Augmented reality: a way to engage and empower learners? - Judy Bloxham - Jisc Digital Festival 2014
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This document discusses augmented reality (AR) and its potential uses in education. It begins by defining AR and explaining its benefits, such as engaging and empowering learners. Examples are given of how AR is already being used in different subject areas like sports science, teacher training, and automotive courses. The document then provides activities and guidance for educators to consider how AR could be implemented in their own contexts. These include identifying relevant areas of the curriculum, potential learner benefits, and aligning AR initiatives with existing technology resources. Further information is provided on publications about immersive learning experiences with AR.
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The network has worked with the Staff and Educational Development Association (SEDA) to develop an award for staff and students working in partnership on change projects, the Institutional Change Leader award and this session will offer an insight into how colleges and universities are recognising and rewarding student participation in change projects. Participants will engage in discussion around this award and will be given access to the accreditation resources and materials, which they may wish to take to their own institution.
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1) The document discusses challenges in assessment and feedback practices and how technology can help address these challenges. It describes several university projects that developed principles and tools to improve assessment and feedback.
2) Key principles for effective assessment and feedback discussed include clarifying expectations, facilitating self-assessment and reflection, providing high-quality and actionable feedback, and using feedback to improve teaching.
3) Technologies described that can help implement these principles and address challenges include electronic assessment management systems, peer review tools, and analytics tools to study feedback.
Aligning IT and University Strategy - Paul Curran - Jisc Digital Festival 2014
City University London has the ambition to be a leading global university and is investing heavily in academic staff, IT and its estate. This presentation will start with a discussion of some of the major sectoral trends in IT supply and demand with a focus on education.
The IT service at City in 2010/11 and today will be described, along with discussion of the journey and some of the challenges faced. Particular attention will be paid to a move from a devolved 'cottage industry' approach to a more centralised and commoditised but flexible approach to IT service; changing student expectations and aligning with the University’s Strategic Plan.
The presentation will conclude with some observations on this transition for both academic staff and IT professional staff.
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Enabling users to bring their own devices into the workplace BYOD presents an opportunity to use modern consumer technology to work and study more effectively and more safely.
This workshop explored ways to move from current practice to a positive adoption of BYOD.
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Meeting the RDM challenge - exercise - Jisc Digital Festival 2014
Meeting the RDM challenge - exercise - Jisc Digital Festival 2014
Bristol's Research Data Service - Debra Hiom - Jisc Digital Festival 2014
Bristol's Research Data Service - Debra Hiom - Jisc Digital Festival 2014
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Developing digital literacies - Sarah Davies - Jisc Digital Festival 2014
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Enabling mobile learning - Jisc Digital Festival 2014
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Identifying and driving change in partnership with students - Simon walker, M...
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The changing face of assessment and feedback: how technology can make a diffe...
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Aligning IT and University Strategy - Paul Curran - Jisc Digital Festival 2014
Aligning IT and University Strategy - Paul Curran - Jisc Digital Festival 2014
From mobile device policy to bring your own device (BYOD)
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Similar to Augmented reality: a way to engage and empower learners? - Judy Bloxham - Jisc Digital Festival 2014
Augmented reality: a way to engage and empower learners?
Augmented Reality (AR) is around us everywhere; you may not be aware of its presence, but your learners probably are. AR use is increasing, from CD covers to film posters; magazine adverts to food items. Companies like Marks and Spencer and even Saga now make use of the ability to add hidden content to their goods and services.
The workshop will show how Augmented Reality (AR) is already used by practitioners to engage and extend learning. The session will present an opportunity to for delegates to try out educational AR resources and create a simple, AR resource. Delegates will also be signposted to further advice and guidance, as well as how to get started.
The workshop will use a presentation to showcase AR use in the educational context. Delegates will hear practitioners testimony about how AR is helping them to improve learner progress and engagement. We will explore the pedagogical evidence of how AR can be used to bring about more constructive use of smart and mobile devices in education.
