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Conoscere la realtà aumentata in un contesto innovativo economico e sociale nuovo

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"Conoscere la realtà aumentata in un contesto innovativo economico e sociale nuovo"
Lecture di Giuliana Guazzaroni al convegno: "Future Horizon of Quantum Art and Augmented Reality" tenutosi a Firenze presso Palazzo Medici-Riccardi il 14 dicembre 2012

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  • Sociologo francese Maffesoli ci parla delle nuove tribù, mentre sempre in ambito francese un ricercatore di origine italiana Griziotti parla dell ’ importanza del Bioipermedia..
  • ----- Note riunione (17/10/12 18:25) ----- accrescere la realtà con informazioni aggiuntive, di tipo sintetico
  • Significherà superare l ’ utilizzo di strumenti come tablet e netbook?
  • Il caos informativo
  • ----- Note riunione (17/10/12 18:25) ----- Per scoprire la realtà aumentata annidata negli oggetti o nell'ambiente naturale
  • Caratteristica di molti di questi browser è quella di presentare due lati. Un lato per l ’ utente finale che fruisce i contenuti e un lato per gli sviluppatori e programmatori.
  • Esposizioni multisensoriali
  • Interni ed esterni
  • Locandine e manifesti possono presentare elementi di realtà accresciuta
  • Monumenti e luoghi di interesse
  • ricercatori guidati da Maria Alessandra Umiltà e Vittorio Gallese - scopritore, insieme a Giacomo Rizzolatti, Leonardo Fogassi e Luciano Fadiga dei neuroni specchio - con David Freedberg, storico dell'arte alla Columbia University di New York, hanno osservato una risposta motoria specifica nel cervello di chi osserva un'opera statica, astratta, anche se in questa non è presente alcuna rappresentazione di corpo in movimento. Del resto, è già stato dimostrato che la visione non è solo confinata all'attivazione delle parti visive del cervello, ma coinvolge anche le regioni cerebrali coinvolte nel movimento, nelle sensazioni tattili e nelle risposte emozionali..(8dicembre-la repubblica)
  • ----- Note riunione (18/10/12 17:17) ----- presentazione di come sono nate queste esperienze
  • Esempio della promozione dell’ultima raccolta musicale dei Rolling Stones GRRR – Gorilla in RA

Conoscere la realtà aumentata in un contesto innovativo economico e sociale nuovo Presentation Transcript

  • 1. Conoscere la realtà aumentata in un contesto innovativo economico e sociale nuovoFuture Horizon of Quantum Art and Augmented Reality Florence December 14 2012 Giuliana Guazzaroni
  • 2. parliam odi…A AUGMENTED is for R REALITY is for Getting to know augmented reality in a new and innovative economic and social context
  • 3. MobileMobile phones, tablets and other handheld devices offer the possibility of interacting and staying fluidly connected to the mobile Internet
  • 4. Mobile Internet The consequence is that the mobile Internet may facilitate the development and the popularity of informal learning environmentsLearning can be activated in different placese.g. Home, workplace, playground, library,museum, natural environment, street etc.
