A ‘white paper’ overview by Dr Mike Hobbs, Visiting research fellow, CEMP, Bournemouth University and Professor Debbie Holley, CEMP and Department of Nursing Sciences Bournemouth University
This briefing paper outlines and summarises recent developments in the context and range of technologies for delivering Augmented Reality (AR). We share some of the uses of the products and examples of applications in social, commercial, medical and educational applications; but make no claim as to this being a full inventory. The work can be read as an independent document or as an extended commentary providing more detail to support the Augmented Reality for Education article in the Encyclopaedia of Educational Innovation (Holley, Hobbs 2020) and the Augmented Reality and Learning Innovation presentation at Edutech 2021 (Holley 2021).
Virtual Reality (VR) & Augmented Reality (AR): Are You Ready?SilverTech
This on-demand webinar will help your organization prepare for a very near future in which virtual reality (VR) and augmented reality (AR) will change the way we consume and interact with content.
Virtual Reality (VR) & Augmented Reality (AR): Are You Ready?SilverTech
This on-demand webinar will help your organization prepare for a very near future in which virtual reality (VR) and augmented reality (AR) will change the way we consume and interact with content.
AUGMENTED REALITY :-By superimposing virtual imagery, sound and theoretically even other sensorial enrichment over real-world environments in real-time, augmented reality serves as a tool to ever more enhance a human being’s awareness and performance.
Originally developed for military applications, the technology has since been transferred to civilian domains such as the medical field, the automobile or leisure industries and many more. While already in place and constantly receiving improvement, augmented reality still faces many shortcomings that limit its effectiveness and portability.
XR (Extended reality) Current and future trendsKeyur Bhalavat
Extended Reality (XR) is the umbrella term used for VR, AR, and MR, as well as all future realities such technology might bring.
This present talks about the history and current scenario of AR and VR. Also, what future holds for this technology.
How is augmented reality different from virtual reality?
This is one of the top trending questions nowadays. In this PPt, we will explain in detail about vr vs ar and significance of augmented reality.
If you're looking for augmented reality app development for your business, click for queries - https://bit.ly/2wouPFt
Virtual and Augmented Reality in HealthcareGary Monk
An overview of some of the latest examples of where Virtual Reality, Augmented Reality and Mixed Reality are impacting healthcare in a dramatic way. There are numerous examples across a range of conditions.
Note: A number of these examples are featured in more detail in the health section of the following book:
The Fourth Transformation: How Augmented Reality & Artificial Intelligence Will Change Everything (Scoble & Israel)
Augmented reality and Virtual reality in HealthcareAryaShahi
As the increase in population and lack of healthcare facilities, AR/VR technology can turn out to be a boon to the human race. It got huge potential to completely change the world in a better way covering almost all the existing industries. learn about its past and how it evolved with time to be among the most trending technologies and what the upcoming future holds for it.
Digital India is a campaign launched by the Government of India to ensure that Government services are made available to citizens electronically by improved online infrastructure and by increasing Internet connectivity or by making the country digitally empowered in the field of technology.
If you want any information regarding digital india then you can get it from here.
<a> Mera Digital India</a>
This thesis is described about VR and functions. virtual reality (VR) is a amazing and interesting topic at the current time. This is not really new. It defines the advantage and disadvantage of VR and uses of VR in various field. Virtual Reality (VR) literally makes it possible to experience anything, anywhere, anytime. It is the immersive type of reality technology and can convince the human brain that it is somewhere it is really not. We discuss here about VR, uses, history, application, advantage, disadvantage of VR
presentation for augmented reality. ,It consists of introduction, working, components of AR, applications, limitations, recent development and conclusion. all the best for your presentation
Seminar report on augmented and virtual realityDheeraj Chauhan
A Seminar report on VIRTUAL AND AUGMENTED REALITY which gives you a proper Understanding of these two technology .If u want to learn that how these technology work then go through it
VR can be used to simulate scenarios right within the confines of the home or classroom and provide students with experiences that are otherwise too difficult to replicate.
Virtual Reality in education can be used to complement and enhance the traditional methods of learning from textbooks and lab experiments and fully engage all of the learner’s faculties.
VR also offers the scope to conduct scientific experiments which have physical or other constraints and cannot be replicated in real life. Examples include subject matter related to gravity, water displacement, anatomical and biological experiments etc.
Augmented reality is a live, copy, view of a physical, real-world environment whose elements are augmented by computer-generated sensory input such as sound, video, graphics or GPS data.
Presentation that was developed for IoT DevCon in April 2017, Santa Clara California USA.
In this deck, I go though the value of data & derivative (analytics) form an economic point of value, and then connect to how we can package that value for monetization in the context of IoT. The key technology enablement is the Digital Twin, which is describe as well as platform that support this paradigm. It ends with recommendations on how to get ready and how to start using GE Digital Predix Platform.
this covers
1)what is virtual reality?
2)introduction.
3)history
4)types of virtual reality.
5)hardware used in virtual reailty
6)applications
7)advantage and disadvantage
AUGMENTED REALITY :-By superimposing virtual imagery, sound and theoretically even other sensorial enrichment over real-world environments in real-time, augmented reality serves as a tool to ever more enhance a human being’s awareness and performance.
Originally developed for military applications, the technology has since been transferred to civilian domains such as the medical field, the automobile or leisure industries and many more. While already in place and constantly receiving improvement, augmented reality still faces many shortcomings that limit its effectiveness and portability.
XR (Extended reality) Current and future trendsKeyur Bhalavat
Extended Reality (XR) is the umbrella term used for VR, AR, and MR, as well as all future realities such technology might bring.
This present talks about the history and current scenario of AR and VR. Also, what future holds for this technology.
How is augmented reality different from virtual reality?
This is one of the top trending questions nowadays. In this PPt, we will explain in detail about vr vs ar and significance of augmented reality.
If you're looking for augmented reality app development for your business, click for queries - https://bit.ly/2wouPFt
Virtual and Augmented Reality in HealthcareGary Monk
An overview of some of the latest examples of where Virtual Reality, Augmented Reality and Mixed Reality are impacting healthcare in a dramatic way. There are numerous examples across a range of conditions.
