Scarlet ELAG 2012

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Presentation from the European Library Automation Group conference in Palma, Majorca, May 2012.

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  • Project OverviewWhat is Augmented Reality?Implementation of AR with Special CollectionsEvaluationNext steps
  • Project SCARLET
  • We have Special Collections at JRL Deansgate.Opened in 1900.
  • This contains old, valuable material of which there is often only 1 copy. Associated with courses.JRUL contains artifacts that are studied by under and post graduate students at the University.Sessions with Archivists, academics and the students.The material is isolated from the secondary, supporting materials and the growing mass of related digital assets. This is an alien experience for students familiar with an information-rich, connected wireless world, and is a barrier to their use of Special Collections.Run sessions in special rooms. Problems:Material is old fragile, only handled by an archivist.You can’t interact with it.It is decontextualised, no other resources around. You can’t take the item off to study it.You can’t see the related resources.Can we improve this?
  • AimsCan we use Augmented Reality to add value to the learner experience?This project was investigative rather than a new service.Produce a methodology that other Special Collections libraries can follow, making these resources accessible for research, teaching and learning.This methodology will include a toolkit (technical and with core structure).The project is ongoing, it concludes in July.ConsiderationsHow does AR enhance? Find out through student feedback. If it does?Applications for the wider audience. Other courses and outside?
  • Fees up. Students expect a lot for their money. Student satisfaction surveys becoming more important and the emphasis on Customer Service.Students require and expect more time with their tutors. Perhaps we can use video or other media to aid this. Big lecture halls, can be hard to engage with every person in the room.With the internet and digitised content it’s never been easier to bring together disparate sources of information. You don’t need to physically go to the library, you can access the resources from where ever. Even more so with mobile devices such as smart phones and tablets.The project fits into the wider Uni/Library strategy of being innovative and evaluating new methods. (‘First class research’ and ‘outstanding learning and student experience’)There has not been a project like this. There have been projects within HE using AR in conjunction with maps/directions but not one between AR and Teaching and Learning.
  • JISC (Joint Information Systems Committee) funded.The project team is multi-disciplinary:MIMAS (Manchester Information & Associated Services). Dept within the Uni. Full of experts; technical, project. They’ve got project management resource.JRL. Got the special collectionsGot the expert knowledge on these physical materialsSystems in place that ease integration; Talis, Image repository (LUNA) etc.AcademicsVery important, because we wanted the content to be the driver not the tech.Keen academics from Humanities.
  • This is team SCARLET:Matthew RamirezLorraine BeardDr Guyda ArmstrongLaura ShawJo LambertAndy LandJackie CarterJohn Hodgson
  • What is Augmented Reality?Superimposing computer graphics over a live view of the real world.Although we’re concerned with mobile devices, it can be delivered through any visual media.Ideally adding value to what you are seeing.Helping you to interpret what you are seeing.
  • Overlaying live action with computer graphics. You can see the lines indicating the lines of offense and defence. Bringing in additional information to help you interpret what you are seeing.
  • Recognising an object and giving you more information.
  • What are the potential benefits to the student?Using blended learning methodology.Users can see and touch real manuscripts/editions while having the security of  interactive guided support, allowing users to work at their own pace.Abstract concepts or ideas that might otherwise be difficult for students to comprehend can be presented through an enhanced learning environment offering access to source historical artifacts and online research in situ.Being able to interact with a core medieval text while referencing supplemental materials via visual triggers (e.g. augmented 3D models that overlay the physical image and require user touch gestures to proceed) can spark enthusiasm, confronting the materiality of objects,  and preparing them for solo research.The learning curve for new users engaging with mobile AR through browsers is relatively quick enabling the learning/pedagogy to be the driver, not the technology.Not always used to dealing with real life special collections, but they are very used to mobile devices and the internet.Users retain a very small amount of the information that is delivered, and a slightly larger percentage of what is shown to them, but when we become actively involved in an experience, learners will remember and retain the majority of the information presented to them.AR promotes ‘active’ teaching, maximizing the opportunity for interaction, encouraging critical response and the adoption of new perspectives and positions. This is in opposition to traditional didactic methods that are predominantly teacher led.
  • A project using mobile devices?Various reports suggest yes. Smartphones, tablets. Mobile traffic is going to overtake desktop.“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.”Morgan and Stanley report:http://www.morganstanley.com/institutional/techresearch/pdfs/Theme_2_Mobile_Ramping.pdf
  • On with the project. We worked with lecturerDrGuyda Armstrong (Lecturer in Italian at the School of Linguistics).Guyda runs course ‘Beyond the Text: The book and its Body’; not about interpretation of the text but of the book technology that has framed it (container not contents). It was felt this suited the SCARLET project.For the course Guyda runs 2 sessions at JRL where the students get to see the books.Can we get the students more engaged with the artifacts they are seeing?My hope is that the SCARLET app will not only provide a usable way of delivering teaching material, but will actually become part of the wider discussion of text technologies and their effects which is central to the module.
