Presentation for internal OU conference "Mobile Learning for the Social Sciences", held on 22 Feb 2012. This talk gives an introduction to what Augmented Reality is, some examples of how it can be used and the technologies involved.
The document discusses a proposed virtual reality technology that would allow users to experience Chinese festivals through an interactive 3D environment. The technology, delivered via a head-mounted display and haptic gloves, would immerse users in simulations of festivals through virtual recreations of artifacts, rituals, and the ability to interact with other users. It was found through user research that such an interactive 3D environment could accommodate short attention spans while creating an engaging cultural experience.
Google Earth can be used in the classroom to create virtual tours for students. Teachers can record tours using the movie camera icon to create placeholders for students to explore. Tours can then be uploaded to the school's learning management system. Some potential activities using virtual tours include creative writing assignments based on literary locations, assessing transport options between points on a tour, developing communication systems based on terrain, and measuring environmental changes over time by using the time slider tool. Additional plug-ins are also available to enhance tours, such as adding natural sounds or exploring underwater terrain.
This document discusses various existing and potential applications of augmented reality technology in libraries. It provides examples of augmented reality being used to enhance experiences at cultural sites and sporting events. Specific library applications mentioned include using augmented reality to provide additional multimedia content for book talks, bulletin boards, and shelf reading. The document also lists augmented reality apps like Aurasma, Layar, and Google Cardboard that could be leveraged for such projects. Overall, the document explores how augmented reality could be utilized to enrich users' interactions with physical library spaces and collections.
PULSO: Research and innovation in eLearningpulso research
The document summarizes research lines at PULSO, the Department of Computer Science at the University of Oviedo. The four main research lines are: (1) adapting eLearning content to different repositories using software reflection, (2) developing voice interactive learning environments using audio RSS feeds and voice dialog design, (3) using augmented reality on mobile devices for context-aware mobile learning through the UniDroid app, and (4) supporting virtual communities to collaboratively build and assess content and knowledge in a social learning environment.
Using augmented reality and mobile learning: opportunities and challengesLiz FitzGerald
Using augmented reality and mobile learning: opportunities and challenges
This presentation discusses augmented reality (AR) and mobile learning. It begins with an overview of AR and theories of situated learning that inform AR pedagogies. Then, it describes two case studies: augmenting visitor experiences at heritage sites through mobile guides, and developing audio guides for a community history group to teach about a local reform riot. Finally, it addresses challenges for AR like maintaining innovation versus sustainability, overcoming novelty, connectivity issues, changing practices, and assessing informal learning. The presentation concludes by inviting questions.
Aretha franklin aretha franklin greatest hits book-sheet musictradecomDiegopP666
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document outlines a proposed framework for implementing mobile learning for a middle school science curriculum. Key elements of the framework include:
1. Using a flipped classroom model where students learn science concepts through short video lessons on their mobile devices before and after class.
2. In-class time would be used for discussion, activities, and experiments to reinforce concepts. Formative assessments would track student understanding.
3. A business model is proposed where students purchase mobile devices for learning, the school negotiates affordable internet access, and students pay an annual fee for the mobile learning program content and platform.
The document discusses educational issues for children with cancer and the importance of partnerships between medical teams, schools, parents, and children. It outlines federal acts like the IDEA and Section 504 that protect the rights of disabled children to receive accommodations. Accommodations for children with cancer may include modified physical activity, extra time on tests, and assistance from a peer buddy. The document stresses that children with cancer should have educational plans and highlights critical periods where support is especially important, like after treatment.
The document discusses a proposed virtual reality technology that would allow users to experience Chinese festivals through an interactive 3D environment. The technology, delivered via a head-mounted display and haptic gloves, would immerse users in simulations of festivals through virtual recreations of artifacts, rituals, and the ability to interact with other users. It was found through user research that such an interactive 3D environment could accommodate short attention spans while creating an engaging cultural experience.
Google Earth can be used in the classroom to create virtual tours for students. Teachers can record tours using the movie camera icon to create placeholders for students to explore. Tours can then be uploaded to the school's learning management system. Some potential activities using virtual tours include creative writing assignments based on literary locations, assessing transport options between points on a tour, developing communication systems based on terrain, and measuring environmental changes over time by using the time slider tool. Additional plug-ins are also available to enhance tours, such as adding natural sounds or exploring underwater terrain.
