Integrating Augumented Reality and Mobile Devices into Teaching. Presented by Dr.Joseph Martinelli @ Dr. Lauren McFadden and KDP Convo 2013, Dallas, Texas.
Come ogni nuova convergenza tecnologica l''Augmented Reality ridefinisce l'esperienza del corpo attraverso lo spazio e lo spazio attraverso i codici. Il buzz che circonda l'AR individua oggi un punto di convergenza tra tecnologie mature, sovraccarico delle potenzialità del presente.
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.
Integrating Augumented Reality and Mobile Devices into Teaching. Presented by Dr.Joseph Martinelli @ Dr. Lauren McFadden and KDP Convo 2013, Dallas, Texas.
Come ogni nuova convergenza tecnologica l''Augmented Reality ridefinisce l'esperienza del corpo attraverso lo spazio e lo spazio attraverso i codici. Il buzz che circonda l'AR individua oggi un punto di convergenza tra tecnologie mature, sovraccarico delle potenzialità del presente.
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.
Final Presentation: Mobile Augmented Reality for Spatial NavigationsharB
A presentation on my final year project. It explains, the processes and investigation into the use of Augmented Reality in an outdoor museum setting, specifically Bunratty Folk Park, Co. Clare.
The design is focused on the user, using personas, scenarios, storyboards and the iterative design process.
AR is a technology that superimposes a computer-generated image on a user's view of the real world, thus providing a composite view.
Presented By,
Glory J
Augmented Reality and Gaming in EducationJeff Piontek
This is the presentation from #reinventingeducation (http://reinventingtheclassroom.com/page/keynotes) where I showcase programs to enhance education and "gamification" of education.
Links from Reinventing the Classroom Presentation May 1, 2014
London Tube System AR
https://www.youtube.com/watch?v=U2uH-jrsSxs&feature=related
DAQRI (4D System)
Anatomy 4D
Element Cubes
Avatar Reality (http://www.bluemars.com/)
Crytek Engine (http://www.crytek.com/cryengine/cryengine3/overview)
AR Flashcards
AR Solar System (cost)
AR Sightseeing
https://www.youtube.com/watch?v=gwtmk1ZjhY0&feature=related
Avatar Reality Program Videos
https://www.youtube.com/user/jeffpiontek
Learn AR
https://www.youtube.com/watch?v=7G3H3ImCWlE
GE Wind and Turbine AR
https://www.youtube.com/watch?v=wBaw3WIf-y8
Iron Man Mask AR
https://www.youtube.com/watch?v=lwYRVFJTotE
BMW AR System
https://www.youtube.com/watch?v=P9KPJlA5yds
AR History Program
http://www.itacitus.org
Augmented Reality brings digitization to the day to day education process. The students will be able to observe 3D objects and interact with them using AR technology. It is a great solution both for students and their tutors.
VR (Virtual Reality) and AR (Augmented Reality) may have been around for a while, but the technology is finally becoming stable, accessible and affordable for educators. This presentation from 2013 still captures much of the basics, while some of the smaller details (no more Google Glass!!) may have changed.
Augmented reality in education _Trupti Gawdetrupts123
Augmented reality is exactly what the name implies an augmented version of reality mixing the technology with the knowing world. It might be distorted, or augmented version of real world but in its basic form of augmented reality is a way of placing digital contents into the real context.
Augmented reality (AR) is a live, direct or indirect, view of a physical, real-world environment whose elements are augmented by computer-generated sensory input such as sound, video, graphics or GPS data.
Augmented Reality and Education - Infographic (Leapfrog Initiatives)Alfonso Sintjago
Augmented reality (AR) technology is the result of using convergence technology to greatly expand our functional reality, i.e. that which is in our expanded environment, that we know about, and that we are able to act on. The technologies making this possible include, smartphones, GPS, phone cameras, always-on and always-available data networks, etc. A crude, but widespread, example of AR technology is Google Maps. Google Maps makes it possible for us to know about places of interest that are in our environment, or an environment relevant to us, far beyond that which our biological senses can reveal. Other examples include the services provided by apps such as Layars and Wikitude that provide detailed data on objects that we experience, Google’s recently released AR game, Ingress, among many other projects. AR is likely to be one of the most transformative technological developments that we will see over the next decade because it radically changes the world that we live in, how we perceive that world, and how we interact with it and other individuals in it. With affordable HUD displays (ex. Google Glass) this technology will take on a whole other dimension.
The workshop presented by Natasha Dzhurkova from SU Ekzarh Antim I, Kazanlak, Bulgaria. It was presented in LTTA in Madeira, Portugal, May 2018 as part of the project Enhancing Students and Teacher Success through STEM Education under the Erasmus+ programme and eTwinning programme.
In the presentation you can find images with Augmented reality.You can see the hidden videos using HP Reveal APP on your phone. Scan the images directly on the screen. Internet is required.