  • What are we going to augment?10 key ‘objects’, 10 editions of the poem which are particularly important in terms of the publishing and or/intellectual history of the poem, all published between 1472 and 1555. Guyda complied a list of related resources; reading lists, videos, commentaries and so forth for each key object.
  • We’ve got our key objects. Can we now associate additional information to them?We’re going to need some software. An AR browser. Uses the camera on your mobile device. The concept is the AR software recognises a real world object and intiates some kind of workflow.The GLUE conceptis specific to the software, it is the way Junaio does AR.
  • Why use Junaio?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. At the start of the project Junaio was only AR browser to have GLUE functionality to link physical images, augmenting it with text, videos, images.Due to the environmental constraints of the technology being used inside the John Rylands library, the traditional format of augmented delivery – POI’s (Points of Interest) mapped to GPS co-ordinates was problematic. Mobile devices would struggle to detect accurate location-based data with their inbuilt GPS, or in some cases would not work at all due to compass interference.At the time, Junaio was the only AR browser to harness optical tracking functionality, linking 3D models, videos and information to images in the form of “GLUE” based channels. Different channels for subject areasBrowser available as a FREE app through Apple and Android App stores (Symbian coming soon)Works through handheld device phone or tabletOpen source SDK and APIs for education and wealth of online supportThis coupled with an open API and compatibility on Android, iOS and Nokia devices would prove decisive  in the final reckoning. Subsequently, other AR browsers such as Aurasma and Layar have launched similar image recognition, but in Junaio the technology is far more mature having been available to developers for over a year.‘Review of available Augmented Reality packages and evaluation of their potential use in an educational context‘ produced from Exeter University, it was clear that the smartphone market was dramatically growing in the UK (Doubling in two years from 2008) and that in an Eduserv survey over 49% of students at University of Edinburgh owned one. The JISC Observatory report, ‘Augmented Reality for Smartphones‘ was paramount in selecting the AR browser the SCARLET project would use to deliver content.
  • We’ve got our AR software and identified a physical item to augment.Could use the very copy of Dante’s Landino, but we wanted students to be able to access the content away from the original. So a copy was made.Glue object – physical refLanding pageWebpage from which you can access the associated resources.
  • Glue object, triggers the 3D book.Tap the bookYou get this landing page.Then you click through to the additional information.
  • Landing page – overviewLink to describing videos, audioWeb page:Associated resourcesimagesSocial media
  • On the landing page, click Open web.Opens web page, but you’re still within the app. We’re trying not to disjoint the user journey.Web page contains the links to associated materials.Optimised for the kind of device you’re on using JQUERY.
  • It was intendedthat the process would be very easy, intuitive to users of mobile devices.It was hoped that the images would provide an overview of the process  with minimal text to reinforce the user journey. The help document will be employed in the initial user testing and amended (if required) to reflect any feedback that is received.
  • www.youtube.com/watch?v=UzI1dtSQ7acVideo demonstrating the:GLUE objectThe AR software recognising itThe Landing pageThe page with the links to resources
  • We’ve got the app and it works with material from the course (Beyond the text: The book and its body). It was piloted with 8 3rd year undergraduate students on “Beyond the text” module led by Guyda Armstrong.Students had access to iPad2s to use when researching physical editions in reading room for two weeks.More recently a session was run with 1st year students.Focus group was facilitated by member of team recording student reaction and feedback.
  • Easy to use, undergraduate students are used to this technology.Single point of entry getting links to all our resources for a particular item.Good starting point. From seeing an item with no info, you’ve got all this surrounding knowledge.Offer a fresh perspective? Student-led, i.e., using more initiative about how to research/studyGive a more realistic perspective – puts you “in” the situation. Makes learning more exciting and interactive
  • The resources are already available on Blackboard, so why use this?Didn’t connect as well to the physical item.Students doing self guided research likely to go at a different tangents than the prescribed additional resources.
  • “Makes learning fun”“It can make you feel like you’re not studying, almost fun and I think information goes in more like that.”
  • Additional info needs to be of absolute relevance.Best designed for short sessions.Needs to be unique from VLE.
  • Not about the technology.Not appropriate for all students learning styles.The differentexperience of 1st and 3rd year students.
  • Using Layers for a more holistic approachUsing physical items
  • Other courses with other academicsWork with the public, thought required over what resources to pull in.Toolkit via the blog: tech spec and core structure.
  • Other applications: chemistry, understand molecular structures (3D).
  • Best source for info is the blog.Thanks to team SCARLET.
