The document discusses augmented reality (AR) and digital pedagogy. It defines AR as using technology to enhance one's perception of the physical world through computer-generated stimuli viewed through special equipment. The document outlines several AR applications that could emerge in the next 1-5 years, including simple AR, gesture-based computing, and visual data analysis. It discusses how digital pedagogy converges technological, pedagogical, and content knowledge to transform teaching and learning through flexible opportunities using ICT. Examples of digital literacy and using ICT for professional practice are also provided.

1. 4001EPS ICT and Pedagogy
Lecture 4
Dr
Jason
Zagami
Griffith
University

2. Professional Values

3. Professional Values
Identify and participate in Professional Development to effectively
implement planning where ICT is integrated
Select ICT resources appropriate for learning in a range of contexts
and for a diversity of learners
Operate safely, legally, ethically and in accordance with policy when
using digital resources, technologies and online environments
Model these practices with students

4. Professional Relationships

5. Professional Relationships
Use ICT to communicate with others for professional purposes

6. Professional Knowledge

7. Professional Knowledge
Understand that ICT can be used to benefit teaching and learning
and is most effective when used in the context of learning and not
as an end in itself

8. Professional Practice

9. Digital Literacy

10. Digital Literacy
basic literacy: language proficiency (in English) and numeracy at
levels necessary to function on the job and in society to achieve
one’s goals, and develop one’s knowledge and potential in this
digital age

11. Digital Literacy
scientific literacy: knowledge and understanding of the scientific
concepts and processes required for personal decision-making,
participation in civic and cultural affairs, and economic
productivity

12. Digital Literacy
economic literacy: the ability to identify economic problems,
alternatives, costs, and benefits; analyse the incentives at work in
economic situations; examine the consequences of changes in
economic conditions and public policies; collect and organise
economic evidence; and weigh costs against benefits

13. Digital Literacy
technological literacy: knowledge about what technology is, how it
works, what purposes it can serve, and how it can be used
efficiently and effectively to achieve specific goals

14. Digital Literacy
visual literacy: the ability to interpret, use, appreciate, and create
images and video, using both conventional and 21st century media
in ways that advance thinking, decision-making, communication
and learning

15. Digital Literacy
information literacy: the ability to evaluate information across a
range of media; recognise when information is needed; locate,
synthesise, and use information effectively; and accomplish these
functions using technology, communication networks, and
electronic resources

16. Digital Literacy
multicultural literacy: the ability to understand and appreciate the
similarities and differences in the customs, values, and beliefs of
one's own culture and the cultures of others

17. Digital Literacy
global awareness: the recognition and understanding of
interrelationships among international organisations, nation-
states, public and private economic entities, socio-cultural groups,
and individuals across the globe

19. Digital Pedagogy

20. Digital Pedagogy is a new way of working and learning
with ICT to facilitate quality learning experiences for
21st Century learners. Digital pedagogy moves the focus
from ICT tools and skills to a way of working in a digital
world. Digital pedagogy is more than ICT skills, it is more
than pedagogical practices and more than a knowledge
and understanding of curriculum. It is the convergence
of all of these elements.

21. Technological
Pedagogical
Content
Knowledge
(TPCK)
Technological Technological Technological
Pedagogical Knowledge Content
Knowledge (TK) Knowledge
(TPK) (TCK)
Pedagogical Content
Knowledge Knowledge
(PK) (CK)
Pedagogical Content Knowledge
(PCK) Context

22. Digital Pedagogy used effectively supports, enhances,
enables and transforms teaching and learning to
provide rich, diverse and flexible learning opportunities
for students. It provides the basis for engaging students
in actively constructing and applying rich learning in
purposeful and meaningful ways.

23. Digital Pedagogy enhances opportunities for authentic,
contextualised assessment that supports learning in a
digital context. Effective digital pedagogy is based on the
needs of individual students and incorporates contemporary
teaching and learning strategies. It features personalised
approaches, intellectual engagement, rigorous learning,
connectedness to global contexts, supportive and
collaborative classroom environments and connected
curriculum, assessment and reporting to improve outcomes
for students.

24. 4:14

25. Strengths, Weaknesses,
Opportunities, Threats
(SWOT)

26. Professional Practice

27. Professional Practice
When planning, you incorporate the use of ICT in achieving curriculum goals

28. Professional Practice
Provide opportunities for students to use ICT as part of their learning

29. digital cameras
software packages
web cameras
mobile phones
data loggers
MP3 players/recorders
scanners
email
game boxes
wireless devices
wikis and blogs
Internet
online games
Blackboard sites
digital microscopes
CDs and DVDs

30. Professional Practice
Provide opportunities for students to use ICT to gather information and to
communicate with a known audience

31. Professional Practice
Manage the access to and use of ICT resources in meeting
student learning needs

33. Professional Practice
Use a range of ICT resources and devices for professional purposes

34. Professional Practice
Use ICT to locate, create and record information and resources

35. Professional Practice
Store, organise and retrieve digital resources

36. Professional Practice
Use ICT to access and manage information about student learning

37. Technological
Pedagogical
Content
Knowledge
(TPCK)
Technological Technological Technological
Pedagogical Knowledge Content
Knowledge (TK) Knowledge
(TPK) (TCK)
Pedagogical Content
Knowledge Knowledge
(PK) (CK)
Pedagogical Content Knowledge
(PCK) Context

38. Readings for Tutorial Week 4

39. Readings for Tutorial Week 5

40. Augmented Reality

42. augmented reality n. the use of
technology which allows the
perception of the physical world to be
enhanced or modified by computer-
generated stimuli perceived with the
aid of special equipment;
reality as perceived in this way.

43. One Year or Less: Mobile Computing
One Year or Less: Open Content
Two to Three Years: Electronic Books
Two to Three Years: Simple Augmented Reality
Four to Five Years: Gesture-Based Computing
Four to Five Years: Visual Data Analysis

46. Sutherland’s 1965 Vision
Display as a window into a virtual world
Improve image generation until the picture looks real
Computer maintains world model in real time
User directly manipulates virtual objects
Manipulated objects move realistically
Immersion in virtual world via head-mounted display
Virtual world also sounds real, feels real

47. AR is the closest to the real environment because it consists
mostly of real world images, with a minority of the images
being computer-generated. Augmented virtuality is a term for
applications that create a mostly virtual world, but which
includes a few images from the real world. (Milgram, 1994)

76. ge.ecomagination.com/
smartgrid/#/
augmented_reality

85. www.zooburst.com

107. Resource Links
http://ge.ecomagination.com/smartgrid/#/augmented_reality
http://www.hallmark.com/webapp/wcs/stores/servlet/article
%7C10001%7C10051%7C/HallmarkSite/Cards/AUGMENTED_REALITY
http://www.tobi.com/editorial/tobi-blog/1039-try-it-on-in-our-
virtual-dressing-room
http://www.inglobetechnologies.com/en/new_products/
arplugin_su/info.php
http://www.zooburst.com
http://augmentation.hoppala.eu
http://www.layar.com