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Abstract

AR is where embedded animations, video clips, 3D graphics ‘come to life’ when a SMART device is help up to an image, which ‘triggers’ the media. There has been significant interest in this technology, especially with the potential of AR Head Mounted Displays (HMDs), leading to investment by corporations such as Microsoft and HoloLens; however there is a gap in the literature around the evaluation of the pedagogical potential when embedding this technology into Higher Education classroom contexts.

In line with QAA benchmarks (QAA 2013) our University is moving towards developing graduate attributes, and early connections with ‘softer skills’ are embedded through Personal Development Planning (PDP) module. The PDP module, taken by our first year computer gaming and technology students has a history of lack of engagement and a poor submission rate. Initial research showed that STEM students in particular can be reluctant to engage with the ‘employability’ agenda (CB1I/Pearson 2013; Harris 2014; UKSES 2014). Our response was to use an Action Research methodology to explore and address these issues (c.f. Norton, 2009), including our students as part a participative research process.

Working with Aurasma, a free ‘App’ that enables the creation of AR artefacts, the curriculum was redesigned placing the development of an AR artefact at the core of the module. The brief for students was to create an artefact based on some aspect of the library, and to keep a blog of group interactions and reflections. To support a more critical approach, the lecturing team modelled a ‘video research focus groups’ in class, where the authors (Holley, Hobbs and Paraskevopoulos) were filmed facilitating the focus groups, and observed by the rest of the students who participated by offering suggestions for questions and feedback on the work of others.) were filmed facilitiaing the focus groups, and observed by the rest of the students who participated by offering suggestions for questions and feedback on the work of others. Our early findings show positive engagement and improved submission rates, and our interactive workshop will invite ALT_C participants to come and bring their SMART devices and discover the planning, process and results of our project through a series of AR artefacts produced by project participants, both staff and students.

Abstract

AR is where embedded animations, video clips, 3D graphics ‘come to life’ when a SMART device is help up to an image, which ‘triggers’ the media. There has been significant interest in this technology, especially with the potential of AR Head Mounted Displays (HMDs), leading to investment by corporations such as Microsoft and HoloLens; however there is a gap in the literature around the evaluation of the pedagogical potential when embedding this technology into Higher Education classroom contexts.

In line with QAA benchmarks (QAA 2013) our University is moving towards developing graduate attributes, and early connections with ‘softer skills’ are embedded through Personal Development Planning (PDP) module. The PDP module, taken by our first year computer gaming and technology students has a history of lack of engagement and a poor submission rate. Initial research showed that STEM students in particular can be reluctant to engage with the ‘employability’ agenda (CB1I/Pearson 2013; Harris 2014; UKSES 2014). Our response was to use an Action Research methodology to explore and address these issues (c.f. Norton, 2009), including our students as part a participative research process.

Working with Aurasma, a free ‘App’ that enables the creation of AR artefacts, the curriculum was redesigned placing the development of an AR artefact at the core of the module. The brief for students was to create an artefact based on some aspect of the library, and to keep a blog of group interactions and reflections. To support a more critical approach, the lecturing team modelled a ‘video research focus groups’ in class, where the authors (Holley, Hobbs and Paraskevopoulos) were filmed facilitating the focus groups, and observed by the rest of the students who participated by offering suggestions for questions and feedback on the work of others.) were filmed facilitiaing the focus groups, and observed by the rest of the students who participated by offering suggestions for questions and feedback on the work of others. Our early findings show positive engagement and improved submission rates, and our interactive workshop will invite ALT_C participants to come and bring their SMART devices and discover the planning, process and results of our project through a series of AR artefacts produced by project participants, both staff and students.

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Alt c augmented-reality_holleyandhobbs