  • 5. Interaction The increasing number of smartphones gives people theopportunity to interact with real objects, and the possibility toactivate learning processes from a real situation
  • 6. Mobile Learning A visit to a museum using The boundaries handheld between computer maylearning, gaming, offer a uniquesimulating or role educational playing are not experience as clearly defined described in the trials of EMMAP
  • 7. Mobile TechnologyRecent research indicates the acceptance of mobile technology in teaching and learning(Wexler, Brown, Metcalf, Rogers and Wagner, 2008; Saravani and Clayton, 2009)
  • 8. Mobile TechnologyThe use of mobile technology for learning has established the legitimacy of “nomadic” learners (Alexander, 2004)
  • 9. Mobile Technology Especially, teenagers and young adults have adopted a new mobile culture and have been identified as “archetypal mobile superusers” (Ling, 2004)Mobile is a social instrument allowing people to stay permanently connected to the network. (Bressler, 2006)
  • 10. A come Augmented R come Reality = AR a ntat A ume Re altà (RA) Foto: L’Aquila, 30.6.2012 Apertura percorso “Poesia di strada in RA”La realtà aumentata integra informazioni sintetiche sensoriali conla percezione che lutente ha dellambiente in cui si trova (unambiente reale con oggetti con cui lutente interagisce). Il risultatoè una sovrapposizione di livelli informativi differenti che siintegrano allesperienza reale degli oggetti Getting to know augmented reality in a new and innovative economic and social context
  • 11. Getting to know augmented realityin a new and innovative economic and social context
  • 12. Che cos’è oggiE cosa sarà domani la realtàaumentataIn estrema sintesi la realtà aumentata è una reinvenzione dellarealtà che utilizza una combinazione di tecnologie d’avanguardia:sensori in primis, ma anche tutte le possibilità crescenti offertedai nuovi dispositivi mobili come nuova intelligenza applicativa euna connettività al Web a tutto campo Getting to know augmented reality in a new and innovative economic and social context
  • 13. GLI OCCHIALI DI GOOGLE: UNO SGUARDO SUL FUTURO Ecco come si vedrà la realtà quotidiana con indosso i Project Glass di Google. Il video: http://youtu.be/EZOmlKoTkUA NEW YORK, 10 SET ‘12 – I Google Glass non sono più un sogno virtuale. L’accessorio Li abbiamo visti sfilare sulle passerelle sarà in vend della settimana della moda di New ita negli Stati Uniti York a partire dal 2013Si tratta di occhiali senza lenti, ma con telecamera, microfono e cuffie integrateche amplificano la realtà. La parte superiore della lente destra presenta unmicro-display, su cui appaiono le informazioni relative alla realtà che cicirconda Fonte: Il Messagero.it Getting to know augmented reality in a new and innovative economic and social context
  • 14. Fonte: Il Messagero.it Getting to know augmented realityin a new and innovative economic and social context
  • 15.  Principali strumenti per laRA Getting to know augmented reality in a new and innovative economic and social context
  • 16. ..fino a poco tempofa per accrescere larealtà si usavano Hardware peprincipalmentecaschetti, guanti r la realtàdotati di sensori, aumentatadispositivi con lentispeciali, proiettori.. ..finché una gene razione nuova di smart, da tenere oggetti nelle nostre tasc diffonde… he, si ..cellulari o tablet di ultima generazione sono piuttosto diffusi e permettono connessioni con elementi creati ad hoc e inseriti nell’ambiente reale: la città, la scuola, il museo, l’archivio.. Il fine è offrire servizi di varia natura che siano adeguati a differenti tipologie di fruitori (cittadini, turisti, studenti..) Getting to know augmented reality in a new and innovative economic and social context
  • 17. dall’hardwa r e al software pe r la realtà aume ntataUna volta che ci si è dotati di un cellulare o di un tablet diultima generazione (generalmente con sistema operativoAndroid oppure iOS) basterà andare in Google Play o nell’AppStore e osservare quante applicazioni ci sono per catturare larealtà aumentata!Non tutte saranno valide, bisognerà testarle per capire se sono adatte omeno alle nostre esigenze di utente esigente.. Getting to know augmented reality in a new and innovative economic and social context
  • 18. Browser per la realtà aume ntata Foto: L’Aquila, 30.6.2012 Apertura percorso “Poesia di strada in RA”Per andare a rilevare, a scoprire, gli oggetti sintetici(file di testo, immagini, video..) che sisovrappongono alla realtà reale, è necessaria,innanzitutto, un’applicazione specifica (un browser)per smartphone, iPhone, tablet, iPad.. Getting to know augmented reality in a new and innovative economic and social context
  • 19. Aurasma (www.aurasma.com): principaliUno dei principali browser per la RAe il riconoscimento delle immagini, browserha un’interfaccia friendly per la realtà aumentata Acrossair (www.acrossair.com): uno dei primi browser per la RA Layar (www.layar.com): Altro browser molto conosciuto e in rapido sviluppo dal punto di vista dell’offerta di servizi innovativi per i propri utenti Mixare (www.mixare.org):Junaio (www.junaio.com): Innovativo e ha la caratteristica di essereaffidabile anche Junaio è apprezzato da un open sourceaffezionato bacino d’utenza Getting to know augmented reality in a new and innovative economic and social context
  • 20.  Campi di applicazione Getting to know augmented reality in a new and innovative economic and social context
  • 21. Innumerevo l i....come innumerevoli sono gli usi che possiamo fare del Web.. dei mondi virtuali.. dei modi di abitare la rete e di fare rete.Unica differenza è che la realtà aumentata prova a uscire dai desktop, dalle scrivania, dagli schermi e si piazza negli spazi aperti, negli interni, nei supporti cartacei, negli oggetti di design..e, più in generale, ovunque si possa iniziare a immaginare.. Getting to know augmented reality in a new and innovative economic and social context
  • 22. Getting to know augmented realityin a new and innovative economic and social context
  • 23. Getting to know augmented realityin a new and innovative economic and social context
  • 24. Getting to know augmented realityin a new and innovative economic and social context
  • 25. Getting to know augmented realityin a new and innovative economic and social context
  • 26. Mobile and Ubiquitous Learning
  • 27. Mobile and ubiquitous Learning Smartphones and tablets are important forlearning, but mobile and ubiquitous learning ismore than just using mobile facilities to learn. Mobile Learning is rather referred to the MOBILITY of learner
  • 28. Mobile and UbiquitousMobile learning is characterized by a change in learning scenarios The facility of communication with tutors and peers offers the opportunity to design interactive and social activities to engage students in a real- world learning path.