Note: A number of these examples are featured in more detail in the health section of the following book:
The Fourth Transformation: How Augmented Reality & Artificial Intelligence Will Change Everything (Scoble & Israel)
Augmented reality and Virtual reality in HealthcareAryaShahi
As the increase in population and lack of healthcare facilities, AR/VR technology can turn out to be a boon to the human race. It got huge potential to completely change the world in a better way covering almost all the existing industries. learn about its past and how it evolved with time to be among the most trending technologies and what the upcoming future holds for it.
Digital India is a campaign launched by the Government of India to ensure that Government services are made available to citizens electronically by improved online infrastructure and by increasing Internet connectivity or by making the country digitally empowered in the field of technology.
If you want any information regarding digital india then you can get it from here.
<a> Mera Digital India</a>
This thesis is described about VR and functions. virtual reality (VR) is a amazing and interesting topic at the current time. This is not really new. It defines the advantage and disadvantage of VR and uses of VR in various field. Virtual Reality (VR) literally makes it possible to experience anything, anywhere, anytime. It is the immersive type of reality technology and can convince the human brain that it is somewhere it is really not. We discuss here about VR, uses, history, application, advantage, disadvantage of VR
presentation for augmented reality. ,It consists of introduction, working, components of AR, applications, limitations, recent development and conclusion. all the best for your presentation
Seminar report on augmented and virtual realityDheeraj Chauhan
A Seminar report on VIRTUAL AND AUGMENTED REALITY which gives you a proper Understanding of these two technology .If u want to learn that how these technology work then go through it
VR can be used to simulate scenarios right within the confines of the home or classroom and provide students with experiences that are otherwise too difficult to replicate.
Virtual Reality in education can be used to complement and enhance the traditional methods of learning from textbooks and lab experiments and fully engage all of the learner’s faculties.
VR also offers the scope to conduct scientific experiments which have physical or other constraints and cannot be replicated in real life. Examples include subject matter related to gravity, water displacement, anatomical and biological experiments etc.
Augmented reality is a live, copy, view of a physical, real-world environment whose elements are augmented by computer-generated sensory input such as sound, video, graphics or GPS data.
Presentation that was developed for IoT DevCon in April 2017, Santa Clara California USA.
In this deck, I go though the value of data & derivative (analytics) form an economic point of value, and then connect to how we can package that value for monetization in the context of IoT. The key technology enablement is the Digital Twin, which is describe as well as platform that support this paradigm. It ends with recommendations on how to get ready and how to start using GE Digital Predix Platform.
this covers
1)what is virtual reality?
2)introduction.
3)history
4)types of virtual reality.
5)hardware used in virtual reailty
6)applications
7)advantage and disadvantage
PRO-VAS: utilizing AR and VSLAM for mobile apps development in visualizing ob...TELKOMNIKA JOURNAL
The development of mobile apps with augmented reality (AR) would enhance the capability in visualizing the scene or environment. Any apps supported by computer aided design versions with 3D models makes the design more realistic, such as in the form of websites or mobile apps. However, the current features for online platforms for shopping are quite limited and lack 3D visualization features. This paper presents the development of a mobile application, pro-visualizer app called PRO-VAS, that utilizes AR for scanning and visualizing the environment. PRO-VAS acts as a product visualizer that applies visual simultaneous localization and mapping (VSLAM) for localization of the product in AR based systems.
The main components of PRO-VAS are ARCore from Google for interactive purposes, and the depth mapping from red green blue depth (RGB-D) phone camera with point plane generator and markerless tracking method. The last component of the app is the set of objects from the unity store, which can be chosen in PRO-VAS for the scanned scene area. The app was tested in various environments involving different objects and has shown competitive results. In the future, more features and products can be added to the apps.
What is Augmented Reality – Technology, Types & Usage 2019 | EvolveARiamwonchen
A brief presentation on Augmented Reality and its types. Here, we are going to discuss how augmented reality is being used in different industries and businesses. The application of augmented reality in gaming, MRO, healthcare, education and more. For more info visit at https://bit.ly/2IHE7Dm
M S Reza Jony is presently pursuing his MBA degree at Postgraduate Institute of Management, University of Sri Jayewardenepura, Sri Lanka. He wrote this report on Google Glass during his participation in the Information Management (IM) course........
Evidencing Excellence in teaching, learning and assessmentdebbieholley1
The third is a series of keynote talks as adjunct Professor visiting the University of the Sunshine Coast.
With thanks to Anita Jones, General manager, CSALT USC for co-presenting
Evidencing Excellence for Fellowships: AdvanceHE, the awarding body, have recently updated the criteria for fellowships at all levels. This interactive session will highlight the main differences in approach, and offer suggestions and ideas for staff seeking to apply for Fellowships. There will be lots of time for discussion and questions.
Visualisation and Simulation for teaching, learning and assessmentdebbieholley1
Session two of a series of keynotes talks at the University of the Sunshine Coast
Visualisation and Simulation:
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” State of XR and Immersive Learning Outlook Report (2021 p 21)
Debbie contributed to the Delphi study above, , and to the updated with findings due this June. This session will consider the opportunities afforded by Visualisation and Simulation; and discuss ways in which educators can draw upon both lo-tec and hi-tech solutions in a range of disciplinary contexts; and consider what digital futures may offer us as educators, as well as those we educate, our students.
Building digital capability across the university sectordebbieholley1
Session one in a series of keynotes as adjunct Professor visiting the University of the Sunshine Coast
Debbie worked with the team t embedding a new Virtual Learning Environment (D2L:Brightspace) and will share some of the pedagogic strategies that underpinned our digital transformation work. A case study of our recent curriculum development work in Nursing will be shared, this saw the UK JISC Digital Capability Framework mapped across the three-year undergraduate BSc Nursing Sciences, the first Nursing School in the UK to map these. A curriculum development workshop on how this was accomplished drawing upon staff, students and experts is available during her visit.
Spaghetti Symphony to Technology Harmonydebbieholley1
Introducing Prof Ed McFly our personalised Artificial Intelligence Maestro. AI BOTS, underpinned by Machine Learning algorithms are reported as the future in sectors from engineering to health to education. Market analysts predict the global market of $12billion (2023) will grow by 470% within five years to an incredible $72 billion, transforming the way in which we seek and access new ways of working and learning.