  1. 1. Augmented Reality (AR) meets Action Research: a workshop (re) conceptualising a year one gaming/computing curricula Dr. Debbie Holley Bournemouth University (dholley@bournemouth.ac.uk) Dr. Mike Hobbs – Anglia Ruskin University (mike.hobbs@anglia.ac.uk) Dr Ioannis Paraskevopoulos – Anglia Ruskin University
  2. 2. This Workshop – 3 phases • Brief Overview of Augmented PDP Project • Viewing / Creating AR Artefacts • What next – open discussion on future course design. (meanwhile, while we do the talky bit, its OK to download the free Aurasma APP from App Store (iOS) or GooglePlay (Android) ) You can download this powerpoint with the instructions from slideshare: ALT-C Shaping the future of learning together 8-10 Sept 2015
  3. 3. The Augmented PDP Project To engage ARU staff and students in broadest context with innovative technology To offer ARU students extra- curricula opportunities to enhance their CV Part of a University LTP project: http://www.lta.anglia. ac.uk/ To explore the affordances of Augmented Reality for inside/outside the classroom ALT-C Shaping the future of learning together 8-10 Sept 2015
  4. 4. The Year 1 Computing/Gaming PDP Problem: • Personal Development Portfolio sessions needed to deliver basic academic skills • BUT failed to engage students from the first year Computing and Gaming Technology course. – lack of submissions, affected progression • So we needed something to act as a practical focus around which the skills could be utilised ALT-C Shaping the future of learning together 8-10 Sept 2015
  5. 5. Augmented PDP: pedagogic approach • Students Introduced to the Aursama AR app • Working in groups outside the class, students created augmented team logos • Students were encouraged to plan, script and create an aura for a book used in their course . • Supporting materials posted on the VLE with support provided via discussion boards and comments on their group blogs. • Research skills to underpin future project work modelled – students took part in ‘Fishbowl’ sessions where they fed staff questions as groups were filmed talking about their experiences • Following ‘flipped classroom principles’ and drawing upon Vygotsky (see Cook, J. (2010) Mobile phones as mediating tools within augmented contexts for development.International Journal of Mobile and Blended Learning, 2 (3). pp. 1-12. ISSN 1941-8647 ) ALT-C Shaping the future of learning together 8-10 Sept 2015
  6. 6. Results • Student comments and responses from a questionnaire were positive. • More students submitted the ‘PDP check list’ demonstrating skills in: – Group work, report writing, research, referencing, presentation, blogging, time / project management You can download our draft paper from ‘Augmented@ARU’ ALT-C Shaping the future of learning together 8-10 Sept 2015
  7. 7. Getting started with Aurasma 1. Download app. 2. Open / start app (skipping intro) 3. Use menu (tap on at at the bottom of the screen) 4. 3. Use the viewfinder and hold over a trigger. Aurasma is a free App the enables you to follow existing ‘channel’ and view premade resources We will now set up the App on the devices, and start to work towards creating our posters Sequence: In small groups, download app, then we will explore some existing examples to get ideas We will make an aurasma aura using the built in animation ALT-C Shaping the future of learning together 8-10 Sept 2015
  8. 8. Download and Install For Apple / IoS from AppStore or for Android from Playstore – search for ‘Aurasma’. The Anglia Ruskin University Augmented Reality Project Mike Hobbs & Debbie Holley See our project website: http://augmentedaru.org/ ALT-C Shaping the future of learning together 8-10 Sept 2015
  9. 9. Starting Aurasma For the first time use you will get a ‘Welcome To Aurasma tutorial’, swipe left to proceed to the sign-in page and select ‘>>skip’. No need to log in or create an account at this stage. ALT-C Shaping the future of learning together 8-10 Sept 2015
  10. 10. Viewfinder The App starts on the ‘viewfinder’ page – with pulsating white dots on the screen. Tap on the at the bottom of the screen to get to the set of available auras and the menu icons at the base of the screen. ALT-C Shaping the future of learning together 8-10 Sept 2015
  11. 11. Menu Page Use the search icon: to get to the search page. look for one of the channels on the cards e.g ‘books4U’, from the list of results, ‘select the books4U Public Auras’. ALT-C Shaping the future of learning together 8-10 Sept 2015
  12. 12. Search Type in ‘books4U’, in the text box. From the list of results, ‘select the books4U Public Auras’. ALT-C Shaping the future of learning together 8-10 Sept 2015
  13. 13. Follow Click on the ‘Follow’ box in the top right hand corner – this should change to ‘following’. You are now ready to select the viewfinder icon: [ ] and aim your camera at a trigger image, once it is recognised the media for the aura will play. ALT-C Shaping the future of learning together 8-10 Sept 2015
  14. 14. ‘Quack Attack’ Group images: ‘Sports in Society’ Book with weightlifting aura. Group members in the library using Aurasma QR code for the group’s Aurasma Channel : ‘Quack Attack’ http://auras.ma/s/bqWlb Group member showing aura for the end point of their directions. Short video of following direction based auras: http://youtu.be/FN3F_0hYv-Q ALT-C Shaping the future of learning together 8-10 Sept 2015
  15. 15. ‘Button Bashers’ Group I C# Programming Yelow Book ‘The Rubber Duck Edition’ This is a book taken from the library that is part of the reading for their course. Aura showing initial views of the subject! Channel ‘PDP LFG’ Video showing demonstration of Aura: http://youtu.be/yWONzkg B8J8 ALT-C Shaping the future of learning together 8-10 Sept 2015
  16. 16. ‘NukeIn’ Group Aursama Channel ‘lankybean’ Logo, triggers an aura of an image made from nuclear warning signs. ‘Beginning Math and Physics, for game programmers’ : Aura shows calculations from the cover and an image of a raduis for the trigger on page 56: ALT-C Shaping the future of learning together 8-10 Sept 2015
  17. 17. Red Squadron Group I Showing Library ‘this way’ aura and triggers based on room numbers. Aurasma Channel ‘RedSquadron’ ALT-C Shaping the future of learning together 8-10 Sept 2015
  18. 18. Our project blog: • Mike to insert image and url? Our Blog site http://augmentedaru.org ALT-C Shaping the future of learning together 8-10 Sept 2015
  19. 19. Augmented Reality and Posters Briefing document about Augmented Reality and Learning http://www.jisc.ac.uk/inform/inform35/AugmentedReality.html The benefits of e-posters http://www.sconul.ac.uk/sites/default/files/documents/7_15.pdf Augmented Reality Reading list: http://readinglists.anglia.ac.uk/lists/DBBCD9D9-98C9-8B7B-2975- 3BBAB6E613AB.html ALT-C Shaping the future of learning together 8-10 Sept 2015