  • 29. Theories of referencefor mobile and ubiquitous learning
  • 30. Experiments The experim ents of m ubiquitous le obile and arning in mus other places eums and in of interest a develop a re aimed to mobile and learning en ubiquitous vironment uobjects, broa sing smart dcasting andreality (AR) augmented
  • 31. Emotions Brain resear ch has poin emotions in l ted out the earning.. role ofDamasio (2010) uses the term emotion torefer to internal changes in body state (e.g.chemical, visceral, muscular) and resultingchanges in the nervous system. Emotionsare not conscious. Emotions can beinduced, for example by the sight of anobject into a museum. They can createfeelings, which supply the stimulus foraction.
  • 32. Mirror neuro ns .. Emotions Mirror neurons allow people to interpret the minds of others not through logical thinking but through direct simulation, by feeling and not by thinking. Mirror neurons unveil how students learn and why groups of people respond to certain sports, dance, music and art (Rizzolatti and M. Fabbri-Destro, 2008). If a learner observes an archaeological find (e.g. Shin- guard) he/she can experience the action behind it and, consequently, learn how the object was effectively used. The student can be empathetic engaged by a find and he/she can amplify his/her own cultural experience of the past.
  • 33. Sentimental dimensionA sentimental dimension should be cultivated in young students.In fact, today’s learners are subjected to a large amount ofstimuli (e.g. School, television, sports, different baby-sitters etc.)in the absence of an authentic communication with adults.When stimuli are excessive, compared to the capacity ofelaborating them, the young person tends to suppress thesentimental dimension and consequently intelligence riskilyevolves without the anchor of sense (Galimberti, 2009).
  • 34. Personalization of learning using the “Multiple Intelligences” theory and “Five Minds for the Future”Gardners Multiple Intelligences (2004)
  • 35. Personalization of learning using the “Multiple Intelligences” theory and “Five Minds for the Future” In Five Minds for the Future (2006), Gardner outlines the cognitive abilities that will be cultivated by future leaders as follows: a. The Disciplinary Mind: The mastery of science, mathematics, and history, and of at least one professional expertise; b. The Synthesizing Mind: The ability to put together ideas from different disciplines; c. The Creating Mind: The capacity to find out and explain new problems, questions and phenomena; d. The Respectful Mind: awareness of differences among human beings and human groups and the consequent appreciation for them; e. The Ethical Mind: Awareness of personal responsibilities as a worker and as a citizen.
  • 36. Emotional mappingWhen students are immersed in a real environment, theemotional map can offer the possibility to better understandhow different people have interpreted the location trough theircreations (e.g. Stories, draws, recorded interviews etc.).In the trials, the emotional map is created by the objects left inthe location by the visitors. Thus, users are encouraged to usetheir Creative mind and produce, for example, narratives,drawings, interviews or reports in order to reinvent the map ofthe real location.
  • 37. Gamification Recreational and educational activities can take place in formal contexts, such as school, or in informal settings, such as a museum, a park or a city.The elements that make a game intriguingor challenging can be applied to situationsthat do not belong to the sphere of gaming.Gamification is the term that expresses theprocesses of Game Design used in areas notpreviously involved in the dynamics ofgaming.