  • Scarlet ELAG 2012

    1. 1. Using Augmented Reality to Enhance Teachingand Learning – The SCARLET ProjectThursday17th May 2012 Ciaran Talbot
    2. 2. Presentation Overview» Project Overview» What is Augmented Reality?» Implementation of AR with Special Collections» Evaluation» Next steps
    3. 3. Project SCARLET» Special Collections using Augmented Reality to Enhance Learning and Teaching
    4. 4. Project OverviewSpecial Collections at the John Rylands Library
    5. 5. Project OverviewThe problem being addressed»Fragile material»Decontextualised
    6. 6. Project OverviewAims»Use AR to add value to the learner experience.»Produce and publicise a methodology that other SpecialCollections libraries can followConsiderations»How does the use of AR enhance Learning & Teaching?»What application does AR have to the wider audience?
    7. 7. The wider context» Tuition Fees increased in most UK universities to £9000 per year.» Students require more demonstrative input and contact time from academics.» E-learning materials offer flexibility to support traditional form of study.» Engaging students with innovative use of technologies will help universities to be seen as cutting edge.
    8. 8. Stakeholder Roles» SCARLET is unique in that it has a multi-disciplinary team working to achieve aims with a focus on student learning Mimas To evaluate learning with students Mimas John Rylands Library Project Management and AR Access and technical integration technology with digitised content and special collections. Expert knowledge of special collections materials Academics Award winning academics from Humanities faculty to develop and deliver content
    9. 9. Team SCARLET
    10. 10. 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.
    11. 11. Examples of AR» In televised sporting events real-time analytical information is displayed offering insight into a player, time left, league tables etc.
    12. 12. Examples of AR
    13. 13. AR Student Benefits» Combining the magic of seeing and handling primary sources with leading-edge technology» Surround objects with interpretative material.» Bridging the gap between tutor-mediated seminars and independent learning.» Users retain information when actively involved in a learning experience.
    14. 14. Mobile Usage» Morgan Stanley forecast that by 2014 mobile internet usage will overtake user access through traditional desktop means.» “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
    15. 15. Bringing Special Collections to life using AR
    16. 16. SCARLET Content
    17. 17. Augmenting information to live images
    18. 18. Choosing a software platform» Use Junaio AR browser to display content» At the start of the project Junaio was only AR browser to have GLUE functionality» Different channels for subject areas» Browser available as a free app» Works through a mobile device» Open source SDK
    19. 19. Storyboarding – Phase 1 development» The GLUE object or visual reference should be kept with the Edition, in this case Dante’s Landino but can also be copied for student to take away.» User journey should be self contained to browser app. GLUE Object Landing page Webpage
    20. 20. Overview – Phase 1 workflow GLUE Object Landing page Webpage
    21. 21. Content AcquisitionLanding Page»Title»Short Description»Audio (Optional)»Video Walkthrough (Optional)»Email (Optional)Web page»Links to associated resources»Short piece of text to accompany links»Images (Optional)»RSS Feeds - Twitter, blog, news etc. (Optional)»Learning/Research Activities
    22. 22. Mobile enhanced web page» User clicks Open web button to launch supporting web page in browser within app.» Can include links, videos, Twitter/Blog Feed, more information» Optimised for handheld devices using media queries and JQUERY Mobile framework iPhone Portrait iPad Landscape
    23. 23. User Journey http://teamscarlet.files.wordpress.com/2011/09/userjourney.png
    24. 24. User Journey video www.youtube.com/watch?v=UzI1dtSQ7ac
    25. 25. Initial Evaluation objectives» How effective was the SCARLET application in enhancing the student experience?» How can feedback be used to inform the next development phase?» Does AR add value to students study and assist with learning outcomes?» Is AR more appropriate/beneficial for specific student demographics?
    26. 26. 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.» Enjoyed using the iPads working with peers.
    27. 27. Feedback - Negative» 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.
    28. 28. Feedback – Student Quotes» “Makes learning fun”» “Offer a fresh perspective. Student-led, i.e., using more initiative about how to research/study» “Give a more realistic perspective – puts you “in” the situation. Makes learning more exciting and interactive”» “It can make you feel like you’re not studying, almost fun and I think information goes in more like that.”
    29. 29. 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 existing online support.
    30. 30. Feedback – Lessons Learned» User should become less conscious of the technology and more engaged with the text.» Users learn in different ways and AR may not be appropriate to all students.» Evaluation needed from other user groups and course areas.
    31. 31. Next Steps
    32. 32. Next Steps» Develop materials overlaid on the physical resource for other courses (Milton, Ancient Egyptian papyri).» Work with library to promote public engagement.» Disseminate tool kit at project end (July 2012).
    33. 33. Other subject applications
    34. 34. Project Communication» Project blog at http://teamscarlet.wordpress.com/ where all members of the project contribute on all aspects (academic, technology, pedagogy, special collections).» Twitter @team_scarlet» Email: ciaran.talbot@manchester.ac.uk
    35. 35. Questions?
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