However, challenges of trust, confidence, competence, and communication remain.
A Masters Unit, “Global Innovation Management” scaffolded the learning experiences of 157 students from hands-on team building of spaghetti tower to developing their own innovative AI Avatar videos, guided by Prof Ed McFly. Regarding Professor Ed McFly's existence, 46.3% believed and 20.9% were uncertain. Students expressed enthusiasm, describing AI as impactful, innovative, and beneficial for future careers. Positive feedback on the AI seminar emphasised satisfaction, engagement, and educational value. Recommendations include further AI integration into teaching, allocating more exploration time, addressing concerns, enabling more collaboration, exploring diverse AI applications, and continuous improvement.
Despite mixed sentiments, the positive feedback indicates AI's potential to significantly enhance learning experience. As we share our resource bank, participants will follow in the footsteps of our students as they, and we, explore AI.
Student reboot 4.0: the affordances of their Brave New Worlddebbieholley1
Join us for a session which reimagines the student experience through the lens of innovation, technological empowerment and inclusivity. Higher Education has accelerated the move towards Education 4.0, a technologically fueled, student centric model that promotes flexible learning paths and focuses on knowledge/skill requirements of the industry (FICCI and EY Vision 2040). In ‘Brave New World’ Aldous Huxley sets out a dystopian futuristic world state anticipating huge scientific advancements. This draws parallels with the citizens (our learners) being environmentally engineered into an intelligence based social hierarchy through existing tools and approaches; an alternative, we argue is to empower learners, (re)locating and positioned them at centre of educational programs. Opportunities afforded by travel frame the student ability to create a strong impression at interview. Research shows that marginalised /excluded groups can be disadvantaged by this lack when seeking graduate employment. Can technology assist our learners in building resilience, social capital and a pathway to success? We will:
Explore the student journeys of Shahida (a medical student) and Kevin (an art student) as they seek to build their portfolios by travel; participants will help to select their final destinations
Consider the challenges of ‘real’ and ‘virtual’ travels in building confidence and social capital
Co-create of a padlet to share ideas about technologies and the ways in which these may empower or disempower our learner of the future.
Valuing the invisible: metrics and meaningdebbieholley1
There is always a 'But'. With ownership of knowledge is no longer a University prerogative:, how can Universities demonstrate their value and value(s)? This question is explored through the lens of how we support students and their learning. With investment in sophisticated learner analytic packers to track, monitor and identify patterns of usage as students access our VLEs, how are we making meaning from the metrics? This talk sets out to take a student perspective on this hotly contested debate.
Towards a taxonomy of scale: a sustainable approachdebbieholley1
Background:
Taking simulation from concept through to scalable delivery is complex, contested and an under-theorised process. The traditional approaches to scaling innovations, proposed by Everett Rogers in the 1960s is the notion of diffusion of innovation; we argue that this is of limited use in our context of working with NHS health professionals supporting their learning post-covid. Our approach to scaling draws the upon the well-tested seminal works on taxonomies by Coburn (2003) [1] and her dimensional framework, Dede et al (2007) [2], with their educational scaling model, plus the systematic review of Greenhalgh et al (2004) [3] in health services.
Method
By considering the ways in which our eight Health Education England (HEE) simulation projects have been delivered, this work presents an emerging framework, designed to enable the orchestration of team discourse about theory, the production of simulation artefacts as tools for design discourse and the identification of scalable systemic pain points. We pay particular attention to scaling innovations in practice and organisational change, which are in our view enabling factors in the sustainable adoption of learning technologies by end users in the workplace.
Findings
Successful scaling is more than just being about the number of users we can reach. It requires underpinning by an understanding about the changes in practice an innovation can bring about, and how valuable these changes are to stakeholders. Challenges remain as to whether such changes can be sustained over time, and the extent to which users and stakeholders are involved in co-creating the innovation. Individuals within the organisations – and their attitudes, beliefs, and habits – play an equally important role in exploring new technologies and practices with an open mind and perceiving these as an added value in their work environment and daily routines.
Conclusion
This work illustrates the need to strategically involve the ‘missing middle’ and starts to identify the key role these people play in that space between where scaling factors reside between top-down strategy and bottom-up initiatives.
References:
[1] Coburn CE. Rethinking scale: Moving beyond numbers to deep and lasting change. Educational researcher. 2003 Aug;32(6):3-12.
[2] Dede CH, Rockman S, Knox A. Lessons learned from studying how innovations can achieve scale. Threshold. 2007;5(1):4-10.
[3] Greenhalgh T, Robert G, Macfarlane F, Bate P, Kyriakidou O. Diffusion of innovations in service organizations: systematic review and recommendations. The milbank quarterly. 2004 Dec;82(4):581-629.
The Brave New World of the University of Bedfordshire (v4.0) debbieholley1
Education 4.0 is conceptualised as a set of choices through a lifelong pathway whereby learners have ownership and control of their studies, as they weave seamlessly between education and employment. (FICCI and EY Vision 2040). With the learner firmly placed at the centre of educational programs, instructional approaches, learning experiences and academic support strategies that are aligned to the learner’s distinct needs, aspirations and interests, what are the opportunities and challenges for a redefinition of the education ecosystem? Will we launch the ‘Brave New World’ of Aldous Huxley (1932), set out in his dystopian futuristic world state novel which anticipated huge scientific advancements, with citizens being environmentally engineered into an intelligence based social hierarchy? or will we draw upon technologies to enrich the student learning experience by focusing on employability and providing opportunities for research excellence? Responding to the evolving student needs coupled with rapidly changing industry demands, HEIs now have a greater onus to develop an ecosystem that will provide a high-quality educational experience.
Link to BOT:
https://youtu.be/eqFzfa11_aU
Please contact Debbie for full slide deck.
Creating authentic learning environments: An evaluation of Godzilla (II) the...debbieholley1
OMG Godzilla II is the second outing for Godzilla, a film prehistoric reptilian monster awakened and empowered by nuclear radiation. Drawing upon the imaginary scenario of the creature arriving in Dorset, creating panic and havoc and needing the emergency services to deal with the aftermath, this Pecha Kucha presentation will demonstrate the operationalisation of events as we put first and third year Paramedic Science students though a casualty prioritisation and treatment set of scenarios. Godzilla wreaked havoc yet again upon the estates of BU, in facilitating this immersive experience we exploited our student’s sensory boundaries, in the austere learning environment of an underground car park.