ATIA UDL 2011
AT11-WEB07 -- ATIA Webinar
Setting the Stage for Universal Design for Learning (UDL): Casting Call for Innovative Educators
Iuv
The document discusses experiential learning and its benefits over conventional teaching methods. It notes that only 23-25% of management graduates are employable due to a focus on theoretical study rather than practical skills. Experiential learning involves learning through experience and reflection. A 3-day off-site experiential learning program is proposed that focuses on self-confidence, teamwork, and survival skills through activities in nature. This aims to develop skills like leadership, communication, and problem solving to increase student employability. The program is conducted by an experiential learning company that specializes in outdoor education and community involvement.
Artificial Intelligence in Education
This is the slides from a webinar I gave to the senate of Universiti Padjajaran, Inodonesia as part of the activities in discussing on AI implications in education at their institution.
Class Notes NEC Summer Inst.-Day 3
The document describes an agenda for a workshop on differentiation and Understanding by Design (UbD). The workshop will cover Stage 3 of UbD, which focuses on determining what learners need to meet desired performance goals and how to best use classroom time. Participants will discuss key concepts like why a "one size fits all" approach does not work, learner profiles, and differentiation. The document also outlines essential questions and enduring understandings for the workshop, including explaining differentiation and its relationship to curriculum. Participants will learn strategies for hooking students, equipping them with skills and knowledge, providing opportunities for reflection and revision, and tailoring activities to individual needs.
Using Second Life HCT-FC Presentation
This presentation was prepared for the Higher Colleges of Technology Fujairah College on the potential uses of Second Life to advance experiential learning (June 2010).
Nhrd pune nov.-ppt
The document provides an overview of a training workshop on training skills and techniques. It discusses several models of learning including Bloom's Taxonomy, Kolb's Learning Model, and Howard Gardner's theory of multiple intelligences. It also covers adult learning principles, a trainer's key behavioral competencies, and tips for facilitating discussion and ensuring participants learn effectively. The goal is to help trainers understand how people learn and how to structure training sessions using engaging methodologies.
Any space can be an inspirational
The document discusses using simulation training to prepare paramedic students for real-life scenarios. It describes using various locations around campus to simulate different emergency situations like traffic accidents, stabbings, and falls. Students responded positively to the realistic scenarios, saying it improved their learning compared to traditional classroom simulations. The effort put into the realistic simulations was appreciated and students felt it better prepared them for practice, built their confidence, and allowed them to adapt guidelines to new situations.
Whereto with technology Day 1
This document provides an overview of the three stages of Understanding by Design (UbD):
1) Stage 1 focuses on identifying desired learning outcomes and establishing essential questions.
2) Stage 2 involves determining how student learning will be assessed through evidence.
3) Stage 3 is designing learning experiences and instruction to ensure Stages 1 and 2 are addressed, including considerations for students who don't learn or already know the material. The overview connects UbD to the work of professional learning communities and examines how to plan for and support student learning.
Unit 3 final 2
This document outlines activities and tasks for students to assess teacher competencies and professionalism. It includes:
- Defining key terms like teacher competencies and professionalism.
- Having students create a list of teacher qualities and compare with peers.
- Completing a SWOT analysis of their own strengths, weaknesses, opportunities and threats.
- Identifying the 8 key competencies for lifelong learning and which they have/need to work as a teacher.
- Discussing the importance of professional development for continually enhancing teaching practices and beliefs.
- Creating a 15-20 question survey about teaching competencies to administer to colleagues.
