This document discusses using augmented reality (AR) in educational settings. It provides examples of how AR has been used at Anglia Ruskin University to engage students and enhance learning. The workshop introduces participants to creating AR content using the Aurasma app. Examples are given of an AR project that improved student engagement and outcomes in a professional development module. The document promotes exploring the educational potential of AR and provides resources for further information.

1. Visual Transformations:
developing Augmented Reality (AR) in the
classroom
Debbie Holley, Mike Hobbs
and Philip Howlett
Anglia Ruskin University

2. Workshop:
• Context for use of
visualisation for co-creating
artefacts
• Familiarisation with
Augmented Reality
• Try out some ‘triggers’
• Make your own!

3. Our Project
To engage ARU
staff and
students in
broadest
context with
innovative
technology
To offer ARU
students extra-
curricula
opportunities to
enhance their CV
Part of a University LTP
project:
http://www.lta.anglia.ac
.uk/recognition.php/Pro
fessional-Recognition-
Learning-and-Teaching-
Project-Awards-Holders-
2014-32/
To explore the
affordances of
Augmented
Reality for
inside/outside
the classroom

4. Getting started with Aurasma
Aurasma is a free App the enables you to follow
existing ‘channel’ and view premade resources
We will now set up the App on the devices, and
start to work towards creating our posters
Sequence:
In small groups, download app, then we will
explore some existing examples to get ideas
We will make an aurasma aura using the built in
animation

5. Examples: download
Aurasma App, point at
image, trigger media ( see
project website for full
details
‘augmented@ARU)’

6. Case Study 1
Engaging students with technology for language development
One day workshop for 55 teachers of English from Panama

7. Case study 2
Enhancing a PDP module
• We are using AR to offer an innovative, real world and
problem based set of activities for a group of first year
University Gaming and Computer Science students.
• Our initial research identifies a gap in the perceptions of
STEM students between the usefulness of discipline based
modules and a compulsory 'Professional Development'
module where more ‘employability’ based skills were
delivered.
• It had a history of poor student engagement and
attendance, and failed to provide a compelling
narrative/links to the outside world.
• The AR tasks were designed to facilitate group-working and
multi-channel communication, and to engage students
through the use of a more creative technology. Initial
findings indicate higher levels of satisfaction, enhanced
student engagement and a greater awareness of the value
of transferable skills.
Outcomes:
Non submission – 34% to 22%
And this year one more student submitted their PDP than
submitted to the main assessment!

8. ‘Button Bashers’
Group I
C# Programming Yelow
Book ‘The Rubber Duck
Edition’
This is a book taken from
the library that is part of
the reading for their
course.
Aura showing initial views
of the subject! Channel
‘PDP LFG’
Video showing
demonstration of Aura:
http://youtu.be/yWONzkg
B8J8

9. Our project blog:
• Mike to insert image and url?
Our Blog site http://augmentedaru.org

10. Augmented Reality and Posters
Briefing document about Augmented Reality and Learning
http://www.jisc.ac.uk/inform/inform35/AugmentedReality.html
The benefits of e-posters
http://www.sconul.ac.uk/sites/default/files/documents/7_15.pd
f
Augmented Reality Reading list:
http://readinglists.anglia.ac.uk/lists/DBBCD9D9-98C9-8B7B-
2975-3BBAB6E613AB.html