This document discusses various existing and potential applications of augmented reality technology in libraries. It provides examples of augmented reality being used to enhance experiences at cultural sites and sporting events. Specific library applications mentioned include using augmented reality to provide additional multimedia content for book talks, bulletin boards, and shelf reading. The document also lists augmented reality apps like Aurasma, Layar, and Google Cardboard that could be leveraged for such projects. Overall, the document explores how augmented reality could be utilized to enrich users' interactions with physical library spaces and collections.
PULSO: Research and innovation in eLearningpulso research
The document summarizes research lines at PULSO, the Department of Computer Science at the University of Oviedo. The four main research lines are: (1) adapting eLearning content to different repositories using software reflection, (2) developing voice interactive learning environments using audio RSS feeds and voice dialog design, (3) using augmented reality on mobile devices for context-aware mobile learning through the UniDroid app, and (4) supporting virtual communities to collaboratively build and assess content and knowledge in a social learning environment.
Using augmented reality and mobile learning: opportunities and challengesLiz FitzGerald
Using augmented reality and mobile learning: opportunities and challenges
This presentation discusses augmented reality (AR) and mobile learning. It begins with an overview of AR and theories of situated learning that inform AR pedagogies. Then, it describes two case studies: augmenting visitor experiences at heritage sites through mobile guides, and developing audio guides for a community history group to teach about a local reform riot. Finally, it addresses challenges for AR like maintaining innovation versus sustainability, overcoming novelty, connectivity issues, changing practices, and assessing informal learning. The presentation concludes by inviting questions.
Aretha franklin aretha franklin greatest hits book-sheet musictradecomDiegopP666
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document outlines a proposed framework for implementing mobile learning for a middle school science curriculum. Key elements of the framework include:
1. Using a flipped classroom model where students learn science concepts through short video lessons on their mobile devices before and after class.
2. In-class time would be used for discussion, activities, and experiments to reinforce concepts. Formative assessments would track student understanding.
3. A business model is proposed where students purchase mobile devices for learning, the school negotiates affordable internet access, and students pay an annual fee for the mobile learning program content and platform.
The document discusses educational issues for children with cancer and the importance of partnerships between medical teams, schools, parents, and children. It outlines federal acts like the IDEA and Section 504 that protect the rights of disabled children to receive accommodations. Accommodations for children with cancer may include modified physical activity, extra time on tests, and assistance from a peer buddy. The document stresses that children with cancer should have educational plans and highlights critical periods where support is especially important, like after treatment.
How can parents talk to their children about a cancer diagnosis? Dana-Farber experts provide tips for having tough conversations with children at any age.
More information is available through Dana-Farber's Family Connections Program: http://www.dana-farber.org/Adult-Care/Treatment-and-Support/Patient-and-Family-Support/Family-Connections.aspx
'Advanced Techonolgies in Architectural Representation'
Presentation for the initial class of architecture course in the universities of Architecture in Barcelona ETSAB (UPC) and ETSALS (URL)
This document discusses using augmented reality for e-learning. It begins by defining e-learning and augmented reality, then provides examples of AR applications for learning things like science, history, and foreign language vocabulary. Benefits include better understanding through visualization of complex concepts, but challenges include usability issues and ensuring effective classroom integration. Future work opportunities involve identifying subject areas best suited for AR and maximizing its learning benefits through design guidelines. In conclusion, AR shows promise for enhancing e-learning if integrated properly.
By Nancy Hutchison, MD. The role of cancer rehabilitation in adding value to oncology care and its contribution to achieving the Triple Aim of health care.
Games For Upper-limb Stroke Rehabilitation (Seminar)James Burke
This document discusses using games for upper-limb stroke rehabilitation. It provides background on stroke and traditional therapy, then explores how technology-based games could address limitations in motivation and access to therapy. The authors developed webcam-based and augmented reality games for evaluation. They propose a framework for designing stroke rehabilitation games based on mapping game design principles like meaningful play and challenge to rehabilitation goals. Evaluation of their initial webcam games with able-bodied and stroke users showed potential for engagement, enjoyment and improving motor function. Ongoing work involves developing the design framework and further augmented reality games.
