Using augmented reality and mobile learning: opportunities and challenges
Using augmented realityand mobile learning:opportunities and challengesElizabeth FitzGerald
Overview of presentation• Part 1 – AR and situated learning – Theories and pedagogies underpinning AR• Part 2 – case studies – Augmenting the visitor experience – Hidden Histories• Part 3 – challenges – current and future
Intro to AR• “Addition of computer-assisted contextual layer of information over the real world, creating a reality that is enhanced or augmented” [Johnson et al, 2011]• Encompasses the fusion of any digital information with a real world physicality• Graphical/visual, also audio, textual, video
AR and situated learning• Situated learning• Embodiment and embodied cognition• Ecology of resources• Augmented Contexts for Development (ACD)• Externalism – bit controversial!• Do we need a new theory of augmented place? (see newsletter article coming out in November – IEEE Learning Technologies Newsletter)
Case study 1: Augmenting the visitor experienceTo assess a range of techniques for exploring theuse of digital geographic information to augment real scenes in the field Create a student-led exercise to encouragecritical evaluation of these techniques to supportthe field experience (and mobile tourist guides).
Supporting Learning about the Landscape Eric Robson (Striding Edge Ltd)Sir Hugh Walpole Video(Thanks to Eric Robson)
Implications and future work Beginning to exploit real-time Caistor Roman Town, handheld Augmented Reality, East Anglia, UK.and review evaluation framework Data from Will Bowden. Need to develop design rules for mobile field guides which mimic the field expert. Reduced emphasis on graphics, new challenges in making geographically relevant audio. Simple but effective? - all new Google Maps geospatial and handheld augmented Navigation for reality applications will need to strive Android 2.0 Wednesday 28th to move from being novelty apps to October 2009 becoming killer apps.
Case study 2: Hidden Histories audio guides• Developed existing interest between local community history group and academics in School of History at University of Nottingham• Investigated how located audio can be used to provide opportunities for historical learning in public history• Case study of the 1831 Reform Riot in Nottingham, content initiated by the community group• Conducted 2 types of guided walk: – People-led – Technology-led
Educational research areas• Learning in location What differences arise from learning in location compared to elsewhere (e.g. indoors; round a table etc)?• Factors affecting learner preferences Do you like learning in location? Why – or why not?• Group versus individual tour guides How did the audio guide technology affect group dynamics? For more details, see forthcoming paper: E. FitzGerald, C. Taylor and M. Craven (in press) To the Castle! A comparison of two audio guides to enable public discovery of historical events. Personal and Ubiquitous Computing
Part 3 – Challenges• Innovation vs sustainability – Situ8: the new mScape?• Overcoming the novelty factor• Notspots rather than hotspots – Urban canyons• Changing practice vs maintaining practice• Moving from formal to informal learning – assessment, goals, accreditation?• Appropriateness of media vs physicality – or, is disjointedness a good thing? – E.g. Urban Mediator project (http://www.nottingham.ac.uk/cas/casresearch/ towards-pervasive-media-outputs.aspx)