Directing staff and volunteers steered the vision and collective response to the multifaceted tasks presented to our students. The resulting exercise enabled a holistic evaluation of risk assessment, whilst in play as students demonstrated their thinking through structured feedback of their clinical treatment and decision making, of scalable multiple patient scenarios, on a platform that allowed our students to demonstrate praxis.
50 students across our UG programme tackled aftermath of the mythical beast’s anti-social and terribly inconvenient behaviour. OMG Godzilla II and our wider simulation programme blend theory through an innovative and disruptive paradigm. The team informed our pedagogic approach from lessons recognised appraised from previous student feedback and our professional networks and experience. This fresh approach structured multiple iterations of timed simulation, as a conduit to enhancing our student’s experience. This succinct review will demonstrate how our design and development process structured achievable solutions, for this complex educational practice, and thus we argue; our pedagogy is an evolving conduit for the advancement of knowledge, addressing a multi-faceted and complex simulation – a hi-fidelity major incident.
Tech Chat: technology mediated learning
In an institution where we place a huge value on our ‘campus premium’ changing our teaching spaces with the investment in the Bournemouth Gateway Building has created buzz and excitement. Enhancing the student experience and building staff confidence to ‘blend’ the best of face-to-face and online delivery is at the heart of the Tech Chat series. Designed as a collaboration between FLIE expert practice and Faculty digital pedagogic expertise, the Tech Chat hosts live discussions; shares good pedagogic design; shows ‘how to’ work with a range of online learning tools; offers immediate demonstrations ‘in situ’; promotes the FLIE digital pedagogy framework and offers staff a ‘safe space’ to practice in and most importantly, to build confidence.
Coming out of Covid, in the Faculty of Health and Social Sciences our technology/pedagogic response has been underpinned by the humansing values of Todres et al (2009); building value-based communities of practice (Holley et al (2021) and Vygotsky’s (1978) conceptualisation of the Zone of Proximal Development. Vygotsky’s ideas support socially constructed learning, especially when mediated by technology. We were influenced by Cook (2010) who proposed an extension of Vygotsky's concepts to explain how learners collaborate, using tools to mediate learning (mobile phones, augmented reality, language). This approach underpinned the technology-mediated problem solving where learners (in this case staff) participated in new contexts for learning.
This presentation will showcase some best practice examples of the new contexts for learning.
References:
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.https://doi.org/10.4018/jmbl.2010070101.
Holley, D., Quinney, A. and Moran, J. (2021) “Building a values-based community of practice in Nursing Sciences during the Covid-19 pandemic ”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.745.
Todres, L., Galvin, K.T. and Holloway, I., 2009. The humanization of healthcare: A value framework for qualitative research. International Journal of Qualitative Studies on Health and well-being, 4(2), pp.68-77.
Vygotsky, L. (1978). Mind in Society. In: Cole, M., (Ed.) The development of higher psychological processes. Cambridge MA: Harvard University Press.
Abstract for FLIE Learning Conference 2023
A hotly contested debate in Higher Education remains: where does the responsibility lie for the development of student learning and writing? Wherever our students are learning, they are writing, be it formatively, creatively, or summatively, often with pain and pressure, but seldom for pleasure. The process of academic writing can free up thinking and ideas - and be an initiation into and participation in wider professional and academic discourses, and creativity, drawing, observations and alternative ways of creating visual data (Ridley 2010) as well as more tactile approaches such as Lego Serious Play (James and Nerantzi 2019) can form part of this process. This presentation will share the work of the Department of Nursing Sciences staff, as they took an active participant approach to engaging students with their learning as part of their reflection of teaching practice (PREP) during the past academic year; and the student responses to these different ways of learning.
References
Sandra Abegglen, Tom Burns and Sandra Sinfield (2021) Supporting Student Writing And Other Modes of Learning and Assessment. A Staff Guide. Calgary: PRISM Open Access.
James, A. and Nerantzi, C., 2019. Sketch: our learning journey with LEGO®. The Power of Play in Higher Education: Creativity in Tertiary Learning, pp.239-242.
Ridley, P. and Rogers, A., 2010. Clinical Education, Health & Social Care. University of Brighton.
Why students engage in simulation and how it prepares them for workdebbieholley1
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021).
Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology.
Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer.
Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.
A manifesto for the metaverse: opportunities and challenges for learning deve...debbieholley1
ALDinHe workshop
Drawing upon a section of the co-created Learning Development (LD) Manifesto, in this workshop we invite participants to come and be creative – and imagine beyond what LDs do now into what LDs may do in the future, inspired by the metaverse. The metaverse is a science fiction hypothetical iteration from the book ‘Snow Crash’ (Stephenson 1992) set in a near future where the global political structure has collapsed (!), a tiny number of super-corporations control most aspects of life, and the rich spend their time in the metaverse.
Today the metaverse is the Facebook owned platform Meta, which Mark Zuckerberg explains as “an embodied internet where you’re in the experience, not just looking at it”. Rather than our current 2D, screen-based internet, the metaverse will be a 3D virtual space, accessed by either a VR headset or AR (augmented reality) glasses, which superimpose a layer of digital information on top of the visible world. What impact might this have on LD practices, knowledge and beliefs? The metaverse is highly contentious and we invite LDs to take the challenge, look to possible futures and its potential value to the sector. Will it promote and enhance equality, diversity and inclusion?
We will invite participants (who will work in teams) to co-create a #Take5 blogpost with us from our mapping and debates
No technology needed for the session, and no previous knowledge of the metaverse
===our manifesto===
What does Learning Development do?
It contextualises, embeds and maps knowledge, and contributes to learning gain
It teaches how to learn and scaffolds learning
It widens opportunity, not participation; it can trouble what we mean by participation
It infiltrates throughout the university and operates in a 3rd space, connecting and
collaborating with the wider community
It works with the hidden curriculum
It legitimises the different forms of knowledge our students have
It levels the playing field and widens the academy
Why students engage in simulation and how it prepares them for workdebbieholley1
ALDinHE workshop
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021).
Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology.
Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer.
Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.
Simulation theory briefing paper (ALDinHE Conference 2023) debbieholley1
Simulation Theory Briefing paper: ‘best learning moments’, ‘flow’, ‘cognitive absorption’ and the ‘Zone of Professional Development’ to accompany the ALDinHE conference 2023 workshop ‘Why students engage in simulation and how it prepares them for work’, 13 June 2023.
*Dr Ben Goldsmith, (FLIE) Dr David Biggins (BuBS), Professor Debbie Holley (FHSS)
Technostress and the student experiencedebbieholley1
Internal webinar to support new academic writers
Debbie Holley shares her and David Biggins work on learning design and student 'technostress' which challenges our assumptions about the online spaces students choose to learn - especially in regard to Virtual Learning Environments. What do they prefer and how can we help them? This talk will offers insights into accessing and interpreting data in ways that are more useful for academics, learning developers, and learning designers, and suggests ways in which we can effectively frame student support by putting the ‘real’ student experience at the centre of our practice.
Original citation
Biggins, D and Holley, D. (2023). Designing for student wellbeing: Challenging assumptions about where our students learn. Journal of Learning Development in Higher Education. https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/938
Harnessing the Blend: Creating authentic learning experiencesdebbieholley1
Keynote IGPP Online Conference
Assessing the benefits of Blended Learning in Higher Education.
Recent research from the Office for Students (OfS) highlighted the positive aspects of blended learning in higher education. In their 2022 report, OfS stated 79% of UK university students were satisfied with blended learning. Furthermore, the combination of in-person and online teaching and learning in higher education enables flexibility in physical attendance and allows greater accessibility for students. This supports students who have caring responsibilities and those in need of reasonable adjustments where exclusive physical or virtual attendance may adversely impact them. Blended learning has been further identified as a new way of bridging the gap in the higher education system by engaging better with underrepresented students.
However, OfS found that 1 in 5 students in 2022 reported dissatisfaction with blended learning. One reason for dissatisfaction is the worry of ‘content overload’ on some courses where some students reported receiving more content online than is manageable within the working week. The overloading risks reduction in course quality and student satisfaction that should be at the heart of students journeys in higher education. This highlights the need for conversations around blended learning to understand the ways it can be improved to better support both staff and students.
Assessing the Benefits of Blended Learning in Higher Education brings together key stakeholders in higher education to learn how to deliver blended learning to maximise the benefit for students and staff and create a more productive, inclusive, and fair environment.
A keynote comprising a discussion of aspects of the metaverse by exploring concepts through metaphor.
Key References:
Ball, M., 2022. The metaverse: and how it will revolutionize everything. Liveright Publishing.
McKinsey and Company. (2021). Defining the skills citizens will need in the future world of work Available at: https://www.mckinsey.com/industries/public-and-social-sector/our-insights/defining-the-skills-citizens-will-need-in-the-future-world-of-work
Metaverse https://mvs.org/
State of XR and Immersive Learning: https://immersivelrn.org/pages/state-of-xr-immersive-learning
Stephenson, N., 2003. Snow crash: A novel. Spectra.
"The future is human, and the future of learning is immersive": discuss debbieholley1
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds”
State of XR and Immersive Learning Outlook Report (2021)
What promises can technology offer us and those we educate? In this session we will focus on the ‘ metaverse’ a science fiction hypothetical iteration from the book ‘Snow Crash’ (Stephenson 1992) set in a near future where the global political structure has collapsed (!), a tiny number of super-corporations control most aspects of life, and the rich spend their time in the metaverse.
Today the metaverse is the Facebook owned platform Meta, which Mark Zuckerberg explains as “an embodied internet where you’re in the experience, not just looking at it”. Rather than our current 2D, screen-based internet, the metaverse will be a 3D virtual space, accessed by either a VR headset or AR (augmented reality) glasses, which superimpose a layer of digital information on top of the visible world. What impact might this have on our teaching practices, knowledge and beliefs?
References:
Lee, M.J., Georgieva, M., Alexander, B., Craig, E. and Richter, J., 2021. State of XR & immersive learning outlook report 2021. Walnut, CA: Immersive Learning Research Network.
Metaverse: http://mvs.org [accessed 16.03.2023]
Stephenson, N., 2003. Snow crash: A novel. Spectra.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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1. 1 Augmented Realities White Paper 2021
Augmented Realities 2021
A‘whitepaper’overviewbyDrMikeHobbs,Visitingresearchfellow,CEMP,BournemouthUniversity
and ProfessorDebbieHolley, CEMPandDepartmentof NursingSciences Bournemouth University
This briefing paper outlines and summarises recent developments in the context and range of
technologies for delivering Augmented Reality (AR). We share some of the uses of the products and
examples of applications in social, commercial, medical and educational applications; but make no
claim as to this being a full inventory. The work can be read as an independent document or as an
extended commentary providing more detail to support the Augmented Reality for Education article
in the Encyclopaedia of Educational Innovation (Holley, Hobbs 2020) and the Augmented Reality and
Learning Innovation presentation at Edutech 2021 (Holley 2021).
Figure 1 shows a continuum of viewing devices that support applications from simple social media
filters to sophisticated collaborative, real-time, augmented collaboration. After a brief description of
Augmented Reality this document describes the technology and applications in the following sections:
• Smart phones
• 3D viewer
• Glasses
• Headsets
• Collaboration systems
• Medical applications
• AR for learning and teaching
Figure 1: Relationships between AR viewing device technology. From (Holley, Hobbs 2020)
2. 2 Augmented Realities White Paper 2021
1. What is Augmented Reality?
The ‘Augmented’ part of Augmented Reality has grown out of the technology used for environments
such as computer games that show interactive 2D or 3D media on display screens. Recent advances in
network capacity and processing power of mobile devices allows high quality graphics to be streamed
to devices enabling activities such as watching films and playing online games. AR utilises the real
world as a trigger, through a predetermined location or image, to play context relevant images, sounds
and media as an overlay to a scene watched through the camera of a smart phone or dedicated
headset.
