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Diseño de escenarios interactivos de
aprendizaje con realidad aumentada para
experiencias de computación creativa
Juan Man...
What is Creative Computing?
(Brennan, Balch & Chung – Harvard Grad School of Education)
CC is about Creativity
CS and comp...
Antecedents
Computational
Thinking
> Seymour Papert (1981)
“programming the computer to
[…] establish an intimate contact
...
Program or be programmed
The debate over whether the Net is good or bad for us
fills the airwaves and the blogosphere. But...
But… in a mobile world context
with a mixed reality…
gestural interactions…
Leap motion
empowered by gadgets and wearables…
…in a cyber-physical brave new world
Where is the teacher?
What about assessment?
Learning Analytics: Who is going to build this?
Computer Scientists only?
Involve teachers in the creation of their own extended
{mobile, AR, gestural,…} learning scenarios using
creative computin...
Focus
Mobile
devices
Augmented
reality
Gestural
interactions
Learning
analytics
State of the art: e.g. augmented reality tools
For programmers For non programmers
Visual programming languages can help to develop
creative computing abilities to build such extended
learning scenarios
Ge...
State of the art: Visual Languages
Authoring framework
http://vedils.uca.es
Based on AppInventor
Existing components
Specific objectives
Augmented reality
> Marker, text and
image recognizing
3D Engine
> 3D interactive objects
(.OBJ, .3DS,...
Extensions
Augmented reality
> Marker, text and
image recognizing
3D Engine
> 3D interactive objects
(.OBJ, .3DS, .MD2, et...
Extension of the visual language to build
augmented-reality mobile apps
Specific objective 1
VEDILS AR components
Use machines and tools for a torque test lab task
assignment, preventing damage to the equipment
and uncompromising the st...
Mobile App development
Image recognition
Creating 3D models
App behavior programming
Lab development
Extension of the visual language to build
learning analytics mobile apps
Specific objective 2
VEDILS LA components
ActivityTracker selectable automatic tracking
Global Actions Focused action (e.g. button)
ActivityTracker blocks
http://www.eclipse.org/aspectj/
ActivityTracker tracked data
ActivitySimpleQuery design
DistinctResults:
To avoid duplicated results.
FieldsToRetrieve:
Data to recover from the data
s...
ActivityAggregationQuery design
Group By: Fields to group the results
MetricsToRetrieve: aggregations
DataTable & Chart design
Query: Query from which obtain data
Height/width: dimensions in screen
Visible: To show/hide the ...
Teacher implementation of Who am I? game in a
German language course including augmented reality
Case study: Foreign langu...
Learning analytics capabilities
Google Fusion Tables data
> Ejemplo: Wir Ben Ich
Pentaho dashboard
> Projects
> Users
Interactions
> Compilation of students’ interactions relevant
for assessment : e.g. number of attempts to
guess a characte...
University of Algarve, Mechanical
Engineering, “Design I” class
Learn foundations of technical drawing
including perspecti...
APP BASED ON AUGMENTED REALITY
Welcome screen Rendering 3D models Survey on useful of
the application.
Different display types
Extended information
Touching the graph you obtain
more detailed information
Extension of the visual language to build
gadget-enriched mobile apps
Specific objective 3
VEDILS HMI components
http://emphasys.uca.es/
Case study: e-Health project
Ease the creation of enriched mobile apps by non-
programmers
Create and visualize assessment information from
the app
Con...
Integration with data mining libraries to ease assessment
interpretation
Version of the authoring framework to develop eHe...
VEDILS LA Demo: simple query + data table
VEDILS LA Demo: aggregation query + chart
Thanks
http://vedils.uca.es
Images from:
http://elearningindustry.com/augmented-future-elearning-augmented-reality-elearning
http://www.educatorstechn...
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Diseño de escenarios interactivos de aprendizaje con realidad aumentada para experiencias de computación creativa

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Adaptarse a las nuevas formas de crear y compartir contenidos digitales constituye un reto para la preparación de profesionales en los perfiles emergentes de disciplinas ajenas a la informática y la computación. Los lenguajes y las herramientas de creación digital no están muchas veces pensados para su utilización por parte de usuarios de estos campos. Un reto en el campo de la computación creativa es la posibilidad de incorporar capacidades interactivas multimodales, junto con realidad virtual y realidad aumentada, en las herramientas de autoría con las que se elaboran los materiales y diseños de aprendizaje. El objetivo general de la charla es motivar la investigación sobre la computación creativa, así como mostrar desarrollos diversos alrededor de un marco de trabajo que aspira a fomentar las habilidades de diseño, creación y despliegue de experiencias educativas con capacidades analíticas para el aprendizaje y la evaluación en un contexto multidisciplinar.

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Diseño de escenarios interactivos de aprendizaje con realidad aumentada para experiencias de computación creativa