Editor's Notes

  • Monday Group 4 (4 interviewed) Quack Attack (aurasma channel http://auras.ma/s/bqWlb) Channel works, along with video clips of directions around campus and trigger images.

    The students chose the course because it was enjoyable and they liked technology side. One student has a big interest in coding and games and wants professional recognition through the degree.
    Some previous knowledge of AR. The project was really enjoyable and they had fun doing it. They made a couple of small auras including a couple of arrows to appear when moving around campus. They communicated through WhatsApp. Important developments were put up on the blog. Auras could be used within pages to show videos which explain complex ideas.
    This group seemed to enjoy the task and worked well together.
  • Monday Group 1 (1 student interviewed, 4 in group) ‘Button Bashers’ (PDP LFG is their channel,) LFG = lighting fast gamers, note that if you search for this channel there is a space between PDP and LFG

    Student has had an interest in gaming for a long time and enjoys it. He is particularly interested in gaming backgrounds. This is his first choice university; he likes broad knowledge aspect of course.
    AR project: no previous knowledge. Had background skills? No but it was easy. Created auras to help each other and classmates identify books. Make quick video to summarise large books. As a group: use 1 machine where 1 person codes and 3 people watch and comment OR use 4 machines next to each other. Has a blog on VLE website. Not used it much.
    Was more comfortable talking about what he had done rather than himself and his background. The group seemed to have made some progress overall.
    Video shows the ‘Rubber Duck’ C# programming book and a demonstration of a simple aura.
    Extracts from their blog:
     
    Hello for the Final time....
    Even though we have not been able to post as much to the blog as we really would have liked, meeting up as a group have been difficult due to circumstances like having to work, or having assignment deadlines (A)
    Overall the work that we have done in regard to Augmented Reality has been interesting, and is something we can look back on with future study (L)
    Being part of a group of hard working individuals has been a good process as has developed personal skills: 
    - Time management (being able to try and work out a time when we are all available to meet up as a group)
    - Spoken Communication (being able to talk professionally and sensibly)
    Admittedly there sometimes has been a lack in judgement and sillyness at times but that also comes down to being able to keep a clear head and not get too stressed. Being able to act the fool sometimes can be a nice break (S)
    -Critical reflection (Although trying to give feedback on OURSELVES can be hard, being part of a group, gives the opportunity to have feedback from how the rest of the group sees eachother) (M)
    - Working with different skills (each member of our group also was able to bring something else to the table in regards to the work and personal development, be it programming experience in the past, work not necessarily related to computer gaming, or just mainly having a good general attiude and bonding ability to get work done
     
    Overall, even though at the beginning this Personal Development Planning we thought was a waste of time, its has been able to give us the acknowledgement of our personal skills and our strengths and weaknesses.
  • Tuesday Group 2 (3 interviewed, 4 group members with mainly 3 working) NukeIn
    Channel Lankybean
    Auras for
    Logo – nuclear explosion with radiation symbol superimposed.
    Beginning Math and Physics, for game programmers by wendy stahal
    Page56 chapter 2 - Radius
    The students went on the course because they wanted to go to university, not for any specific career prospects. Did the group have any previous knowledge of AR? Yes from various sources.
    They haven’t got around to going to the library. 1 student had tried to use the Aurasma app and had found it easy. This group seems extremely unmotivated and unable to make any progress without clear supervision. They get most of their information from the VLE, not from the library. They usually use google and YouTube to find out information.
    They made a group logo. They communicated face to face in class and used Facebook and Steam to communicate out-of-hours. Ultimately, do you think having done the group task will help you? “It’s a bit of a pain but it will help.”
  • Tuesday 9am Group 1 (5 in group – mainly 3 working, 2 interviewed) Red Squadron created some artefacts including a set of arrows around the campus. Trigger Your success … Lab028, Lab027, Lab005, with library this way image, channel is ‘redsquardron’. Also the book 'Evolution' by Mark Ridley.
     
    The mic was turned off until halfway through so this is a summary of the last half of the video.
    They used the Aurasma app to show an animation using the logo (similar to other groups) and communicated using the college email system. Not blogged as much as they should have. Anything related to the library? Put an aura over a book found in the library. They also created some auras around the college which showed signs that pointed to the library for new students.
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