Media can be trigged through scanning the real-world scene or through unique indicators, such as QR
codes, or via location sensors that can also provide notifications to indicate available media. All of
these techniques are essentially a way of generating a unique identifier, similar to a URL, that the
system can recognise. The media can be pre-loaded into a dedicated app, streamed from a server or
the AR can provide a link to a website that can be viewed in the normal way via a browser.
When played the media can overlay a small part or the whole scene, often replacing it with a matching
background image to provide context. Media can include interactive ‘hotspots’ that allow users to
make selections or provide feedback. In this respect a highly developed AR system becomes similar to
Virtual Reality (VR) where an entire 3D scene is typically modelled in detail to provide realistic
interactions in areas such as architecture, engineering and science. This technology is continually
developing with increasing capabilities in areas of collaboration, communication, and interaction as
well as improvements in the usability and quality of viewing devices.
Figure 2 shows that AR is part of a continuum that utilise different aspects of virtual technology to
provide immersive media experiences. Increasingly the boarders between these classifications are
being blurred by ‘mixed’ reality that combines features from both augmented and virtual in products
and applications. Microsoft provide a helpful explanatory article on mixed reality using their HoloLens
viewer as an example (Microsoft 2020). A good introduction to AR is provided in Hobbs and Holley
(2016), and an early educational example of the use of virtual worlds, that puts this into a pedagogic
context is provided in Hobbs and Gordon (2008). A contemporary review of teaching with AR is given
by Klimova et al. (2018).
Figure 2: Continuum of augmented and virtual environments (from Hobbs, Holley 2020)
3. 3 Augmented Realities White Paper 2021
When assessing the attributes of augmented reality, it is important to remember the existing
technology we take for granted for recording, displaying, and manipulating media recorded from real
world events and activities. The advantages of any AR system or application need to be considered
with respect to how it extends capabilities, rather than merely duplicating common features of display
and communication. Good questions are ‘can we already do this?’ ‘why is this useful?’ ‘what can I do
with this that I could not do before’.
2. Smart Phones
Accessing AR through a smart phone has benefits of cost, simplicity, ubiquity, and accessibility. Figure
4 shows a variety of devices and applications. Social media platforms such as Snapchat
(https://lensstudio.snapchat.com/) and Instagram (https://www.instagram.com/sparkarcreators/)
Figure 4: Handheld devices used to view augmented reality. (image credits in section 11)
Figure 3: 'Real world' technology for document creation, web resources, media
capture, creation and presentation, video streaming and live communication
4. 4 Augmented Realities White Paper 2021
provide tools to create AR artefacts in addition to the simple application of image filters. These
platforms have a large following and help to normalise AR with the potential to lead onto more
sophisticated applications such as online shopping.
Apple (https://www.apple.com/uk/augmented-reality/) and Google (https://arvr.google.com/ar/)
provide support for AR and application developers. However, for more sophisticated AR applications
there remain issues of compatibility between providers, where a choice may need to be made
between IoS or Android, and commonly the most recent features are only available on the latest
devices.
3. 3D Smart Phone Viewers
Smart phones can run applications that split the screen to provide stereo vison, (shown in figure 6)
creating a 3D image when viewed through a set of lenses. This is the basis of the simple ‘Google
Cardboard’ (https://arvr.google.com/cardboard/apps/ ) and many other viewers use the same
principle (Google cardboard and some viewers are shown in figure 5).
Figure 5: Google Cardboard devices, from Google AR & VR website: https://arvr.google.com/cardboard/
5. 5 Augmented Realities White Paper 2021
Figure 6: Split screen on a smart phone for 3D stereo viewing
Applications are available for users to create and share their own media to enable 360 panorama
views by stitching together a sequence of continuously recorded video or images,
(https://www.goodfirms.co/blog/best-free-open-source-virtual-tour-software-solutions) . These can
be used to create virtual tours and can include hotspot links to relevant websites. While relatively
cheap and effective the quality of the screen in terms of pixel density and refresh rate are critical for
these systems and the image is held much closer to the eyes and often magnified.
Currently there are many smart glasses available that allow generic AR as well as dedicated AR
applications, such as drone controllers that allow the wearer to see the real world as well as the
projected display from the drone (https://www.dronezon.com/drone-reviews/fpv-goggles-for-
drones-to-experience-the-thrill-of-flying/) . The smart glasses range from simple audio delivery to the
fully integrated AR processing such as the ODG-R9 (https://www.osterhoutgroup.com/r-9-
smartglasses) that incorporates the same processor found on powerful smart phones.
4. Smart Glasses
Figure 7: Examples of smart glass wearable devices
Clockwise from top left:
Everysight Raptor AR smart
glasses, Website:
https://everysight.com/
Everysight Headup display from
Raptor AR smart Glasses
https://everysight.com/
Solos smart glasses,
https://www.solos-
wearables.com/
Vuzix blade upgraded
https://www.vuzix.com/products
/blade-smart-glasses-upgraded
6. 6 Augmented Realities White Paper 2021
The original ‘Google Glass’ generated considerable interest when it was launched in 2014, resembling
a pair of spectacles with a camera / audio input and a small ‘head up’ display projector attached to
one lens. Although it was not a commercial success it did encourage other developers to create similar
‘Smart Glasses’ devices. The advantage of the Smart Glass format is that it is light, mobile, and can be
paired up with smart phones for data storage, communication and to provide an interface to mobile
apps. Data is typically presented as 2D graphics and is particularly suitable for location information,
fitness data, and simple internet search results. An example is the Solos smart glass (shown in figure
7) which is a dedicated device giving a heads-up display for cyclists and runners – provides directions,
speed, and other performance data outputs (https://www.solos-wearables.com/)
An example that demonstrates smart glass capabilities is the Vuzix Blade Upgraded, as shown in
figure 8.
A recent development combining the smart glasses camera and display with remote AI processing and
database access is mobile face recognition. A controversial application is for mobile security which has
been demonstrated using the Vuzix blade (https://techcrunch.com/2019/06/10/vuzix-smart-glasses-
get-automatic-facial-recognition-designed-for-law-enforcement/). A more benign application is the
experimental app called FaceReminder (McKelvey, et al 2019). This uses similar technology to support
users with face blindness and short-memory problems by showing the name of a person on the heads-
up glasses display.