AUGMENTED REALITY : A BOON TO CLASSROOM LEARNINGRobert Smith
Nowadays, augmented reality technology is becoming mainstream. It is finding its application almost everywhere right from broadcasting 3D emails and sending out intuitive messages. Augmented reality (AR) is already a part of our everyday lives, irrespective of whether we are the ones using it or if we are the ones viewing the content that has been created by others using it.
Final Presentation: Mobile Augmented Reality for Spatial NavigationsharB
A presentation on my final year project. It explains, the processes and investigation into the use of Augmented Reality in an outdoor museum setting, specifically Bunratty Folk Park, Co. Clare.
The design is focused on the user, using personas, scenarios, storyboards and the iterative design process.
AR is a technology that superimposes a computer-generated image on a user's view of the real world, thus providing a composite view.
Presented By,
Glory J
Augmented Reality and Gaming in EducationJeff Piontek
This is the presentation from #reinventingeducation (http://reinventingtheclassroom.com/page/keynotes) where I showcase programs to enhance education and "gamification" of education.
Links from Reinventing the Classroom Presentation May 1, 2014
London Tube System AR
https://www.youtube.com/watch?v=U2uH-jrsSxs&feature=related
DAQRI (4D System)
Anatomy 4D
Element Cubes
Avatar Reality (http://www.bluemars.com/)
Crytek Engine (http://www.crytek.com/cryengine/cryengine3/overview)
AR Flashcards
AR Solar System (cost)
AR Sightseeing
https://www.youtube.com/watch?v=gwtmk1ZjhY0&feature=related
Avatar Reality Program Videos
https://www.youtube.com/user/jeffpiontek
Learn AR
https://www.youtube.com/watch?v=7G3H3ImCWlE
GE Wind and Turbine AR
https://www.youtube.com/watch?v=wBaw3WIf-y8
Iron Man Mask AR
https://www.youtube.com/watch?v=lwYRVFJTotE
BMW AR System
https://www.youtube.com/watch?v=P9KPJlA5yds
AR History Program
http://www.itacitus.org
Augmented Reality brings digitization to the day to day education process. The students will be able to observe 3D objects and interact with them using AR technology. It is a great solution both for students and their tutors.
VR (Virtual Reality) and AR (Augmented Reality) may have been around for a while, but the technology is finally becoming stable, accessible and affordable for educators. This presentation from 2013 still captures much of the basics, while some of the smaller details (no more Google Glass!!) may have changed.
Augmented reality in education _Trupti Gawdetrupts123
Augmented reality is exactly what the name implies an augmented version of reality mixing the technology with the knowing world. It might be distorted, or augmented version of real world but in its basic form of augmented reality is a way of placing digital contents into the real context.
Augmented reality (AR) is a live, direct or indirect, view of a physical, real-world environment whose elements are augmented by computer-generated sensory input such as sound, video, graphics or GPS data.
Augmented Reality and Education - Infographic (Leapfrog Initiatives)Alfonso Sintjago
Augmented reality (AR) technology is the result of using convergence technology to greatly expand our functional reality, i.e. that which is in our expanded environment, that we know about, and that we are able to act on. The technologies making this possible include, smartphones, GPS, phone cameras, always-on and always-available data networks, etc. A crude, but widespread, example of AR technology is Google Maps. Google Maps makes it possible for us to know about places of interest that are in our environment, or an environment relevant to us, far beyond that which our biological senses can reveal. Other examples include the services provided by apps such as Layars and Wikitude that provide detailed data on objects that we experience, Google’s recently released AR game, Ingress, among many other projects. AR is likely to be one of the most transformative technological developments that we will see over the next decade because it radically changes the world that we live in, how we perceive that world, and how we interact with it and other individuals in it. With affordable HUD displays (ex. Google Glass) this technology will take on a whole other dimension.
The workshop presented by Natasha Dzhurkova from SU Ekzarh Antim I, Kazanlak, Bulgaria. It was presented in LTTA in Madeira, Portugal, May 2018 as part of the project Enhancing Students and Teacher Success through STEM Education under the Erasmus+ programme and eTwinning programme.
In the presentation you can find images with Augmented reality.You can see the hidden videos using HP Reveal APP on your phone. Scan the images directly on the screen. Internet is required.
AUGMENTED REALITY : A BOON TO CLASSROOM LEARNINGRobert Smith
Nowadays, augmented reality technology is becoming mainstream. It is finding its application almost everywhere right from broadcasting 3D emails and sending out intuitive messages. Augmented reality (AR) is already a part of our everyday lives, irrespective of whether we are the ones using it or if we are the ones viewing the content that has been created by others using it.
Pink has created a reference for us to consider right brain activities. Design, story, symphony, empathy, play and meaning. He says we should be more in tune with understanding Abraham Maslow’s hierarchy of needs (survival, security, belonging, ego, spirit).