  • 38. The 7E learning cycle model and the 5 Step model In imple m or histo enting the rea ric l ex and Li al interest, the perience in a n, 7 m (2000)a 2008; Guazz E learning cy useum or in a re cruci a c n al to bu roni and Leo le (Eisenkraft, other place of ild a su cu ccessfu , 2011) and 2003; H uang, L ltural l experi Salmon iu, Gra ence s 5 s tep mo f del1. Elicit: The teacher/facilitator prepares technologies and materials alone, there is no need of scaffolding;2. Engage: The teacher/facilitator explains the experience to the students. This phase corresponds to the first step in Salmons model (2000);3. Explore: Students start reading POIs while exploring the location; during this phase (second step in Salmons model, 2000) the facilitator has to help students to positively interact and familiarizing with technology and artefacts;
  • 39. The 7E learning cycle model and the 5 Step model4. Explain: Groups start an active interaction with real learning objects. Groups create contents for future visitors and discuss collected data to create their emotional map of the place; during this phase (third step in Salmons model, 2000) the facilitator can help students to get information from real learning objects (e.g. Artefacts, information panels etc.);5. Elaborate: Each group develops the final version of their content to be left in the location; during this phase (fourth step in Salmons model, 2000) the facilitator assists knowledge construction processes;6. Extend: Students collect additional learning content; during this phase (fifth step in Salmons model, 2000) the facilitator can help students providing additional material);7. Evaluate: The teacher/facilitator brings together useful information to evaluate the participants’ learning achievement; there is no need of scaffolding.
  • 40. SWOT
  • 41. ExperimentationsEMMAP was trialled at:•“Museo della Carrozza” Palazzo Buonaccorsi, Via DonGiovanni Minzoni 24, Macerata•“Museo Civico Archeologico Giuseppe Moretti”, Castello alMonte, San Severino Marche (MC)•Antiche Mura” & “Borgo Ficana” Macerata•“Zona Rossa” in L’Aquila
  • 42. Museo della Carrozza EMMAP was trialled at the Macerata Carriage Museum on June 2011The museum is characterized by two mainthemes:1.The narrative motif based on therelationship between carriages and theterritory;2.The technical motif based on themechanical development documented bythe collection.
  • 43. Participants A group of students, in their twenties, participated in the research They were all 3rd year students of Accademia di Belle Arti Moreover, they were all enrolled in a course called: “Net Art”, where useful technologies are creatively used
  • 44. Museo della Carrozza / EvaluationIn the final evaluation test, most of the pupils declared theyhad connection problems in the museum basement rooms(80%)The didactic benefits, revealed by the evaluation, were the following:•Social benefits: most of the participants felt that working in groups hadimproved their attitude to listening to their peers (70%); most of them said thateverybody in the group had contributed to the construction of group knowledge(80%); but, they only moderately improved their awareness and respect for theirpeers (80%)•Creative thinking benefits: Most of the participants said that they improvedtheir creative thinking during the experience (80%); the richness of differentmultimedia materials in the museum improved creative thinking (80%); moreover,they all agreed that the possibility to tell a story, and to leave it in the museum forfuture visitors, stimulated their creative mind (100%)•Techno-didactic benefits: All the students said that the use of technologiesreinforced social participation and fostered group work; technology promoted adialogue with future visitors (80%), and it improved the interest in artefacts(100%).
  • 45. Museo della Carrozza / EvaluationThe didactic benefits, revealed by the evaluation, were the following:•Emotional benefits: Most of the participants said that the museum pathsfostered the creation of an emotional bond with the location (80%); they believedthat paths activated an “emotional dimension” with objects and people related tothe past, present and future of the Carriage Museum (80%); they said that a“sentimental dimension” was fostered by the storytelling activity (80%)In the comments, four participants suggested improving the Wi-Fi connection inthe museum basement; one said that QR codes should have been available nearartefacts, and not on a map.The majority of them would have recommended EMMAP paths to other visitors(80%)
  • 46. Implementation of a mobile and ubiquitous learning experience at the “Museo Civico Archeologico Giuseppe Moretti”EMMAP was tested at the Archaeological Museum with 115 studentsattending the first classes of the Istituto Tecnico Industriale Statale(ITIS) “Eustachio Divini” of San Severino MarcheThe study involved 115 teenagers (11 girls and 105 boys) aged from13 to 16 (8 students were 13; 96 students were 14; 8 students were15; 3 students were 16) Castello di San Severino Marche Museo Archeologico
  • 47. Augmented Reality
  • 48. LOW Evaluation HIGHIn the expectation questionnaire, most of themdeclared familiarity with technologies (93%).74% said they also made use of the mobile AVERAGEInternet; within these users a 32% said theyconnected to the mobile Internet very often. Percentage of Internet mobile usageA few participants reported knowing andcurrently use QR-Code (38%), the remainingpart declared curiosity about it, but they hadnever seen or read it before (62%).Most of the teens considered themselves tobe ready for a mobile and ubiquitous learningexperience (80%).