Augmented Reality and Education: Learning connected to life - ReloadedRaúl Reinoso
Augmented reality has applications in education by allowing students to access additional information about objects and places in the real world. It can enhance learning by augmenting our senses and making the educational content more relevant to the real world. Some examples of augmented reality in education include using it to access information about objects and places, conducting discovery-based learning outside the classroom, using 3D models and simulations to illustrate concepts, and creating augmented textbooks and other publications.
This document discusses augmented reality (AR) and its uses for mobile learning. It defines AR as overlaying digital information on the real world in real-time using mobile devices. Current uses include sports, retail, networking, aviation, training, navigation, and sightseeing. Future uses may include Google Glass, HoloLens, VR headsets, and more integrated with mobile apps and vehicles. The document outlines some of the technical skills needed like sensors, computer vision, 3D modeling and discusses existing AR SDKs and code samples for Android developers. It demonstrates an AR viewer using camera, 3D models, and the AndAR library.
Augmented Reality - Possibilities for Libraries (presentation notes)Tor Loney
This document discusses the possibilities of using augmented reality (AR) in libraries. It begins with definitions of AR as combining real and virtual elements in real-time, as coined by researchers in the 1990s. The history of AR from early prototypes in the 1960s-1990s is overviewed. Current AR applications like Wikitude, Layar, and Junaio are described. Suggested uses for libraries include using AR markers on books to provide additional multimedia content, connecting physical items to online databases, and implementing an interactive literary tour. Specific library AR projects are also mentioned.
This document provides an overview of a presentation on designing compelling augmented reality (AR) and virtual reality (VR) experiences. The presentation will cover definitions of AR and VR, example applications, hands-on experience with authoring tools ENTiTi Creator and Wikitude World, and research directions. It will also discuss challenges in designing experiences for AR and VR head-mounted displays using mobile devices as computing modules.
How to Enhance Library Instruction with Mobile DevicesALATechSource
This document discusses how libraries can enhance instruction with mobile devices. It argues that how people learn has changed and is now informal, collaborative, student-centered and immersive. It provides examples of how libraries can use mobile technologies like QR codes, location-aware apps, augmented reality and screen casts to engage students. Some specific applications discussed include library orientations, research tips via text message, and getting instructional content outside the library walls. The document stresses the importance of usability testing and knowing your users when developing mobile services and content.
Workshop given by Mark Billinghurst and Gun Lee on August 16th 2017, explaining how to develop VR experiences without any programming. Using the InstaVR tool and others.
Seeing the Library through the Terminator's Eyes: Augmented RealityRachel Vacek
Augmented reality is a location-aware technology that can help libraries widen access to resources and promote services to users in exciting and innovative ways. This emerging technology superimposes layers of computer-generated content such as 3d images, photos, and data over what you are looking at in real-time. This session will explain augmented reality and highlight potential uses and real world examples of how libraries are using this technology to promote, market, outreach, teach, and engage with users in new and exciting ways.
A four lecture course on how to build AR and VR experiences using Unity, Google Cardboard VR SDK and Vuforia. Taught by Mark Billinghurst from May 10th - 13th, 2016 in XI'an, China
This document summarizes a presentation about using virtual reality (VR) for virtual tourism given by Dr. Eng. Herman Tolle from Universitas Brawijaya. It discusses how VR can allow people to explore places from their homes during the COVID-19 pandemic when international travel is difficult. Examples of virtual tours using YouTube and VR boxes with smartphones are provided. The document also defines augmented reality (AR) and VR, lists some common uses of VR/AR, and discusses tools for creating VR content and research areas related to virtual tourism experiences.