According to Pink, “Artists, inventors, designers, storytellers, caregivers, consolers, big-picture thinkers – will reap society’s richest rewards and share its greatest joys”. Pink claims that we are in a “conceptual age."
This is a presentation for Global Learning and Cross Cultural Communication and International Education Research (GLACCIER), 14th Nov, 2011, Melbourne, Australia
2014 Ideas for using technology when teaching Religion in school J VillisJoanne Villis
I created this for my CPF3 component for 2014. Resources are based on a training day which I attended and are designed to complement the Digital Prayer Weebly.
This is a presentation version of our recent white paper on Mobile Immersive Learning - looking at how iPad and Android now offer us the ability to deliver single and multi-user immersive learning projects literally into the hands of the user.
This is a presentation version of our recent white paper on Mobile Immersive Learning - looking at how iPad and Android now offer us the ability to deliver single and multi-user immersive learning projects literally into the hands of the user.
Similar to 2013 NJ Edge Presentation on Augmented Reality (20)
When one thinks of New Jersey they visualize congested parkways, jam packed cities and crazy women with big hair. People have forgotten that New Jersey was once known has the “Garden State.” This presentation is a pictorial review of one of the 9,000 farms still located in New Jersey. This is the New Jersey where I live, and what I am most proud of…I hope you enjoy the images.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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How to Make a Field invisible in Odoo 17Celine George
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Biological screening of herbal drugs: Introduction and Need for
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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1. Integrating Augmented
Reality and Mobile Devices
into Teaching
Dr. Joseph Martinelli
College of Education & Human Services
Seton Hall University
November 21, 2013
2. Discussion Points
O How it is being used at Seton Hall
O Define Augmented Reality
O What Tools are Involved
O Getting Started
O Samples
O Educational Applications
O Experiences and Outcomes
3. At SHU
O
Production II Course - Produce Three AUGMENTED REALITY PRODUCTS “Auras”
O
Required Elements:
O
Each Aura must have a brief “concept statement” and a detailed flowchart
Aura Specifics
O
One Aura used as a component of Multimedia Rich Lessons
O
One Aura must be a Virtual Tour of Campus.
O
Data and images cane be created in PowerPoint and saved as PNG/JPG
O
Movies made with Animoto or Windows Movie Maker can be uploaded
to Aurasma as Overlays.
O
One Aura must be created profiling a historical figure or event.
O
A web link to additional information (website, video, or Prezi)
O
At least one original graphic detailing additional information…this should be
created in PowerPoint and saved as a PNG Image.
4. v. aug·ment·ed
To make (something already
developed or well under way)
greater, as in size, extent, or
quantity
5. What is Augmented Reality
enhance
the information we can perceive with our senses.
•
Augmented reality aims to do just that as a means to
•
can be used for visual
and highly interactive
forms of learning, allowing the overlay of data onto the real
world.
•
Augmented reality is an active, not a passive technology; students
can use it to construct new understanding based on
bring
interactions with virtual objects that
underlying data to life as it responds to user
input.
•
Students find connections between their lives and their
education through the addition of a contextual layer. “Auras”
6. What is Augmented Reality
O knowledge transfer…inversion of the
original educational hierarchy.
O augmented reality
environment
O includes elements of the real world
O the virtual world at the same time,
O and be interactive in real time.
virtual objects… either manipulated or
stationary.
7. Augmented reality uses technology to blend
the real world with interactive and enhanced
content. When a student uses an augmented
reality application while looking through a
mobile device such as a tablet, the student will
experience an overlay of interactive
elements that enhance the “normal” scene. For
instance, using an augmented reality app
while hovering a tablet in front of a historical
landmark could call up videos of important
historical reenactments, important facts, or
more.
Laura Devaney,
Augmented reality snags a coveted spot in classrooms
eSchool news
8. Aurasma
O Aurasma is the world’s leading
augmented reality platform.
O Auras can be as simple as a video and a
link to a web page or as complex as a
lifelike 3D animation.
O Offers both a free and upgraded versions.
18. Educational Applications
O Can also be used to enhance
collaborative tasks
O Enrich the real world experience
O Used to blend the real world with
interactive and enhanced content.
O Enables the teacher to use mobile
devices as interactive learning tools
19. Experiences & Outcomes
O Use in parent teacher conferences
O Guided research and assignments.
O Teacher Guided
O Technology background & training
O Technology enriched collaborative
learning
O Taps into the students creative process
O Bridges theory and practical learning
O Drawbacks & Positives
20.
21. Applications Used
O
O
O
O
O
Aurasma - http://www.aurasma.com/
Animoto – http://www. http://animoto.com/
Google Images
PowerPoint
Presentation is available for download at
O
Contact Information:
Joseph.martinelli@shu.edu
Associate Dean, Seton Hall University
400 South Orange Ave.
South Orange, New Jersey
Download the Presentation at Slide Share
http://tinyurl.com/pe52ylx