  • 49. After the trial, the participants completed a questionnaire to evaluate the satisfaction.The questionnaire was negotiated between the different stakeholders in order toevaluate the quality of the experience.It was divided into three parts:1.Organization area2.Content area3.General evaluation 1. Organizational Area 60 50,9 50 45,2 37,4 38,9 40 Very low 30,1 Low Average 30 23,9 22,8 High 20,2 Very high 20 13,9 10 4,4 2,7 4,4 0,9 2,6 1,8 0 Punctuality of information Accurate timing Quality of the activity
  • 50. 2. Content Area 49,15045 39,5 39,14035 Very low 28,9 28,7 28,130 Low 23,7 Average25 High 17,420 Very high 11,3 12,31510 6,1 6,1 3,5 4,45 1,80 Topics/games Personal Motivation New cultural stimuli
  • 51. 2.1 Technological difficulties with mobile and ubiquitous learning40 36,335 Very low30 Low 22,1 Average25 High20 14,2 14,2 Very high 13,3151050 Technological difficulties
  • 52. 3. General evaluation of the visit45 41,740 32,5 32,535 26,1 Very low30 Low25 20,2 Average 18,3 High20 Very high15 10,4 9,610 5,3 3,550 Adequacy to expectations Learning needs
  • 53. 3.1 General evaluation40 35,7 36 36,5 34,235 31,6 28,730 27,2 25,9 23,2 Very low25 21,1 21,1 Low Average20 High15 11,6 11,4 12,2 Very high 11,3 11,3 8,810 6,1 3,6 2,650 Listening attitude Creativity Technology appeal Emotion
  • 54. The general results of the evaluation revealpositive outcomes relating to:1.Strengthening the awareness that mobile phones should beconsidered as new cultural resources that work within anindividualized, mobile and convergent mass communication(Cook, Pachler and Bachmail, 2011);2.The possibility offered by mobile phones to attract teens andconsequently to shorten the distance between young peopleand heritage;3.The possibility for the learner to use different multimediamaterials, while interacting with peers in a social co-construction of meaning and improving a listening attitude;4.The possibility for the student to experience active learning inan informal environment, such as a museum;
  • 55. The general results of the evaluation revealpositive outcomes relating to:5.The developing of “The Creating Mind”, a key attitude for thefuture (Gardner, 2006);6.The development of different forms of intelligences, accordingto the theory of Multiple Intelligences (Gardner, 2004);7.The development of an “emotional dimension” in younglearners (Galimberti, 2009);8.The production of different stories and drawings that remainavailable for future interactions and leaves emotional traces inthe museum;9.The possibility to create an emotional map using students’traces for future visitors.