Social Media Speaker Dawn Raquel Jensen presents on Augmented Reality overview as guest lecturer in St. George's, Grenada. Dawn (@dawnrjensen) is a social media and digital marketing trainer at Virtual Options Coaching & Training (@virtualoptions). For more information email Dawn at training@virtualoptions.net
DroidCon Paris 2013 - Recap at the Mobile Innovations Dakar MeetupChristelle Scharff
This document summarizes talks and resources from DroidCon Paris. It discusses the GenyMotion Android emulator, Algolia SDK for offline search, useful Android tools and libraries, the popular Falcon Pro Twitter client app, integrating haptics into Android, Firefox OS and Intel Android devices, Google Glass and wearable devices, and resources for Android development in France such as startup funding and mobile advertising platforms.
This document discusses augmented reality (AR) and its potential benefits for education. AR overlays virtual imagery on views of the real world and can be accessed through mobile devices. It allows for place-based learning outside of the classroom. Examples mentioned include using AR for homework assignments, outdoor advertising, books, and learning trails around the local area. Free and easy to use AR creation tools are highlighted, such as Aurasma and BuildAR. The document promotes experimenting with AR pilots in the classroom and sharing examples with others.
How can parents talk to their children about a cancer diagnosis? Dana-Farber experts provide tips for having tough conversations with children at any age.
More information is available through Dana-Farber's Family Connections Program: http://www.dana-farber.org/Adult-Care/Treatment-and-Support/Patient-and-Family-Support/Family-Connections.aspx
'Advanced Techonolgies in Architectural Representation'
Presentation for the initial class of architecture course in the universities of Architecture in Barcelona ETSAB (UPC) and ETSALS (URL)
This document discusses using augmented reality for e-learning. It begins by defining e-learning and augmented reality, then provides examples of AR applications for learning things like science, history, and foreign language vocabulary. Benefits include better understanding through visualization of complex concepts, but challenges include usability issues and ensuring effective classroom integration. Future work opportunities involve identifying subject areas best suited for AR and maximizing its learning benefits through design guidelines. In conclusion, AR shows promise for enhancing e-learning if integrated properly.
By Nancy Hutchison, MD. The role of cancer rehabilitation in adding value to oncology care and its contribution to achieving the Triple Aim of health care.
Games For Upper-limb Stroke Rehabilitation (Seminar)James Burke
This document discusses using games for upper-limb stroke rehabilitation. It provides background on stroke and traditional therapy, then explores how technology-based games could address limitations in motivation and access to therapy. The authors developed webcam-based and augmented reality games for evaluation. They propose a framework for designing stroke rehabilitation games based on mapping game design principles like meaningful play and challenge to rehabilitation goals. Evaluation of their initial webcam games with able-bodied and stroke users showed potential for engagement, enjoyment and improving motor function. Ongoing work involves developing the design framework and further augmented reality games.
Augmented Reality and Education: Learning connected to life - ReloadedRaúl Reinoso
Augmented reality has applications in education by allowing students to access additional information about objects and places in the real world. It can enhance learning by augmenting our senses and making the educational content more relevant to the real world. Some examples of augmented reality in education include using it to access information about objects and places, conducting discovery-based learning outside the classroom, using 3D models and simulations to illustrate concepts, and creating augmented textbooks and other publications.
This document discusses augmented reality (AR) and its uses for mobile learning. It defines AR as overlaying digital information on the real world in real-time using mobile devices. Current uses include sports, retail, networking, aviation, training, navigation, and sightseeing. Future uses may include Google Glass, HoloLens, VR headsets, and more integrated with mobile apps and vehicles. The document outlines some of the technical skills needed like sensors, computer vision, 3D modeling and discusses existing AR SDKs and code samples for Android developers. It demonstrates an AR viewer using camera, 3D models, and the AndAR library.
Augmented Reality - Possibilities for Libraries (presentation notes)Tor Loney
This document discusses the possibilities of using augmented reality (AR) in libraries. It begins with definitions of AR as combining real and virtual elements in real-time, as coined by researchers in the 1990s. The history of AR from early prototypes in the 1960s-1990s is overviewed. Current AR applications like Wikitude, Layar, and Junaio are described. Suggested uses for libraries include using AR markers on books to provide additional multimedia content, connecting physical items to online databases, and implementing an interactive literary tour. Specific library AR projects are also mentioned.
