The document discusses augmented reality (AR) and virtual worlds (VW) as extensions to learning environments. It provides examples of how AR enhances perception by overlaying digital information and describes how VWs allow for immersive simulated spaces created by users. The document also describes a case study of a virtual border crossing simulation in Second Life that improved customs and immigration students' test scores at Loyalist College.

1. Extensions to learning environments Augmented reality (AR) and virtual worlds (VW) Esko Lius 7.10.2011

2. Augmented Reality (AR) Perception of natural environment is augmented by digital information

3. The Future of Education (Ara Pacis) http://www.youtube.com/watch?v=Q_xF8ujj7ko

4. The Future of Education (Ara Pacis) http://www.youtube.com/watch?v=Q_xF8ujj7ko AR Online Shopping http://www.youtube.com/watch?v=fhjuZMEJ4-U

5. Augmented Reality (AR) DATA GATHERING GPS - Satellite-based positioning system Phones & cameras picture coding to maps video streaming soundscapes Sensors - physical objects - sensors reacting to other sensors Mobile apps - QR-codes etc - online databases - social communities

6. The very nature of AR is mobility DATA PROJECTION

7. The very nature of AR is mobility DATA PROJECTION

8. Google Goggles Camera + location positioning + wikipedia

10. http://www.youtube.com/watch?v=IuppCYfDqts

11. Wikitude Phone + camera + location positioning + wikipedia

12. Virtual Worlds (VW) Virtual Reality, VR Virtual Worlds, VW pic: Esko Levee (InnoOmnia in Second Life)

13. Virtual Worlds (VW) A virtual world is a simulated space or a world. The infrastructure is created and community of practise is defined by its users. Experiential features: immersion - identity illusion of unmediated interaction

14. http://bit.ly/IO-video

15. Specific to Second Life Multi-sensority Immediacy Identity Immersion

16. Specific to Second Life Voice Action Togetherness Experience and feeling

17. Specific to Second Life Voice Action Togetherness Experience and feeling

19. Collaborative learning A study group is making use of Spin the bottle game Google Documents

23. Loyalist College Customs and Immigration students LEARNING OUTCOME RESULTS http://www.youtube.com/watch?v=PCUWcpVPtMM

24. Loyalist College Customs and Immigration students LEARNING OUTCOME RESULTS Before September 11, 2001, Customs and Immigration students at Loyalist College spent three weeks closely tailing professional border guards to experience the daily routine of their future job. In a post-911 environment however, this was no longer allowed.

25. Loyalist College Customs and Immigration students LEARNING OUTCOME RESULTS Before September 11, 2001, Customs and Immigration students at Loyalist College spent three weeks closely tailing professional border guards to experience the daily routine of their future job. In a post-911 environment however, this was no longer allowed. Training suffered until the Director of Educational Technology at Loyalist College catalyzed a virtual border crossing simulation in Second Life for Loyalist students.

26. Loyalist College Customs and Immigration students LEARNING OUTCOME RESULTS Before September 11, 2001, Customs and Immigration students at Loyalist College spent three weeks closely tailing professional border guards to experience the daily routine of their future job. In a post-911 environment however, this was no longer allowed. Training suffered until the Director of Educational Technology at Loyalist College catalyzed a virtual border crossing simulation in Second Life for Loyalist students. The amazing results of the training and simulation program have led to significantly improved grades on students' critical skills tests, taking scores from a 56% success in 2007, to 95% at the end of 2008 after the simulation was instituted . June 2009 http://wiki.secondlife.com/wiki/Case_Study:_Loyalist_College

27. eLearning environments still are used as uni-linear broadcasting of information and for transferring files. The multi-channel nature of human communication, the student’s own activity and participation, and a feeling of common presence is all but there.

28. eLearning environments still are used as uni-linear broadcasting of information and for transferring files. The multi-channel nature of human communication, the student’s own activity and participation, and a feeling of common presence is all but there. Why?

29. Experiences of arrangements that work

30. Experiences of arrangements that work Blending classroom, the web & Second Life

31. Experiences of arrangements that work Begin with: contact teaching and joint intro to the Second Life Print-outs: short SL-guide, map of virtual environment, instruction Second Life: affordance and activity of the environment continous contact In the web: SL-wiki, own eLearn env., backchannel (Skype or ACP) Blending classroom, the web & Second Life

32. ” European Literary History” Virtual learning pathway for 2nd level students Compared learning in two secondary high schools some students used SL some students used text book

33. ” In literature the theory is text-based. Good place for that is a book or a VLE.” ” SL-pathway substitutes e.g. timeline-work or groupwork of literary history.” ” Is was surprising how teacher got to know the students in many levels here in SL.” ” The students remembered the learning matter well - even after a long time.” ” European Literary History” Virtual learning pathway for 2nd level students Compared learning in two secondary high schools some students used SL some students used text book Literature teacher Heidi Heikkilä City of Vantaa

34. Esko Lius [email_address] [email_address] +358 40 132 6492 iSL: Esko Levee