  • 56. Augmented reality in MacerataDuring the Macerata Ospitale Art Festival 2011,an augmented reality experience wasimplemented all around the ancient Mediaevalwalls of Macerata.Sixty of the most significant works of “StreetPoetry”, a poetry prize, were prepared all alongthe perimeter of the city walls
  • 57. EvaluationMost of the participants declared themselves tobe familiar with technology (80%). Half of thevisitors said they did not use Internet in theirmobile phones; other users declared makingsome use of mobile Internet (40%); others said toconnect in mobility frequently (10%). Most of theparticipants affirmed that they did not knowaugmented reality facilities (80%) and only a fewadmitted knowing something about it (20%).Nobody was familiar with augmented realityapplications (0%)
  • 58. The idea beh ind AR was n needed a d ot clear to th emonstration e group of w Nevertheless of how to alkers and co , most of th use Layar nsequently th augmented re e participants and other A ey ality (60%), th considered th R applicatio to use AR fac e remaining p emselves re ns. ilities (40%). art declared th ady to use At the end o ey needed m f the tour, th ore expertise path could im e absolute m prove the en ajority declare hand, one be gagement of d that an au lieved that AR visitors and gmented rea Most of the v could not imp tourists (90% lity isitors said th rove peoples ); on the oth (80%); the re ey did not ha interest in the er maining part ve technolog visit (10%). (20%). One reported hav ical problems declared tha ing some diffi during the wa inadequate fo t the iPhon culty with mo lk r tours. Howe e and sma bile technolo and would ha ver, most of rtphone sma gy ve promoted the participan ll-screens ar remaining pa the walks aro ts said they e e rt of the gro und the walls njoyed the vis benefits durin up professed to other peop it g a visit (10% uncertainty a le (90%). TheAfter the wa ). bout AR fac lk, one youn ilities and itsartefacts with g man report AR. This is a ed having soobjects. question due me difficulty to the GPS o localizing vir utdoor positio tual ning of virtua l
  • 59. Poesia di strada in RA arriva a L’Aquila  Promuovere una mostra d’arte contemporanea in realtà aumentata a partire da giugno 2012  Creare un’esperienza cittadina di fruizione multisensoriale di opere d’arte virtuali visualizzabili attraverso applicazioni per la realtà aumentata. Le opere andranno ad arricchire, in forma permanente, le strade centrali del capoluogo con elementi d’arte virtuale e poesia.  La zona prescelta, da giugno 2012, è marcata da oggetti artistici che lì resteranno in realtà aumentata quale memoria emozionale collettiva. Getting to know augmented reality in a new and innovative economic and social context
  • 60. Non dovete assolutamente perdervi Foto: L’Aquila, 22.9.2012 Workshop sulla d’animo, ma continuare realtà aumentata con gli ambasciatori a essere sempre vigili e eTwinning pronti Winston ChurchillART DI SMART, STRATEGIE DI MOBILE MARKETING NELLERA
  • 61. L’esperienza è statamonitorata e harilevato un alto livellodi gradimento (93,3%).I benefici evidenziatisono relativi allosviluppo di un legameemozionale con illuogo; l’attitudineall’ascolto;l’alta rilevanzaculturale e formativadell’esperienza ecc.I risultati saranno resinoti in un lavoro diricerca che verràpubblicato nel 2013per IGI Global. Foto: L’Aquila, 22.9.2012 Workshop sulla realtà aumentata con gli ambasciatori eTwinning Getting to know augmented reality in a new and innovative economic and social context
  • 62. Foto: L’Aquila, 22.9.2012 Workshop sulla realtà aumentata con gli ambasciatori eTwinning Getting to know augmented reality in a new and innovative economic and social context
  • 63. Pubblicazioni G. Guazzaroni, Emotional Mapping of the Archaeologist Game. Computers in Human Behavior – Elsevier Journal, July 2012a G. Guazzaroni, Experiential Mapping of Museum Augmented Places - Using Mobile Devices for Learning. LAP - Saarbrücken, Germany, May 2012b. Guazzaroni, G., Emotional Mapping of Museum Augmented Places. In Mobile learning. Esperienze e riflessioni “made in Italy”, a cura di Michelle Pieri. Collana: Quaderni di Qwerty - Progedit, Bari, 2012c. G. Guazzaroni and T. Leo, Emotional Mapping of a Place of Interest Using Mobile Devices nuove pubblicazioni….. www.giulianaguazzaroni.net Getting to know augmented reality in a new and innovative economic and social context
  • 64.  Il contributo dell’arte all’eco- economia attraverso la RA Getting to know augmented reality in a new and innovative economic and social context
  • 65. A i in R izion Espos Nell’immagine realtà aumentata lungo le mura di Macerata, visualizzazione di un’opera di Hernàn Chavar per Poesia di Strada Esperienze positive diinterpretazione artistica realizzate Esperienze di marketing territorialeattraverso la realtà aumentata e gli smart objects Getting to know augmented reality in a new and innovative economic and social context