This document provides an overview of a presentation on designing compelling augmented reality (AR) and virtual reality (VR) experiences. The presentation will cover definitions of AR and VR, example applications, hands-on experience with authoring tools ENTiTi Creator and Wikitude World, and research directions. It will also discuss challenges in designing experiences for AR and VR head-mounted displays using mobile devices as computing modules.
How to Enhance Library Instruction with Mobile DevicesALATechSource
This document discusses how libraries can enhance instruction with mobile devices. It argues that how people learn has changed and is now informal, collaborative, student-centered and immersive. It provides examples of how libraries can use mobile technologies like QR codes, location-aware apps, augmented reality and screen casts to engage students. Some specific applications discussed include library orientations, research tips via text message, and getting instructional content outside the library walls. The document stresses the importance of usability testing and knowing your users when developing mobile services and content.
Workshop given by Mark Billinghurst and Gun Lee on August 16th 2017, explaining how to develop VR experiences without any programming. Using the InstaVR tool and others.
Seeing the Library through the Terminator's Eyes: Augmented RealityRachel Vacek
Augmented reality is a location-aware technology that can help libraries widen access to resources and promote services to users in exciting and innovative ways. This emerging technology superimposes layers of computer-generated content such as 3d images, photos, and data over what you are looking at in real-time. This session will explain augmented reality and highlight potential uses and real world examples of how libraries are using this technology to promote, market, outreach, teach, and engage with users in new and exciting ways.
A four lecture course on how to build AR and VR experiences using Unity, Google Cardboard VR SDK and Vuforia. Taught by Mark Billinghurst from May 10th - 13th, 2016 in XI'an, China
This document summarizes a presentation about using virtual reality (VR) for virtual tourism given by Dr. Eng. Herman Tolle from Universitas Brawijaya. It discusses how VR can allow people to explore places from their homes during the COVID-19 pandemic when international travel is difficult. Examples of virtual tours using YouTube and VR boxes with smartphones are provided. The document also defines augmented reality (AR) and VR, lists some common uses of VR/AR, and discusses tools for creating VR content and research areas related to virtual tourism experiences.
Social Media Speaker Dawn Raquel Jensen presents on Augmented Reality overview as guest lecturer in St. George's, Grenada. Dawn (@dawnrjensen) is a social media and digital marketing trainer at Virtual Options Coaching & Training (@virtualoptions). For more information email Dawn at training@virtualoptions.net
DroidCon Paris 2013 - Recap at the Mobile Innovations Dakar MeetupChristelle Scharff
This document summarizes talks and resources from DroidCon Paris. It discusses the GenyMotion Android emulator, Algolia SDK for offline search, useful Android tools and libraries, the popular Falcon Pro Twitter client app, integrating haptics into Android, Firefox OS and Intel Android devices, Google Glass and wearable devices, and resources for Android development in France such as startup funding and mobile advertising platforms.
This document discusses augmented reality (AR) and its potential benefits for education. AR overlays virtual imagery on views of the real world and can be accessed through mobile devices. It allows for place-based learning outside of the classroom. Examples mentioned include using AR for homework assignments, outdoor advertising, books, and learning trails around the local area. Free and easy to use AR creation tools are highlighted, such as Aurasma and BuildAR. The document promotes experimenting with AR pilots in the classroom and sharing examples with others.
Augmented reality applications have potential uses in libraries by overlaying digital information on physical spaces and collections. For example, an AR app could reveal additional details about library materials on shelves or show where related online resources are located. Library tours or instructional tutorials could also be offered through AR by providing contextual information at relevant locations. While few libraries currently use AR, it may help connect physical and virtual library resources by making digital content accessible directly in the physical library.
This document describes a model-driven approach to building augmented reality (AR) applications. Key points:
- AR applications are specified using models that describe the domain, AR representation, object anchoring using techniques like QR codes and beacons, and interaction with external APIs.
- An AR interpreter renders the virtual objects based on the models and allows interaction in the physical world.
- The approach was evaluated through case studies of AR apps for networking, museums, home design, inventory, and social media. A user study found the AR apps to have good usability.
- Future work includes adding physics, collaborative editing, migrating the designer to the web, and more user studies.
