Augmented reality
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Augmented reality enhances perceptions of the real world by overlaying computer-generated images and information. Simple augmented reality applications are predicted to emerge within 2-3 years, while gesture-based computing and more advanced augmented reality may take 4-5 years to develop. Augmented reality creates a view of the real world with added virtual objects, maintaining an environment that is still mostly real.
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Virtual reality uses computer technology to create simulated environments that immerse users and make them feel like they are experiencing a three-dimensional world. The document discusses the history of VR from flight simulators in the 1950s to commercial VR systems in the 1980s and 1990s. It describes the key components of a VR system including head-mounted displays, audio units, gloves, and tracking interfaces. Applications of VR discussed include entertainment, medicine, manufacturing, education and training. Advantages are its uses in safe simulation and virtual experiences, while disadvantages include costs and health issues with extended use.
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Introducing Virtual Reality in Your Geography Classroom
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More from Jason Zagami
Digital Solutions Response
Zagami, J. (2016, October). Digital Solutions Response. Presentation at the accessIT - ACS Qld State Conference 2016, Brisbane, Australia. Retrieved from http://www.slideshare.net/j.zagami/digital-solutions-response
2016 Futures Symposium
This document discusses moonshot projects, xThinking labs, and inquiry-based project-based learning (iPBL) led by Dr. Jason Zagami of Griffith University. Dr. Zagami's email and website are provided for further contact.
ACCE2016 Leadership Forum Summary
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum Summary. Presentation at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Acce2016 Leadership Forum
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia.
STEM Symposium
Three key trends are discussed in the document:
1. Redesigning learning spaces to be more hands-on and support new models like flipped classrooms. Wireless bandwidth and large displays are being upgraded.
2. Rethinking how schools work by making them more flexible, project-based, and multidisciplinary to prepare students for the real world.
3. Increasing collaborative learning both in person and online to improve engagement and allow global collaboration between students and teachers.
Horizon Report K12: What are the trends, challenges and developments in techn...
Zagami, J. (2016, June) Horizon Report K12: What are the trends, challenges and developments in technology. Keynote presentation presented to Digital Technologies Summit 2016: Initial Teacher Education, Brisbane, Queensland, Australia. https://www.griffith.edu.au/conference/digital-technologies-summit-2016
Lecture 6 Teaching Computational Thinking 2016
This document discusses teaching computational thinking through technologies education. It emphasizes developing students' thinking skills like design thinking, computational thinking, systems thinking and futures thinking through project-based learning. The document outlines curriculum outcomes, contexts, challenges and expectations for developing solutions across different year levels. It also discusses integrating different models of thinking, evaluating solutions, and the importance of creativity, innovation and accepting failure in the learning process.
Lecture 5 Teaching Design Thinking 2016
This document discusses teaching design thinking, computational thinking, systems thinking, strategic thinking, and futures thinking through challenge-based learning. It outlines approaches like the Stanford d.school design process and Daylight Design Thinking process. Key aspects covered include organizing learning environments, contextualizing challenges, the design process, solution types, assessments, expectations for students, and sample contexts in engineering, food production, and materials technologies. Competitions and 2-4 activities/projects are suggested to teach these various thinking approaches.
Lecture 4 Teaching Futures, Systems and Strategic Thinking 2016
The document provides an overview of different types of thinking that can be taught, including systems thinking, computational thinking, design thinking, futures thinking, strategic thinking, and solutions thinking. It then focuses on futures thinking, outlining why studying the future is important and some tools used in futures thinking like environmental scans, trend analysis, scenarios, and backcasting. Finally, it discusses systems thinking and key concepts like stocks, flows, feedback loops, causal loops, and system dynamics modeling. The document aims to introduce various thinking approaches and tools that can be taught to help students develop important skills for understanding complex systems and creating preferred futures.
Lecture 3 Teaching Design Technologies 2016
This document provides an overview of teaching design technologies. It discusses key concepts like systems thinking, design thinking, and contexts. Engineering principles and systems, food and fibre production, food specializations, and materials technologies are presented as contexts. The design process of investigating problems, generating solutions, producing solutions, evaluating solutions, and collaborating is explained. Types of designed solutions like products, services, and environments are also summarized. Overall, the document outlines the main approaches and concepts used for teaching design technologies.
