ALT-C 2012 Exploiting Augmented Reality to Enhance the Student Experience

This Presentation was delivered as part of the UCISA annual conference: https://www.ucisa.ac.uk/groups/acog/Events/2015/ucisa2015/showcases.aspx TELFest – a festival designed to encourage the adoption of Farzana Latif, University of Sheffield In order to surface and promote the effective use of Technology Enhanced Learning (TEL) across the institution, the University of Sheffield has designed TELFest (a week of workshops, drop in sessions, panel discussions and cross faculty sharing of practice). Delegates will learn how we engaged the unengaged and the overall impact that TELFest had.

Creating Interactive Augmented Reality Experiences

Augmented Reality in Education at Augmented Reality Planet November 2014

Designing and Evaluating Virtual Reality for Learning

EDINA, University of Edinburgh

Presentation Delivered at EDUCASUE ELI 2017 https://events.educause.edu/eli/annual-meeting/2017/agenda/presentation-pair-virtual-reality Virtual reality is a recognized method for creating highly immersive and pedagogically valuable learning experiences, when appropriately designed. The cost to create and view VR has previously meant that this method of teaching has been limited to those with ample resources. This presentation will outline a number of off-the-shelf technologies that can been used to create and view simple VR experiences. Applications of VR will be presented, including orientation to learning laboratories and virtual fieldwork tours. Based on these scenarios, lessons learned in terms of designing these experiences, educational value, and current technological limitations will be outlined. Outcomes: Learn about the potential of VR and identify applications within your own context *Explore some of the ubiquitous tools (software and hardware) that can be used to create VR experiences and understand their limitations *Explore a model that can be used to design and evaluate the affordances and pedagogical value of educational VR experiences

Mobile Information Literacy: Let’s use an app for that!

Stefanie Havelka

Geospatial Tech in Teaching

Using iPads to Enhance Teaching and Learning by Joe Dale

Peggy George

Joe is an independent Modern Foreign Languages and technology consultant from the Isle of Wight, UK. He has been speaking at conferences and virtual conferences since 2006 and works with major language associations in UK and internationally. He is the host of the TES MFL forum (http://community.tes.co.uk/forums/28.aspx) and MFL portal manager for the OU’s Vital programme (http://www.core-ed.org.uk/activities/ou-vital-2013-a-joint-project-with-open-university). Joe's blog: www.joedale.typepad.com Joe shared his most recent research on ipads and his experience and knowledge about using iPads to enhance teaching and learning. Classroom 2.0 LIVE presentation 01-12-13 Recordings and Livebinder links: http://live.classroom20.com/1/post/2013/01/using-ipads-to-enhance-teaching-and-learning.html

This document outlines a webinar series on IoT and new frontiers in education. It provides details on 5 webinar sessions to be held from January 18-22, 2021. Each session will cover a different topic related to remote and practical education technologies and laboratories, and will be presented by a different speaker. The document also discusses how education is evolving, including the development of remote, virtual, and simulated laboratories to supplement hands-on learning. It notes that education is trending toward more blended models following the increased adoption of online and distance learning during the COVID-19 pandemic.

Matthew Ramirez: 'A Study in Scarlet'

ARLISUKI

The document discusses the SCARLET project, which uses augmented reality (AR) to enhance learning experiences with special collections at the University of Manchester's John Rylands Library. The project aims to add contextual information and supporting materials to rare books and manuscripts through AR applications on mobile devices. An evaluation found that AR engaged students and brought learning to life, though it also distracted some from physical objects. The project seeks to apply the SCARLET methodology to additional collections and subjects to further integrate AR into education.

University Learning Spaces - Disciplinary Perspectives - Introduction

disciplinarythinking

Recent trends in higher education learning space design include designing spaces to support active and social models of learning, taking advantage of new technologies, and opening spaces up to connect formal learning with the world outside the university. Learning spaces are now designed around human-centered principles in collaboration with users. Technological developments like mobile devices and wireless connectivity allow learning to extend beyond physical spaces and bring remote and professional environments into the academic setting. These trends have impacted the design of specialized disciplinary spaces as well.

Technology Driven Differentiation - ASTE 2015 Presentation

This document provides an overview of technology-driven differentiated instruction in the classroom. It discusses various tools and frameworks that can be used, including educational networking, wikis, digital storytelling, virtual worlds, apps/QR codes, cloud storage, formative assessment platforms, and flipped classroom techniques. Each tool is explored in terms of how it can engage different learning styles and provide opportunities for various roles. An emphasis is placed on establishing a foundational framework first before implementing specific technologies.

Embedding open in the research training process

Danny Kingsley

Abstract: Some institutions offer graduate training that sits alongside the master/apprentice system. But many rely on models such as the Vitae Researcher Development Framework that do not encompass many (or any) open concepts. This means the training of researchers in many of these spaces falls to library staff. From the academic side, grassroots organisations such as AIMOS or ANZORN offer a community for the interested. There are multiple sets of competencies developed for scholarly communication librarians, but these are not represented in any university library course in Australia. So those teaching the research community are relying on gathered skills and working without a standardised set of agreed learnings for their target community. The result is haphazard and highly reliant on the skills of individuals at specific institutions. We are in need of some robust frameworks and standards. What are the minimum skills and knowledge we would expect of a graduate researcher in Australia when it comes to open? We are not starting from scratch, there are many organisations in Australia that have done work on some aspects of open training or skills. It is time for this to be brought into a cohesive and agreed standard we can all work towards. This was a lightning talk given online to AIMOS2020 (https://aimos.community/2020-program-schedule)

OralPresentation TIM2017

Dana Craciun

This document discusses using mobile augmented reality (MAR) to boost physics education. It defines MAR and outlines several MAR apps that can be used to teach science concepts, such as Wikitude for location-based information and Aurasma for overlaying digital content on images. Examples are given of how Aurasma can be used to teach electromagnetic induction and density measurement. Pre-service teachers participated in MAR activities and had positive attitudes towards integrating such technologies. Challenges include technical issues and limited research, but opportunities exist to increase student motivation and accessibility through MAR.