Raskar PhD and MS Thesis Guidance
http://raskar.info or CameraCulture Wiki Page
How to come up w ideas: Idea Hexagon
How to write a paper
How to give a talk
Open research problems
How to decide merit of a project
How to attend a conference, brainstorm
Strive for Five
Before 5 teams
Be early, let others do details
Beyond 5 years
What no one is thinking about
Within 5 steps of Human Impact
Relevance
Beyond 5 mins of instruction
Deep, iterative, participatory
Fusing 5+ Expertise
Fun, barrier for others
Copyright © 2008 by Pearson Education, Inc.Columbus, Ohi.docx
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
The Computer as an Educational Tool
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Forcier and Descy
The Computer as an Educational Tool (Fifth Edition)
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Evaluating Internet InformationAuthorProducerSitePublicationPurposeDate of publicationArrangementIntended audienceCoverageWriting style/reasoningReferences
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Forcier and Descy
The Computer as an Educational Tool (Fifth Edition)
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Integrating Internet-Based Tools into the CurriculumEmailInternet Pen Pals (Keypals)Mentor ProjectsBlogsPodcasting
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Forcier and Descy
The Computer as an Educational Tool (Fifth Edition)
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Integrating Internet-Based Tools into the Curriculum (cont.)World Wide WebMulticultural understandingGroup projectsElectronic field tripsResearch projectsParallel problem solvingWebQuestsScavenger huntsWebsite displays
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Forcier and Descy
The Computer as an Educational Tool (Fifth Edition)
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Prescreened Collections of WebsitesEduHoundhttp://www.eduhound.comKathy Schrock’s Guide for Educatorshttp://school.discovery.com/schrockguideYahoo!® Kidshttp://kids.yahoo.com
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Forcier and Descy
The Computer as an Educational Tool (Fifth Edition)
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Educational and Learning NetworksClassroom Connect®http://corporate.classroom.comDiscoverySchool.comhttp://school.discovery.comScholastic.comhttp://teacher.scholastic.com
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Forcier and Descy
The Computer as an Educational Tool (Fifth Edition)
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Internet ArchivesThe Educator’s Reference Deskhttp://www.eduref.orgThe Library of Congresshttp://www.loc.gov/index.html
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Forcier and Descy
The Computer as an Educational Tool (Fifth Edition)
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Other Internet ResourcesWeb Portals Offer a broad range of services and resourcesDistance EducationCourse Management System (CMS)
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights rese.
Copyright © 2008 by Pearson Education, Inc.Columbus, Ohi.docx
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
The Computer as an Educational Tool
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Forcier and Descy
The Computer as an Educational Tool (Fifth Edition)
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Evaluating Internet InformationAuthorProducerSitePublicationPurposeDate of publicationArrangementIntended audienceCoverageWriting style/reasoningReferences
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Forcier and Descy
The Computer as an Educational Tool (Fifth Edition)
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Integrating Internet-Based Tools into the CurriculumEmailInternet Pen Pals (Keypals)Mentor ProjectsBlogsPodcasting
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Forcier and Descy
The Computer as an Educational Tool (Fifth Edition)
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Integrating Internet-Based Tools into the Curriculum (cont.)World Wide WebMulticultural understandingGroup projectsElectronic field tripsResearch projectsParallel problem solvingWebQuestsScavenger huntsWebsite displays
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Forcier and Descy
The Computer as an Educational Tool (Fifth Edition)
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Prescreened Collections of WebsitesEduHoundhttp://www.eduhound.comKathy Schrock’s Guide for Educatorshttp://school.discovery.com/schrockguideYahoo!® Kidshttp://kids.yahoo.com
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Forcier and Descy
The Computer as an Educational Tool (Fifth Edition)
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Educational and Learning NetworksClassroom Connect®http://corporate.classroom.comDiscoverySchool.comhttp://school.discovery.comScholastic.comhttp://teacher.scholastic.com
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Forcier and Descy
The Computer as an Educational Tool (Fifth Edition)
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Internet ArchivesThe Educator’s Reference Deskhttp://www.eduref.orgThe Library of Congresshttp://www.loc.gov/index.html
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Forcier and Descy
The Computer as an Educational Tool (Fifth Edition)
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights reserved
Other Internet ResourcesWeb Portals Offer a broad range of services and resourcesDistance EducationCourse Management System (CMS)
Copyright © 2008 by Pearson Education, Inc.
Columbus, Ohio 43235
All rights rese.
Kobe, Session 2, curriculum design
The document discusses transactional learning through simulations and its effects on curriculum design and plagiarism. It notes that simulations provide authentic learning experiences while being safe, enable skills practice and various assessments, and encourage collaboration. Transactional learning involves active, reflective, and collaborative learning through authentic tasks. While simulations may reduce plagiarism by fostering ownership, their increased use also brings challenges around curriculum redesign, teaching practices, and institutional support.
Best School in Noida
ASPAM Scottish School is a CBSE-affiliated school in Noida, India founded on the principle that every child is unique. It aims to empower students with 21st century skills through its education philosophy of "Educate to Empower". The school has smart classrooms using Extra Marks digital modules, computer labs, an e-library, partnerships with NIIT for English and math labs, and Avishkaar for its science lab. It focuses on developing skills like universal leadership, global competence, innovation, and excellence in students.