Augmented Reality and Libraries- MLLI 2015 Showcase Jennifer Hopwood
The document discusses how libraries can use augmented reality technologies like Aurasma, Layar, and Google Cardboard to enhance services by overlaying digital media on physical materials, locations, and images. Examples provided include using augmented reality for book talks, bulletin boards, tours of library buildings, and inventory management. Resources are shared to help libraries learn about and create their own augmented reality experiences.
Augmented reality (AR) involves superimposing digital information onto the real world. This document discusses applications of AR in urban planning. AR can be used to visualize urban planning projects through devices like smartphones, glasses, and contact lenses. It can overlay historical information to enhance tourism and preservation. AR also aids in tasks like geotagging points of interest, transportation navigation through heads-up displays, and enhancing public art and urban experiences through mobile apps. However, prolonged AR use can strain eyes and raise security and equity issues.
Making Augmented Reality Applications with Android NDKEvren Coşkun
This document provides an overview of augmented reality (AR) and discusses several key aspects of AR including:
- The history and foundational concepts of AR including how it differs from virtual reality by allowing users to see the real world with virtual objects overlaid.
- Important figures in the development of AR technology such as Tom Caudell who coined the term "augmented reality" and Hirokazu Kato who released the open-source ARToolkit.
- Common methods for implementing AR including marker-based AR, image target tracking, and location-based applications utilizing GPS, compass, and other sensors.
- Examples of current and potential future applications of AR spanning education, military, engineering, retail
Similar to Augmented reality for mobile learning (20)
Impact of the OpenLearn Create course ‘Support Through Court: Domestic Abuse’Liz FitzGerald
The document summarizes the impact of an OpenLearn Create course called "Support Through Court: Domestic Abuse" that was created through a collaboration between The Open University and the charity Open Justice Centre. The course provides online training for volunteers at the Open Justice Centre, which aims to help those facing the civil or family justice system without legal representation. The OpenLearn course is now mandatory for all Open Justice Centre volunteers and has helped train new staff. Preliminary findings also suggest it has helped address the digital divide and provided important resources during COVID-19 lockdowns. The collaboration reflects questions around universities' responsibilities to share knowledge with their communities.
Dimensions of personalisation in TEL: a framework and implications for designLiz FitzGerald
This document presents a framework for understanding the dimensions of personalization in technology-enhanced learning (TEL). The framework identifies six key dimensions: 1) what is being personalized, 2) the type of learning, 3) personal learner characteristics, 4) who or what is doing the personalization, 5) how personalization is carried out, and 6) the impact and beneficiaries. The framework was developed through analyzing literature on personalization in TEL. Examples of how the dimensions apply to intelligent tutoring systems and learning analytics are provided. The framework is intended to provide a common language for discussing personalization and guide its design and implementation in TEL environments.
Introduction to quantitative and qualitative researchLiz FitzGerald
This presentation, delivered in an Open University CALRG Building Knowledge session, gives a preliminary introduction to both quantitative and qualitative research approaches. There has been widespread debate when considering the relative merits of quantitative and qualitative strategies for research. Positions taken by individual researchers vary considerably, from those who see the two strategies as entirely separate, polar opposites that are based upon alternative views of the world, to those who are happy to mix these strategies within their research projects. We consider the different strengths, weaknesses and suitability of different approaches and draw upon some examples to highlight their use within educational technology.
This document provides an overview of different techniques for analyzing video data, including grounded theory analysis and content analysis. It discusses whole-to-part inductive (grounded) analysis, which involves breaking down video data into concepts and categories through open, axial, and selective coding. Part-to-whole (content analysis) and critical incident analysis are also covered. The document provides examples and discusses tools that can be used to facilitate video analysis.
Situ8 is a tool that allows users to annotate physical locations with digital media like text, images, videos and more. It can be used on mobile devices to access location-specific information about an area or to capture and share experiences and fieldwork data. The current version is available as a web application that can be accessed on mobile browsers or computers. Situ8 aims to support informal learning activities like tourism and gardening by allowing groups to aggregate location-based data and perspectives.
