27. 27. Looking Back…
    28. 28.  Questions… ?
    29. 29. References (Photographer). (2013, May 02). World Statistics [Web Photo]. Retrieved from efWwww-efQLTF-c2PA7d-7xxdeW-9djLQw-9dgEDp-9djLLw-9dgEyc-9dgEFr-eMAPh4-dggLEw-9pkFfT-dv78U2-e4btEh-diUrFz-cArr9d-9mGycZ-bPXwZr-9djLN7- bny2JK-diUpff-diUrGB-coQiom-bRHoFz-9FXhd1-dmQ3pu-8vqgQJ-d4RKu7-7TdBfY-bFbV6s-cgAnDj-cgzZ3m-aNfxzR-8xSAX9-8F6o6V-91wwiQ-91wwtL-91wwCj- dKeLdz-8MPNmN-8zfuSH-7BbxDX-esixgq-esizZ5-esiyCq-diKMwy-9dYQva-bzmXX3-b7uPBR-ck6CQS-ci7gRd Goldberg, J. (Photographer). (2007, January 22). gettysburg address [Print Photo]. Retrieved from 4vM3vn-4wMJRS-4x8PkA-4zkQzJ-51Ay5r-59FYvm-5aC2YM-5aC59D-5jpQG4-5oakcL-5tT2wV-5tT6v8-5tV3dg-5yvf1f-5AE7KN-5C69mP-5DyeCF-5DCwx5-5DCyvy- 5M2aZq-5QQVNR-5QQW7K-5QVe9E-5SAZUo-5UduAw-5YEgfn-5YSoys-64vqcR-64zF6A-67nCyn-67GbEM-6a816F-6amywi-6mEuUt-6oWR9m-6qUY1K-6y1Zp9- 6CQpQe-6JirRC-6KcHUB Jimmie. (Photographer). (2007, August 07). China lapbook timeline open [Web Photo]. Retrieved from 37tDfC-3g3L2e-3g88jw-4q9CE8-4q9QZ2-6dTZKi-6SHWGH-9i5mL2-axoYvZ-8vxHZ5-8vwL63-8vyg95-8vuQXZ-8vxV1f-8vydqG-8vvREC-8vwDNC-8vuYDk-8vy5yj- 8vta3M-8vvfSM-8vvYZS-9vCyBJ-8Npshv-deHotX-8qbb64-buGnhd-bHB4GT-84jKn9-84jNq1-cVXdCJ-e6jEiH-arRQyg-8vwhzh-8vtv1x-8vsCQR-8vsvgn-8vwmGJ- 8vvZMw-8vsKMx North Carolina College and University Yearbooks. (Photographer). (1948). Library, Lees-McRae College, 1948 [Web Photo]. Retrieved from chStjL-7PSSiw-9Yod53-dhZ5xB-7P59g8-dWBfA6-ci7UQN-a2JicE-be1SbF-7PxZvt-9r9hTB-cpWraA-8A3JWr-7GybVd-7Gug3x-8Ms5Mm-dwrSTk-dhXLxQ-dT9FWw- bYsAPj-e6kMmg-dmYoVm-dz1rFS-aCEmZm-aCEmzu-a76oyY-8VX5LU-9Tu5yd Van Moor, R. (Photographer). (2013, February 02). Library [Web Photo]. Retrieved from dREqpK-8saBio-8rDvRS-8kugL5-985xo7-chStjL-7PSSiw-9Yod53-dhZ5xB-a2JicE-be1SbF-7PxZvt-9r9hTB-cpWraA-8A3JWr-7GybVd-7Gug3x-8Ms5Mm-dwrSTk- dhXLxQ-dT9FWw-bYsAPj-e6kMmg-dmYoVm-dz1rFS-aCEmZm-7P59g8-aCEmzu-dWBfA6-ci7UQN-a76oyY-8VX5LU-9Tu5yd Lester, J. (Photographer). (2006, August 28). Library of Congress Exhibit Now Open In Second Life [Web Photo]. Retrieved from ApziU-AxgdJ-FvEU7-GtDQP-He1VQ-KEspq-KTVsg-M68KV-NGBjk-Pcvew-W2ZzP-2bLF2A-2dyaNL-2he2aK-2he2m8-2hhX1S-2mCjnM-2YtFPx-3dv4mK-3TosCf- 435RDK-47J9CX-48Wfpp-49rATT-4bYbwR-4cax96-4mgBBJ-4nTNJb-4sgQpY-4tjdgN-4vjq7d-4wvmVR-4CNtsp-4Dz5Qy-4J2KV8-4J2KVc-4LpuT8-4Md6yn Tom. (Photographer). (2010, February 02). Augmented Reality [Print Photo]. Retrieved from 7Afn4b-7ZST69-bxFoVw-bL5GnZ-8Mxekg-8MAjRu-8MAjhE-8HKg3S-7TkvB3-89u7SQ-8HGKyv-8HGKoV-8JoLzm-9wDfzG-9Se4yV-9Se4y4-9SgWuu-8HKfHd- 8BF4uu-7NNhPh-8HKbJB-aCJTPr-7ULSom-8UuuXn-7K2534-7K26Hn-9KLKbM-9KPyNU-9KLKUK-9KLMza-9KLH8n-9KLLqx-9KPC5S-9KLM5Z-9KPvho-9KLSHP- 9KPxZu-9KLMPk-9KLFve-9KLN46-9KLL7r-9KPEFN-9KLKE8-9KLFmB-9KPwcm-9KPEr3-9KPxK7-9KLFEv-9KPwKE-9KPFf7-9KLQMx SalFalko. (Photographer). (2006, January 02). Gavel [Web Photo]. Retrieved from f74wXT-axeQQm-ansTUt-anfrn1-anxtSE-eJKVtc-dtCuEZ-anFJq6-dSBKFs Wassermann, F. (Photographer). (2009, May 27). i'm CREATING the FUTURE for LIBRARIES [Print Photo]. Retrieved from 9RNgUc-9RNh9T-9RNhKg-9RNhQz-9RRc3o-9RRchh-9RNhNa-9RRcgm-9RRcxf-9RNi8z-9RNihx-9RNi38-9RNiez-9RRbWb-9RRcN1-9RNh1z-9RNi7k-9RNi62-9RNh4H- 9RRcrd-9RNhFR-9RNhHa-9RNhmp-9RNhJk-9RNikg-9RRcyh-9RNi9K-9RNhyX-9RRc8E-9RNhBD-9RNi4v-9RNgQk-9RRcsq-9RRbVf-9RNhxD-9RNhnz-9RRcwq- 9RRdhU-9RNida