Figure 8: Detail of wearable smart glasses, Vuzix blade upgraded https://www.vuzix.com
7. 7 Augmented Realities White Paper 2021
5. VR Headsets
Another route to AR has been by adapting virtual reality headsets such as Oculus, HTC vive, and
Microsoft Hololens (shown in figure 9) by integrating a digital camera feed. Typically tethered to a
computer for their processing power, newer versions enable these to operate independently allowing
the full range of movement needed for AR systems.
The Microsoft Hololens uses a headset to combine real and virtual elements in a shared, augmented,
environment. Relatively expensive it provides a high-quality AR it has been used in a range of AR
applications; it has shown potential for AR based collaborative projects allowing participants from
different locations to interact with 3D models for engineering and medical projects. Microsoft are
promoting the Hololens as a platform for a broad range of mixed reality applications, providing a
dedicated development API (https://docs.microsoft.com/en-us/windows/mixed-reality/design)
The Magic Leap ( https://www.magicleap.com/) product shows an interesting development of a
possible future hybrid between a full VR headset and the smart glass concept.
6. AR Collaboration Systems
An actively developing area is the use of AR as a remote collaboration tool. A full system uses relatively
expensive and sophisticated equipment two sites and can be used for field workers to share
knowledge and guidance in real time, or via recorded information with remote experts. This allows
users to capture images and remote experts to chat, give notes, annotate video and provide overlays
of information and documents. Pointr (figure 10) provide dedicated or bespoke systems that are used
in power plants, maritime and industrial facility maintenance.
Figure 9: Composite picture showing AR headset viewers.
(top row, both images) Microsoft Hololens 2, https://www.microsoft.com/en-us/hololens/
HTC Vive : N. Lee, 2019, Endgadget, HTC Vive Cosmos hands-on: VR never looked so good
https://www.engadget.com/2019-09-12-htc-vive-cosmos-hands-on.html
Oculus Quest: Porter, J., 2020, Facebook’s Oculus Quest 2 leaks in full via official promo videos, The Verge Sept
12th
2020 .
8. 8 Augmented Realities White Paper 2021
HelpLightning Remote Virtual Assistance (figure 11) provide a range of collaboration and
communication tools with real time AR overlays.
7. Medical Applications
A recent review of AR in Medical Education (Parsons and MacCallam 2021) concluded that AR was
more effective than other training. While mainly focused on anatomy and surgery AR is being used in
other areas, such as nursing, telemonitoring, neuroanatomy. Key affordances were stated as
visualizing the invisible, developing practical skills in a spatial context, device portability across
locations, situated learning in context and reducing negative impact. As well as educating
practitioners, AR is being used to inform and improve outcomes for patients by increasing their
understanding of procedures as well as assisting in treatments such as exercises and improving their
mental resilience (Adapa et al 2020). Often the same technology and companies provide education
Figure10: Image shows remote expert identifying correct location for
intervention (Delta Cygni Labs, https://dynamic.pointr.com/solution/
Figure 11: Image shows remote expert pointing at a component. HelpLightning Next
Generation Video Conferencing https://helplightning.com/
9. 9 Augmented Realities White Paper 2021
services in addition to fully functioning medical AR systems. Typical services are overlay imagery for
surgery, remote and robotic surgery, visualisation of patient anatomy and context aware access to
patient data during treatment (Desselle et al 2020)
The same technology used for medical involved in producing medical systems
The Proximie system, (https://proximie.com/ ) is a dedicated medical AR system used to enable
overlays of patient and other medical information in surgery and remote expert assistance. In June
2020 a cancer operation was successfully completed remotely using a robotic arm using this system
to support the collaboration (figure 12).
8. Augmented reality for learning and teaching
AR Affordances for learning and teaching:
• Visualization – of remote, difficult or impossible to see, of concepts and events.
• Situated learning – mobile, context and location aware.
• Real time – immediacy, on demand
• User directed – Interaction directed by the user.
• 3D interaction – Enabling exploration of objects, scenes and concepts.
• Collaborative – group projects, remote presence, sharing AR as social media.
• Immersive – presence (within the scenario)
• Problem solving – by user created AR artefacts, or AR games and puzzles.
Additional affordances are provided by using AR as a creative or social media too situated within a
group project. Here is a suggested outline for developing a generic student task in any discipline:
Introduction – Get students to self-select or allocate students to groups of between three and five
members. Introduce an AR technology with supporting links and examples. Ensure each group has at
least one device that can create and view the technology. Set an initial task such as choosing a group
name and creating an AR logo for their team.
Communication– Groups can choose or be directed to communication applications for remote
working, blogging and/or project management sites for recording meetings, design, discussion and
Figure 12: Sky News, Live: Operation Broadcast In Virtual Reality
https://news.sky.com/story/live-operation-broadcast-in-virtual-reality-10242518
10. 10 Augmented Realities White Paper 2021
progress. Groups can present their team’s name and AR logo to the class, helping to practice group
working, presentation, communication and organisation skills.
Task Allocation – Provide a theme with clearly defined criteria around the size and complexity of the
task, for example having each group member contribute one AR artefact for the group application.
Typical example topics are a virtual tour around the institution, a game, enhancing course materials,
creating AR posters or books.
Design and Creation – Students can plan script and storyboard their AR application. They can either
create their own media or use existing virtual, video and sound materials. Creating AR materials to be
combined in a single experience develops cooperation, group working, research, planning and design
skills.
Evaluation – As part of the development process groups can share their AR creations and invite
feedback from other groups. This can also include group presentations, peer review, the discussion
and agreement on evaluation criteria.
Recording and Reflection – Group or individual reports explaining the use and purpose of the
application and development process helps to develop writing and reflective skills.
From this simple outline it is possible to see how AR can be integrated into learning in almost any
curriculum to help develop research, group working, planning, design, problem solving,
communication, recording presentation, writing and reflection. Apps such as the Overly self-authoring
tool (https://overlyapp.com); Instagram and Snapchat also have settings enabling adaption of images.