Situ8: browsing and capturing geolocated user-created contentLiz FitzGerald
Situ8 is a tool that allows users to attach geolocated multimedia content to maps using mobile devices or desktop computers. It allows both the creation and viewing of location-based media, unlike similar platforms. Users can associate different media types like text, images, video and audio with physical places. The tool has educational uses like providing historical information or enabling citizen science data collection. Challenges in developing Situ8 include technical issues, data management concerns, and ensuring a quality user experience across platforms. The creator is working to evolve an initial prototype mobile app into a more full-featured web portal platform.
Learning in the wild: designing for location-based experiencesLiz FitzGerald
This document discusses designing location-based learning experiences using mobile technologies. It presents three case studies: 1) augmenting visitor experiences at heritage sites using different mobile technologies, finding that simplicity is important; 2) comparing people-led and technology-led audio tours of a historical event, finding social interaction enhanced learning; and 3) Situ8, an app for user-generated location-based media creation and sharing to support informal learning about places. The document advocates designing for context, balancing authoritative and user-generated content, and addresses challenges of in-the-wild research and location-based mobile learning.
Lies, damned lies and statistics: an evaluation of learning styles in AEHLiz FitzGerald
The document summarizes research into using learning styles for personalization in adaptive educational hypermedia (AEH). Two case studies are described that tested whether matching students' learning environments to their assessed learning styles improved learning outcomes. Both found no significant benefits to matching, and no differences in performance between different learning styles or environments. The author concludes there are issues with using learning styles for personalization and promoting the concept itself, calling for higher-quality research in the field.
This document discusses the concept of learning styles and critiques their use in education. It provides an overview of different learning style models and notes there are over 70 models described in the literature. However, the document argues that learning styles have not been shown to meaningfully impact learning or teaching and notes several problems with the theoretical and empirical validity of most learning style models. While learning styles may be useful for self-reflection and discussion, the document concludes they should not be used to differentiate instruction or materials for students due to a lack of evidence supporting their effectiveness.
Geological Society Higher Education Network (HEN 2012) meeting - 18 Jan 2012 ...Liz FitzGerald
1. Students evaluated techniques for using mobile devices to provide digital geographic information to augment real landscape experiences.
2. Techniques included computer-generated overlays, custom applications, mediascape apps, Google Earth, and head-mounted displays.
3. Students found that simplicity was important, and that design should focus on mimicking an expert pointing out features and making audio geographically relevant over graphics.
IET Technology Coffee Morning - Location-based learning: education in the WildLiz FitzGerald
Slides presented at the IET Technology Coffee Morning at the Open University.
Abstract and further details available at http://cloudworks.ac.uk/cloudscape/view/2350.
Creating location-based mobile learning experiencesLiz FitzGerald
The document summarizes Dr. Elizabeth FitzGerald's presentation on creating location-based mobile learning experiences. It discusses her research into using geospatial data and mobile devices to enable ad hoc learning in informal settings. It provides examples of projects including a "Tree Walk" study and the development of audio narratives and mobile guides to augment visitor experiences in the field. The presentation also analyzes frameworks for authoring user-generated geolocated content to support serendipitous learning based on location.
Hidden Histories: a Towards Pervasive Media feasibility studyLiz FitzGerald
The document summarizes a project that used mobile technology to provide guided walks around Nottingham Castle focusing on the 1831 Reform Riots. It investigated using location-aware audio to teach history outdoors. Two guided walks were conducted - one led by community historians, the other using a mobile app. The project explored how technology can convey different historical perspectives and promote empathy. It assessed learning outside versus inside and the impact of individual versus group guides. The results provided insights into informal mobile learning of history in public spaces.