Best schools in noida
ASPAM Scottish School is perhaps the Best School in Noida. We have exceptionally proficient and capable faculty members to teach different subjects that are instructed in our school. We put emphasis on child development as well as overall personality. Our school follows the CBSE curriculum. We have a good number of students studying at our place
Where is My Career
This deck was used for Sheshadripuram Independent PU College event on Career for the students. The content is valid for all professionals as well
The Resourceful Trainer
The MTL Professional Development Programme is a collection of 202 PowerPoint presentations that will provide you with step-by-step summaries of a key management or personal development skill. This presentation is on "The Resourceful Trainer" and will show you how to become a better trainer through becoming more resourceful.
Learner Analytics: Hype, Research and Practice in moodle
Presentation by John Whitmer, Michael Haskell (Cal Poly SLO), and Hillary Kaplowitz (CSU Northtridge) at US West Coast Moodle Moot 2012.
“Learner Analytics” has captured the attention of the media and is the topic of much debate in professional and academic circles. What lies behind the hype? In this presentation, we will discuss the state and limits to current in research in LMS Learner Analytics. We will then look at examples of Learner Analytics in Moodle, including tools for faculty and reports for reporting across the entire instance.
Adult Learning
The document discusses three types of learning: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and thinking skills, with levels including remembering, understanding, applying, analyzing, evaluating, and creating. The affective domain concerns attitudes, values, and emotions, from basic awareness to characterization by internalizing values. The psychomotor domain covers physical skills and movements, ranging from perception to proficient, adaptable performances. Examples for each level are given using the story Goldilocks and the Three Bears.
Similar to Augmented reality: a way to engage and empower learners? - Judy Bloxham - Jisc Digital Festival 2014 (20)
Augmented reality: a way to engage and empower learners?
Augmented reality: a way to engage and empower learners?
Copyright © 2008 by Pearson Education, Inc.Columbus, Ohi.docx
Copyright © 2008 by Pearson Education, Inc.Columbus, Ohi.docx
Copyright © 2008 by Pearson Education, Inc.Columbus, Ohi.docx
Copyright © 2008 by Pearson Education, Inc.Columbus, Ohi.docx
Learner Analytics: Hype, Research and Practice in moodle
Learner Analytics: Hype, Research and Practice in moodle
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Augmented reality: a way to engage and empower learners? - Judy Bloxham - Jisc Digital Festival 2014
- 1. A way to engage and empower learners? Judy Bloxham RSC Northwest Allen Crawford-Thomas RSC West Midlands
- 2. What is Augmented Reality? What is Augmented Reality?
- 3. Why Use Augmented Reality? Why are we doing it? What are the benefits? Why not use………? Is it used by educators?
- 4. The Pedagogy
- 5. Trainee teachers Veterinary nursing Photography Motor vehicle/ motor sports Animal management Hopwood Hall College Sports Science Sports Leadership How is AR being used in Education? Hopwood Hall College Sports Science Sports Leadership Trainee teachers Veterinary nursing Photography Motor vehicle/ motor sports Animal management
- 6. Curiosity, Mystery, Intrigue Leigh Jakeman Construction Tutor
- 7. Mystify Learners Jon Kerrigan Lecturer in Animal Studies
- 8. Activity 1 Where / how AR could be used in your context? What areas of the curriculum could benefit? How might learners benefit? What resources could be re-purposed? Do you have any current technology initiatives AR could be aligned to? Who can you work with to benefit from this?(eg learning resources, tech support,ALS) Consider:
- 9. Activity 2 Role - problem solving, role playing, jig-saw building blocks, presenting arguments, collaboration, scaffolding Learner characteristics How the story will be constructed - simulation, immersion, immersion Location - place dependent or place independent What will you present to the learner. Collaborative v competitive. Pacing of activity. Linear v non-linear presentation. End point. Integration with social media
- 10. Further Information Publications Immersive Learning Experiences through Augmented Reality Advancing Education Autumn 2013 http://www.naace.co.uk/2481 Jisc RSC Augmented Reality http://goo.gl/nfDwXx jb@rsc-northwest.ac.uk a.crawford-thomas@rsc-wm.ac.uk