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Augmented Reality and Virtual Worlds in Education
 

Augmented Reality and Virtual Worlds in Education

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  • IO-video: http://bit.ly/IO-video

Augmented Reality and Virtual Worlds in Education Augmented Reality and Virtual Worlds in Education Presentation Transcript

  • Extensions to learning environments Augmented reality (AR) and virtual worlds (VW) Esko Lius 7.10.2011
  • Augmented Reality (AR) Perception of natural environment is augmented by digital information
  • The Future of Education (Ara Pacis) http://www.youtube.com/watch?v=Q_xF8ujj7ko
  • The Future of Education (Ara Pacis) http://www.youtube.com/watch?v=Q_xF8ujj7ko AR Online Shopping http://www.youtube.com/watch?v=fhjuZMEJ4-U
  • Augmented Reality (AR) DATA GATHERING GPS - Satellite-based positioning system
    • Phones & cameras
    • picture coding to maps
    • video streaming
    • soundscapes
    Sensors - physical objects - sensors reacting to other sensors Mobile apps - QR-codes etc - online databases - social communities
  • The very nature of AR is mobility DATA PROJECTION
  • The very nature of AR is mobility DATA PROJECTION
  • Google Goggles Camera + location positioning + wikipedia
  •  
  • http://www.youtube.com/watch?v=IuppCYfDqts
  • Wikitude Phone + camera + location positioning + wikipedia
  • Virtual Worlds (VW) Virtual Reality, VR Virtual Worlds, VW pic: Esko Levee (InnoOmnia in Second Life)
  • Virtual Worlds (VW)
    • A virtual world is a simulated space or a world.
    • The infrastructure is created and community of practise is defined by its users.
    • Experiential features:
    • immersion - identity
    • illusion of unmediated interaction
  • http://bit.ly/IO-video
  • Specific to Second Life Multi-sensority Immediacy Identity Immersion
  • Specific to Second Life Voice Action Togetherness Experience and feeling
  • Specific to Second Life Voice Action Togetherness Experience and feeling
  •  
    • Collaborative learning
    • A study group is making use of
    • Spin the bottle game
    • Google Documents
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  • Loyalist College Customs and Immigration students LEARNING OUTCOME RESULTS http://www.youtube.com/watch?v=PCUWcpVPtMM
  • Loyalist College Customs and Immigration students LEARNING OUTCOME RESULTS Before September 11, 2001, Customs and Immigration students at Loyalist College spent three weeks closely tailing professional border guards to experience the daily routine of their future job. In a post-911 environment however, this was no longer allowed.
  • Loyalist College Customs and Immigration students LEARNING OUTCOME RESULTS Before September 11, 2001, Customs and Immigration students at Loyalist College spent three weeks closely tailing professional border guards to experience the daily routine of their future job. In a post-911 environment however, this was no longer allowed. Training suffered until the Director of Educational Technology at Loyalist College catalyzed a virtual border crossing simulation in Second Life for Loyalist students.
  • Loyalist College Customs and Immigration students LEARNING OUTCOME RESULTS Before September 11, 2001, Customs and Immigration students at Loyalist College spent three weeks closely tailing professional border guards to experience the daily routine of their future job. In a post-911 environment however, this was no longer allowed. Training suffered until the Director of Educational Technology at Loyalist College catalyzed a virtual border crossing simulation in Second Life for Loyalist students. The amazing results of the training and simulation program have led to significantly improved grades on students' critical skills tests, taking scores from a 56% success in 2007, to 95% at the end of 2008 after the simulation was instituted . June 2009 http://wiki.secondlife.com/wiki/Case_Study:_Loyalist_College
  • eLearning environments still are used as uni-linear broadcasting of information and for transferring files. The multi-channel nature of human communication, the student’s own activity and participation, and a feeling of common presence is all but there.
  • eLearning environments still are used as uni-linear broadcasting of information and for transferring files. The multi-channel nature of human communication, the student’s own activity and participation, and a feeling of common presence is all but there. Why?
  • Experiences of arrangements that work
  • Experiences of arrangements that work Blending classroom, the web & Second Life
  • Experiences of arrangements that work Begin with: contact teaching and joint intro to the Second Life Print-outs: short SL-guide, map of virtual environment, instruction Second Life: affordance and activity of the environment continous contact In the web: SL-wiki, own eLearn env., backchannel (Skype or ACP) Blending classroom, the web & Second Life
    • ” European Literary History”
    • Virtual learning pathway for 2nd level students
    • Compared learning in two secondary high schools
    • some students used SL
    • some students used text book
  • ” In literature the theory is text-based. Good place for that is a book or a VLE.” ” SL-pathway substitutes e.g. timeline-work or groupwork of literary history.” ” Is was surprising how teacher got to know the students in many levels here in SL.” ” The students remembered the learning matter well - even after a long time.”
    • ” European Literary History”
    • Virtual learning pathway for 2nd level students
    • Compared learning in two secondary high schools
    • some students used SL
    • some students used text book
    Literature teacher Heidi Heikkilä City of Vantaa
  • Esko Lius [email_address] [email_address] +358 40 132 6492 iSL: Esko Levee