Cool Tools and Technologies - Exploiting the WOW Factor

Michael Coghlan presented on cool tools and technologies that can be used to enhance teaching, focusing on exploiting the "wow factor" to engage students. Some technologies discussed included blogs, wikis, YouTube, and smartphones from 10 years ago, as well as more recent tools like augmented reality, gesture-based computing, and visual data analysis. Coghlan emphasized unleashing technology on students and letting them discover things for its own sake. Overall, the presentation highlighted several emerging technologies and their potential to make learning exciting and fun when integrated into teaching practices.

Social campus brochure

samwebonise

1) Social Campus is a software solution that allows different university entities like students, mentors, and departments to collaborate, share information, and access resources through a single online platform. 2) It has features like a virtual campus, class directories, online library, events calendar, and career assistance to facilitate communication and resource sharing across the university. 3) The platform can be accessed via mobile apps for different devices or through a web browser for flexibility and to engage users.

Making our students ‘appy – how we successfully rolled out our student mobile...

Marieke Guy

Taking your learning further SEND

Spectronics

Virtual Worlds: Social Networking, Social Learning and Pedagogy

Ramesh C. Sharma

Second Life is a 3D virtual world environment where we can create avatars and interact with people as in real life. Social presence and social learning find a significant place in online learning environments. 3D virtual worlds like SecondLife enable teachers to create opportunities for learning through collaborative learning social networks. NMC (New Media Consortium) in its various reports has also indicated an increased usage of virtual worlds in educational context. Even Gartner Group predicted that more than 80 per cent of internet users will have one or more avatars in online communities. In this presentation we will understand the advantages and limitations of using virtual worlds in educational environments.

Augmented reality and mobile learning: the state of the art

Liz FitzGerald

Mobile Learning in the 21st Century: Leicester and Beyond

tbirdcymru

This document summarizes research on the use of mobile devices for learning. It discusses trends showing increasing adoption of tablets and smartphones. Case studies are presented on using iPads for distance learning programs in criminology and education, as well as for fieldwork in archaeology and museum studies. Benefits identified include improved access to materials, motivation, and flexibility. Challenges discussed include the need for mobile digital literacy training. The document concludes by predicting further mainstreaming of mobile learning and emphasizing the importance of offline access.

QR Codes and Augmented Reality Help LibrariesExtend Services

Rachel Vacek

Emerging technologies like QR Codes and Augmented Reality can help libraries extend services, widen access to resources, and promote events to users in exciting and innovative ways. Using simple and free technologies, QR codes can be created easily and embedded almost anywhere. These oddly shaped barcode-like icons are processed by camera phones to direct the user to online websites, videos, or they can simply provide more information. Augmented reality takes existing visual or video information and adds additional layers of computer-generated graphics, pattern recognition, and other visual effects. This session will highlight how the University of Houston Libraries and other types of libraries are using these technologies to promote, market, outreach, teach, and engage with users in new and exciting ways.

Accessibility & Inclusion Forum - March 2013

Jisc RSC East Midlands

A Mobile Web Framework for the UC System

Brett Pollak

Technology Driven Differentiated Instruction

Explorations in augmented reality

Rowan Peter

The document discusses explorations in augmented reality for e-learning applications. It describes a prototype that uses augmented reality to provide contextual instruction by scanning objects of interest and displaying related learning materials. Next steps discussed include developing augmented reality experiences that can run in web browsers instead of proprietary platforms, exploring wearable technology for hands-free instruction, and using audio for additional or exclusive instruction. It also mentions developing a capability for students to generate their own augmented content. Links provided relate to the specialist scholarship project exploring these applications of augmented reality.

Cooltools nsw elearning11

The document discusses how emerging technologies can be used to enhance teaching practice by exploiting their "wow factor" to engage students. It provides examples of technologies from 10 years ago and how they have evolved. Some key technologies discussed that have potential for education include augmented reality, mobile devices, gesture-based computing, visual data analysis, and learning analytics. The document emphasizes letting students explore technologies for their own sake to discover what can be done with them and have fun in the learning process.

Technology Driven Differentiated Instruction #KCDTTL

Universidad Nacional de Educación a Distancia

The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Saga

greendigital

Introduction The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned. Follow us on: Pinterest The Origins of the Dwayne Johnson Kidnapping Saga Dwayne Johnson: A Brief Background Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood. Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe. Setting the Scene: The Day of the Kidnapping The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes. But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds. The Abduction: Unfolding the Dwayne Johnson Kidnapping The Moment of Capture On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike. The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief. The Immediate Aftermath The immediate aftermath of the Dwayne Johnson kidnappin

Unveiling Paul Haggis Shaping Cinema Through Diversity. .pdf

kenid14983

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