  • 66. Opinioni “C’è stato un tempo in cui arte e tecnologia sembravano ai poli opposti della cultura. Da qualche anno le cose sono molto cambiate. Non stiamo parlando delle arti digitali, ma di come sia cambiata l’esperienza di fruizione” Laura Zanotti, Caporedattore di The Biz Loft, in Arte e tecnologia: sì, ma come cambiano i tempi! http://thebizloft.com/content/arte-e-tecnologia-si-ma-come-cambiano-i-tempi Getting to know augmented reality in a new and innovative economic and social context
  • 67. L’ARTE FRUIZIONE DELESPE RIENZE DI La nostra esperienza di fruizione della realtà sta cambiando. Abbiamo molteplici opzioni di scelta in tempo reale grazie a tecnologie “smart” sempre più pervasive e collegate ai movimenti del nostro corpo Getting to know augmented reality in a new and innovative economic and social context
  • 68. Effetto WOW!!! Getting to know augmented realityin a new and innovative economic and social context
  • 69. Saper entusiasmare sì.. Saper creare esperienze significative e non disorientanti Gli ogg I luogh etti rac i si an contan o... imano sì… ni si Le esposizio menti di ele arricchiscono virtuali re onsiglia ti sanno c Iprodot i fruitori Getting to know augmented reality in a new and innovative economic and social context
  • 70. Che cosa ha significato per il territorio? Getting to know augmented reality in a new and innovative economic and social context
  • 71. Effetto WOW o meno il territorio si faconoscere…..…..come? attraverso arte e tecnologia Viene aperta una strada verso opportunità precedentemente non considerate come strategiche
  • 72. La combinazione tra arte e realtà aumentata ha ilpotenziale di generare un nuovo tipo dicomunicazione culturale che è un driver disviluppo finalizzato a realizzare un nuovoscenario di marketing artistico promozionale inrelazione a un ampio spettro di produzioni e dimercato Getting to know augmented reality in a new and innovative economic and social context
  • 73. si possono sviluppare nuovi modi e metodi di commercializzazione e comunicazione aziendale attraverso l’uso di dispositivi mobili con molteplicità di applicazioni artisticheUninstallazione a metà fra arte e neuroscienza, lopera di Carlo De Mattia e Claud Hesse: Big Conscience per ADAM Accademia Getting to know augmented reality in a new and innovative economic and social context
  • 74. Future directio n s Orizzonti futuri Getting to know augmented reality in a new and innovative economic and social context
  • 75. In the very near future mobile and ubiquitous facilities will play a more and more important role in heritage, art galleries and education. Mobile strategies will include education and interpretation. Consequently, more and more museums will adopt newinterpreting strategies including mobile and ubiquitous learning, in addition with multisensory augmented experiences.
  • 76. Un utilizzo sistematico e metodologicamente corretto delle svariate forme di realtàaumentata è quanto di più auspicabile si possa sviluppare nella costruzione di smartcityAll’interno della città, in un futuro ormai prossimo, reti di cittadini consapevolisaranno in grado di fruire diversi piani di realtà per soddisfare esigenze multiformi eappropriate a comunità multiculturali e a situazioni di plurilinguismo?La città smart saprà offrire narrazioni differenti costruite sapientemente per venireincontro alle molteplici esigenze artistiche, culturali e linguistiche (quantistiche)?Sarà come reinventare di volta in volta un’offerta artistica complessa che vive e sitrasforma attraverso le interazioni, anche emozionali, delle persone che la vivono? Getting to know augmented reality in a new and innovative economic and social context
  • 77. AcknowledgementsFor EMMAP trials, I wish to thank the I wish to thank ProfessorSoprintendenza per i Beni Archeologici delle Tommaso Leo for being myMarche. I wish to express thanks to Comune supervisor, for his guidance, fordi San Severino Marche. I also wish to his brilliant adviceexpress sincere thanks to Istituto TecnicoIndustriale Statale “Eustachio Divini”. I also thank my PhDI wish to thank Istituzione Macerata Cultura colleaguesBiblioteca e MuseiI also wish to express sincere thanks toLicenze Poetiche and ADAM Accademia I wish to thank Comune didelle Arti Macerata L’Aquila, L’Aquila eMotion, Noi, L’Aquila and eTwinning Italia for the experiences in L’Aquila Source of images: http://www.dreamstime.com/free-photos
  • 78. Questions and AnswersThe contents of this presentation are under a Licence Creative Commons 3.0 (except forDreamstime images and images related to specific software)If not specified, the source of images is: http://www.dreamstime.com/free-photos Getting to know augmented reality in a new and innovative economic and social context
  • 79. Grazie dell’attenzione! contatti Giuliana Guazzaroni Dottore di Ricerca in eLearning Specialista in Realtà Aumentata e Mobile Learning cell: (+39) 333 2042483 web-blog: www.giulianaguazzaroni.net twitter:@elearningoddess mail: info@giulianaguazzaroni.net Getting to know augmented reality in a new and innovative economic and social context