Lecture 2 Teaching Digital Technologies 2016
This document provides an overview of key concepts related to teaching digital technologies, including computational thinking, systems thinking, design thinking, and futures thinking. It discusses important problems in the world like global warming, armed conflicts, and overpopulation that could be addressed through computational thinking. The document also outlines key concepts for different year levels, including creating interactive games, databases, and computer systems. It provides examples of concepts like algorithms, binary search, and the travelling salesman problem.
Lecture 1 Teaching Technologies Education 2016
This document outlines a university course on teaching technologies education. It discusses key topics like what technology and educational technologies are, and introduces the technologies learning area. The course covers teaching digital technologies, design technologies, and systems, futures, and strategic thinking over 10 weeks. Students complete a log of learning activities and portfolio of their work which is due at the end. Tutorials involve exploring the Australian curriculum and hands-on challenges in design and programming.
Trends, challenges and developments in technologies that will influence the f...
Keynote presentation by Dr Jason Zagami to the ASLA conference on 29 September 2015 at Brisbane, Queensland.
Zagami, J. (2015, September) Trends, challenges and developments in technologies that will influence the future of libraries. Keynote presentation presented to ASLA conference, Brisbane, Queensland, Australia. http://www.slideshare.net/j.zagami/trends-challenges-and-developments-in-technologies-that-will-influence-the-future-of-libraries
Teaching the Technologies learning area using a thinking skills approach
Presentation by Dr Jason Zagami to the QSITE2015 conference on 24 September 2015 at Townsville, Queensland.
Zagami, J. (2015, September) Teaching the Technologies learning area using a thinking skills approach. Presentation presented to QSITE2015 conference, Townsville, Queensland, Australia. http://www.slideshare.net/j.zagami/teaching-the-technologies-learning-area-using-a-thinking-skills-approach
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
Understanding Educational Systems
The document discusses key concepts in systems thinking. It explains that systems thinking views phenomena holistically by considering large numbers of interactions, rather than isolating smaller parts. Mental models are used to understand complex systems, and dynamic models with stocks, flows, and feedback loops can simulate how systems change over time. Several examples are given to illustrate systems thinking concepts like balancing and reinforcing feedback, and how systems can be viewed from different perspectives.
Teaching the Technologies learning area using a thinking skills approach
This document outlines an approach to teaching digital technologies and design and technologies using thinking skills such as systems thinking, computational thinking, design thinking, futures thinking, and strategic thinking. It discusses each of these thinking skills in detail and provides examples of how they can be applied across the curriculum areas of digital technologies and design and technologies. The overall approach is to engage students in challenge-based learning projects that focus on solving complex problems using various thinking skills and collaborative processes.
Developing a Preferred Futures perspective
The document discusses developing a preferred futures perspective in technologies education. It aims to conceptualize more just and sustainable human and planetary futures by developing knowledge and skills in exploring probable and preferred futures scenarios. Students learn to understand the dynamics of human, social, and ecological systems and their influence on alternative futures, while also developing a sense of responsibility and action toward creating better futures through techniques like trend analysis, environmental scanning, visioning, and backcasting.
Creativity and Failure
This document discusses creativity, failure, and innovation in technology education. It provides information about how students at different primary school levels (early, middle, upper) approach design tasks and develop their design thinking. For early primary students, design processes are flexible and initial designs may differ significantly from final products. Middle primary students recognize processes used and how they could be improved. They draw on resources to inform design. Upper primary students identify issues and research alternative designs. The document also covers models of the creative process, techniques to inspire creativity like brainstorming, and how innovation involves new solutions rather than just improvements. Failure is presented as an opportunity to learn.
Teaching Technologies Education
The document discusses teaching technologies education and pedagogical diversity. It covers organizing learning environments, design challenges, contextualizing, personalizing, localizing, and modernizing learning. It also addresses assessing student achievement, cooperative learning models, persistence, unit planning, and common unit planning problems. Key aspects of design thinking are defined, including investigating problems, generating designs, producing solutions, evaluating, and collaborating in an iterative process.
Applying Design Thinking
This document discusses several thinking approaches that can be applied to education including design thinking, systems thinking, computational thinking, futures thinking, and strategic thinking. It notes some of the big global problems they could help address such as global warming, food scarcity, and health issues. It also provides an overview of design thinking processes, challenge-based learning approaches, and integrating curriculum into classroom projects and competitions.
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Augmented reality
- 2. Dr Jason Zagami Griffith University www.zagami.info
- 4. 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.
- 5. 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
- 8. 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
- 9. 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)