9. Conclusions
This paper has outlined some of the current (as of 2021) technology and applications of AR. Although
many of the examples are prototypes or experimental the overall trend is for a greater number of AR
systems being used in a wider variety of ways. The global market for Augmented reality is estimated
at USD 17 billion in 2020 and is expected to grow at 40% from 2021 to 2028
(https://www.grandviewresearch.com/industry-analysis/augmented-reality-market). The restrictions
on meeting in ‘the real world’ during the 2020/21 pandemic has increased awareness and demand
from a broader demographic outside the typical technophile / gaming enthusiasts
(https://www.theatlantic.com/technology/archive/2020/05/augmented-reality-instagram-
zoom/611494/).
The future for AR, as with many technologies is for high level specialist experimental systems to
become more popular and mainstream. There appear to be three main avenues for development -
high-value collaborative systems on dedicated hardware, mid-range interactive systems based on VR
headsets for gaming and more popular social media and shopping applications running on
smartphones.
A report by Juniper Research predicts that largest growth will be in users of smart glasses and
smartphone applications: (https://www.juniperresearch.com/resources/infographics/augmented-
mixed-reality-market-summary-key-ta)
• 67% of Smart Glasses apps will be for Gaming or Multimedia
• 75% of Mixed Reality apps will be delivered via Smartphone
• 40% of MR apps will be for Social Media
For further information please contact Professor Debbie Holley at Bournemouth University.
11. 11 Augmented Realities White Paper 2021
Mike Hobbs: Visiting research fellow for the Centre for Excellence in Media Practice at Bournemouth
University. Previously senior lecturer in Computer Science at Anglia Ruskin University specialising in
Virtual worlds, Augmented Reality and Artificial Intelligence.
10. References
Adapa K., Jain S., Kanwar R., et al. (2020) Augmented reality in patient education and health literacy:
a scoping review protocol. BMJ Open 10:e038416. doi: 10.1136/bmjopen-2020-038416
Desselle, M.R., Brown, R.A., James, A.R., Midwinter, M.J, Powell S.K. and Woodruff, M.A. (2020)
Augmented and Virtual Reality in Surgery, in Computing in Science & Engineering, vol. 22, no. 3,
pp. 18-26, doi: 10.1109/MCSE.2020.2972822.
Hobbs, M. & Holley, D. (2016) Using Augmented Reality to Engage STEM Students with an Authentic
Curriculum. In: Vincenti G., Bucciero A., Vaz de Carvalho C. (Eds) E-Learning, E-Education, and
Online Training, LNICST, vol. 160. Springer, Cham. doi: 10.1007/978-3-319-28883-3_14
Hobbs, M., Brown, E., & Gordon, M. (2006) Using A Virtual World For Transferable Skills in Gaming
Education, Innovation in Teaching and Learning in Information and Computer Sciences, 5:3, 1-
13, DOI: 10.11120/ital.2006.05030006
Holley D., Hobbs M. (2020) Augmented Reality for Education. In: Peters
M., Heraud R. (Eds) Encyclopedia of Educational Innovation.
Springer, Singapore https://link.springer.com/referenceworkentry/10.1007/978-981-13-2262-
4_120-1
Klimova, A., Bilyatdinova, A., & Karsakov, A. (2018). Existing Teaching Practices in Augmented
Reality. In Procedia Computer Science (Vol. 136, pp. 5–15).
https://doi.org/10.1016/j.procs.2018.08.232
McKelvey, C., Dreyer, R., Zhu, D., Wang W., & Quarles, J. (2019) Energy-Oriented Designs of an
Augmented-Reality Application on a VUZIX Blade Smart Glass, Tenth International Green and
Sustainable Computing Conference (IGSC), Alexandria, VA, USA, 2019, pp. 1-8, doi:
10.1109/IGSC48788.2019.8957173
Parsons D., MacCallum K. (2021) Current Perspectives on Augmented Reality in Medical Education:
Applications, Affordances and Limitations. Adv Med Educ Pract. 19;12:77-91. doi:
10.2147/AMEP.S249891.
Yeung AWK, Tosevska A, Klager E, Eibensteiner F, Laxar D, Stoyanov J, Glisic M, Zeiner S, Kulnik ST,
Crutzen R, Kimberger O, Kletecka-Pulker M, Atanasov AG, Willschke H. (2021) Virtual and
Augmented Reality Applications in Medicine: Analysis of the Scientific Literature, J Med Internet
Res 2021;23(2):e25499doi: 10.2196/25499
11. Image Credits
Figure 4: Handheld devices used to view augmented : Clockwise from top left –
Pavlova, S. (2020) How 6 Brands Are Using Augmented Reality (and How You Can Too)
ThreeKit. Website: https://www.threekit.com/blog/6-brands-using-augmented-reality-in-
ecommerce
Andrew Makarov, A., (2021) MobiDev 10 Augmented reality trends in 2021, Website:
https://mobidev.biz/blog/augmented-reality-future-trends-2018-2020
12. 12 Augmented Realities White Paper 2021
Thompson, J. (2018) Is Augmented Reality Transforming The Web Design Industry? KIJO.
Website: https://kijo.co.uk/blog/augmented-reality-web-design/
Prabhu, S. (2017) by Sanket Prabhu What is Augmented Reality and How Does It Work? AR
Reverie. Website: http://www.arreverie.com/blogs/how-ar-work/
Marr., B. (2018) 9 Powerful Real-World Applications Of Augmented Reality (AR) Today,
Forbes. Bernard Marr. Website: https://www.forbes.com/sites/bernardmarr/2018/07/30/9-
powerful-real-world-applications-of-augmented-reality-ar-today/
Debbie Holley is Professor of Learning Innovation at Bournemouth University, where she leads
innovation in research, teaching and professional practice within the Faculty of Health and Social
Sciences. Her expertise lies with blending learning and innovation to motivate and engage students
with their learning inside /outside the formal classroom, at a time and place of their own
choosing. As National Teaching Fellow, she is a passionate educator, and showcases and writes
extensively about the affordances of technologies such as Augmented Reality, Virtual/ Immersive
Realities and Mobile Learning.
Mike Hobbs is a visiting research fellow for the Centre for Excellence in Media Practice at
Bournemouth University. Previously senior lecturer in Computer Science at Anglia Ruskin University
specialising in Virtual worlds, Augmented Reality and Artificial Intelligence.