Guidelines for the design of location-based audio for mobile learningLiz FitzGerald
This document outlines guidelines for designing location-based audio experiences for mobile learning. It discusses three categories of spoken audio guides: audio vignettes which are short pieces of audio triggered by movement with no history or adaptivity; movement-based guides which adapt information based on user movement, orientation, and position; and mobile narratives which are audio stories dependent on the sequence of user movements. It provides examples of each type and guidelines for effective audio experiences. A case study examines a movement-based guide and mobile narrative that determines the level of chaos in an audio story based on the user's movement patterns. Findings show users enjoyed the movement interaction but too much ambiguity could leave them unsure how to proceed and adaptivity was important for enjoyment.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
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Social Laboratory, New Zealand,
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How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Augmented reality for mobile learning
1. Augmented reality (AR) for
mobile learning
Elizabeth FitzGerald
Institute of Educational Technology
2. What is augmented reality (AR)?
• Goal of AR is to add information and meaning to a
real object or place
• Enables learners to “explore” the physical world
without assuming any prior knowledge
• Superimpose “information overlays” or layers, onto
the world around you, using a handheld device
• Add audio commentary, location data, historical
context or other forms of content that can make a
user‟s experience of a thing or a place more
meaningful
3.
4. Current uses of AR
• Sports coverage
• Retail/marketing
• Networking („Augmented ID‟) or find someone in a
crowd
• Aviation („head-up displays‟ on windscreen of plane)
• Training or task support
• Navigation
• Sightseeing e.g. outdoor venues; museums and art
galleries
5. AR for educational use?
• Link educational content with specific places and
objects
• Often used in fieldwork or study visits
• Can be used for educational games
e.g. „Environmental Detectives‟ game: students
learned about environmental sciences and
ecosystems by finding clues and solving a mystery
on the MIT campus using PDAs fitted with GPS
devices
6. What technology does AR use?
• All sorts – from dedicated goggles/glasses to a
simple web cam
• Most commonly-used nowadays on smartphones
• Need processor, display (screen), sensors and input
devices
• Sensors include accelerometer, gyroscope, GPS,
compass etc
• Most common input device is a camera – can obtain
position and orientation, also in conjunction with
other sensor data
7. Examples of AR apps
• Layar
• Wikitude
• Junaio
• Aurasma
Also
• Google Goggles (visual searches) – manual mode only
• Google Sky Map
• QR code readers e.g. Barcode Scanner
12. How to make your own AR experience!
• QR codes:
– Create QR code using free QR code generator e.g.
http://qrcode.kaywa.com or http://www.qrstuff.com
– Link it to a web page (caution: if you do not own the web page, its
content may change or disappear at any time!)
• Create your own content to run in an AR app, using
authoring tools like:
– Hoppala
(integrates with Layar, Junaio and Wikitude)
– buildAR (integrates primarily with Layar , also Junaio and Wikitude
with extra support)
13. Alternatively…
• Many of these apps show heavily visual information
• It is also possible to create audio only
• Audio can work better than graphical data
• One of the activities this afternoon will be looking at
how you can create an audio guide/tour – we will
also be looking at how to create and use QR codes
14. Summary
• Variety of different types of AR apps / technologies
• Can be used to overlay digital information in the real
world
• Information can be text, video, audio, graphics, web
links etc.
• Information can come from data sources such as
Wikipedia or other data streams e.g. Twitter
(TwittAround app)
• Downside can be cost of data downloads, may need
certain level of sophistication in terms of tech
(e.g. smartphone)
15. Elizabeth FitzGerald
Institute of Educational Technology
Email: e.j.fitzgerald@open.ac.uk
Web: http://iet.open.ac.uk/e.j.fitzgerald
Slideshare: http://www.slideshare.net/ejfitzgerald
Editor's Notes
Used a lot in sports coverage – additional analytic information on top of replays. Most commonly seen in American football – “first down” line in yellow, shown on TV screen to viewers ("first down" line – the distance the team has to cover to continue its offence) Retail/marketing – ‘Yelp’ offers AR app to show you local restaurant reviews/ratings; AR symbol printed onto Adidas trainers links to an interactive games site when viewed with a webcam (use the trainer as a games controller!) Find out information about people you meet (‘Augmented ID ‘) or find someone in a crowd Training, in which technology provides students or technicians with necessary data about specific objects they are working with; Museums, where artefacts can be tagged with information such as the artefact's historical context or where it was discovered.
22 Feb 2012: Welcome to the Open University's Mobile Learning Day for the Social Sciences! We hope you'll enjoy the day and that there are plenty of biscuits to go around. Sign up for Liz's activity this afternoon if you want to do more with QR codes or learn all about audio tours.