This document summarizes an instructor's use of Google Glass in a library instruction course at Wake Forest University. It discusses the history of the project, what Google Glass is, and how it was used in the classroom. Students took photos with Glass during research activities, did scavenger hunts, and created video tutorials. They also wrote journal entries and gave group presentations about Glass. While some students found Glass engaging, others felt it did not significantly add to their learning. The instructor hopes to get more sets of Glass and explore additional uses beyond photography in the future.

1. Ok, Class: Library Instruction with Google Glass
Amanda Foster
Wake Forest University

2. History of the Google Glass Project
March 2014: Applied for STEP Grant
May 2014: Dean of Library Funded Glass
Summer 2014: Course Planning
Fall 2014: Glass in 6 sections of LIB 100

3. What is Google Glass?
Photo Courtesy Ken Bennett/WFU

4. Why Glass?
Use Glass as a catalyst to discuss information literacy issues
Increase student engagement
Explore the uses for Google Glass in the college classroom

5. How Was Glass Used in the Classroom?
Photo Courtesy Ken Bennett/WFU

6. Daily Activities w/ Glass
Journal Entries
Group Presentations
Code of Conduct
Implementation

7. Photo Logs of the Research Process
Topic/Research Question Generation
Keyword Brainstorming
Evaluation of Sources

8. Book Scavenger Hunt

9. Creating Video Tutorials

10. Google Glass Video Skits
“Do’s and Dont’s” for Wearing Google Glass in Public

11. Journal Entries
On Google Glass Readings
Apple iWatchvs. Google Glass
Most Interesting Glass Apps
Propose Your Own Glass App
Their Experience with Glass as a Student

12. Group Presentations on Glass-Related Research Questions

13. Code of Conduct
Photo Courtesy Ken Bennett/WFU

14. What Did Students Have to Say?

15. The Good:
“I liked having glass in the classroom to relate to what we were learning about.”
“I enjoyed the discussions about Glass and the topics that were brought up during the discussions like privacy, social decency, and the implications of wearable technology.”
“Google glass made the class more interesting.”

16. The “Meh”:
“It was not particularly academically valuable, but the novelty of it was still fun.”
“Glass is a neat tool to use, but I'm not sure the class benefited from it. It wasn't hurt by any means either, but I don't think it added to the learning.”

17. The Bad
“Sharing wasn't fun. It would have been cool if every group had a pair.”
“In class we only used two features of Glass for our assignments and that was taking pictures or videos.”
“I do not think glass is innovative or efficient enough to use to be used effectively in a classroom.”

18. Instructor’s Point of View
Photo Courtesy Ken Bennett/WFU

19. Future Possibilities
Apply for grants for more sets of Google Glass
Explore functionalities beyond taking photos and recording videos
Guidigofor Library Tours

20. Questions?
Photo Courtesy Ken Bennett/WFU