  1. 1. Diseño de escenarios interactivos de aprendizaje con realidad aumentada para experiencias de computación creativa Juan Manuel Dodero Beardo Software Process Improvement Research Group Departamento de Ingeniería Informática Universidad de Cádiz juanma.dodero@uca.esDoctorado en Ingeniería Informática 2016/17 5 Marzo 2017 Facultad de Informática Universidad Complutense de Madrid
  2. 2. What is Creative Computing? (Brennan, Balch & Chung – Harvard Grad School of Education) CC is about Creativity CS and computing-related fields have long been introduced to [young] people disconnected from their interests– emphasizing technical detail over creative potential CC is about Empowerment Many [young] people with access to computers participate as consumers, rather than designers or creators CC is about… Computing Creating computational artifacts supports [young] people’s development as computational thinkers in all aspects of their lives, across disciplines and contexts
  3. 3. Antecedents Computational Thinking > Seymour Papert (1981) “programming the computer to […] establish an intimate contact with some of the deepest ideas from science, from maths, and from the art of intellectual model building.” > Jeannette M. Wing (2006) > STEM Computing in Education > Mark Guzdial (Georgia Tech) “There is no reliable research showing that computing makes one more creative or more able to problem-solve.” “For the same reasons people should understand biology, chemistry or physics, it makes a lot of sense to understand computing in our lives” > STEM+C Computing and Humanities (STEAM) > S. Krishnamurthi (Brown U.) “we are just overly intoxicated with computer science” > English student (Stanford): “I don’t see myself as having skills missing […] When you are analyzing Melville, you have to unpack that language and synthesize it back”
  4. 4. Program or be programmed The debate over whether the Net is good or bad for us fills the airwaves and the blogosphere. But for all the heat of claim and counter-claim, the argument is essentially beside the point: it’s here; it’s everywhere. The real question is, do we direct technology, or do we let ourselves be directed by it and those who have mastered it? “Choose the former,” writes Rushkoff, “and you gain access to the control panel of civilization. Choose the latter, and it could be the last real choice you get to make.”
  5. 5. But… in a mobile world context
  6. 6. with a mixed reality…
  7. 7. gestural interactions… Leap motion
  8. 8. empowered by gadgets and wearables…
  9. 9. …in a cyber-physical brave new world
  10. 10. Where is the teacher?
  11. 11. What about assessment?
  12. 12. Learning Analytics: Who is going to build this?
  13. 13. Computer Scientists only?
  14. 14. Involve teachers in the creation of their own extended {mobile, AR, gestural,…} learning scenarios using creative computing Motivation
  15. 15. Focus Mobile devices Augmented reality Gestural interactions Learning analytics
  16. 16. State of the art: e.g. augmented reality tools For programmers For non programmers
  17. 17. Visual programming languages can help to develop creative computing abilities to build such extended learning scenarios General hypothesis
  18. 18. State of the art: Visual Languages
  19. 19. Authoring framework http://vedils.uca.es
  20. 20. Based on AppInventor
  21. 21. Existing components
  22. 22. Specific objectives Augmented reality > Marker, text and image recognizing 3D Engine > 3D interactive objects (.OBJ, .3DS, .MD2, etc.) Gesture interaction > Hand gestures > Arm movements Learning analytics > Cloud store of interaction data > Queries + datatables + charts
  23. 23. Extensions Augmented reality > Marker, text and image recognizing 3D Engine > 3D interactive objects (.OBJ, .3DS, .MD2, etc.) Gesture interaction > Hand/arm gestures Learning analytics > Cloud store of interaction data > Queries + datatables + charts
  24. 24. Extension of the visual language to build augmented-reality mobile apps Specific objective 1
  25. 25. VEDILS AR components
  26. 26. Use machines and tools for a torque test lab task assignment, preventing damage to the equipment and uncompromising the student’s safety Case study: material resistance lab
  27. 27. Mobile App development
  28. 28. Image recognition
  29. 29. Creating 3D models
  30. 30. App behavior programming
  31. 31. Lab development
  32. 32. Extension of the visual language to build learning analytics mobile apps Specific objective 2
  33. 33. VEDILS LA components
  34. 34. ActivityTracker selectable automatic tracking Global Actions Focused action (e.g. button)
  35. 35. ActivityTracker blocks http://www.eclipse.org/aspectj/
  36. 36. ActivityTracker tracked data
  37. 37. ActivitySimpleQuery design DistinctResults: To avoid duplicated results. FieldsToRetrieve: Data to recover from the data storage TableId: Google Fusion Tables id
  38. 38. ActivityAggregationQuery design Group By: Fields to group the results MetricsToRetrieve: aggregations
  39. 39. DataTable & Chart design Query: Query from which obtain data Height/width: dimensions in screen Visible: To show/hide the table/chart ChartType: (currently) line/bar chart IndexFor[Category/Value]Axis: data index [Category/Value]AxisTitle: label
  40. 40. Teacher implementation of Who am I? game in a German language course including augmented reality Case study: Foreign language learning
  41. 41. Learning analytics capabilities Google Fusion Tables data > Ejemplo: Wir Ben Ich Pentaho dashboard > Projects > Users
  42. 42. Interactions > Compilation of students’ interactions relevant for assessment : e.g. number of attempts to guess a character, characters that are more difficult to guess, etc. Learning analytics results Survey > Inside the app to know learners’ opinion
  43. 43. University of Algarve, Mechanical Engineering, “Design I” class Learn foundations of technical drawing including perspectives Case study: Technical Drawing
  44. 44. APP BASED ON AUGMENTED REALITY Welcome screen Rendering 3D models Survey on useful of the application.
  45. 45. Different display types
  46. 46. Extended information Touching the graph you obtain more detailed information
  47. 47. Extension of the visual language to build gadget-enriched mobile apps Specific objective 3
  48. 48. VEDILS HMI components
  49. 49. http://emphasys.uca.es/ Case study: e-Health project
  50. 50. Ease the creation of enriched mobile apps by non- programmers Create and visualize assessment information from the app Conclusions
  51. 51. Integration with data mining libraries to ease assessment interpretation Version of the authoring framework to develop eHealth gadget-enriched mobile apps http://emphasys.uca.es/ Not only low cost devices: HTC Vive, Hololens, etc. Future work
  52. 52. VEDILS LA Demo: simple query + data table
  53. 53. VEDILS LA Demo: aggregation query + chart
  54. 54. Thanks http://vedils.uca.es
  55. 55. Images from: http://elearningindustry.com/augmented-future-elearning-augmented-reality-elearning http://www.educatorstechnology.com/2013/06/20-ways-to-use-augmented-reality-in.html

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