Augmented reality (AR) and other information and communication technologies (ICT) have the potential to enhance history education. AR combines the real world with virtual elements to bring history to life. Teachers can create AR books, activities, and tours using tools like ZooBurst, Aurasma, and Wikitude. These technologies make learning more interactive, adaptive to different learning styles, and engaging for students. They allow students to take a more active role in historical inquiry compared to traditional lecture-based methods. When integrated effectively into blended learning models, ICT resources and AR can improve the quality of teaching and support different approaches to learning history.
GI Learner: A project to develop geospatial thinking learning lines in second...Karl Donert
Almost all aspects of our economy and society are based on geoinformation and geotechnologies. People are tracking, mapping and communicating geographically on an unprecedented scale. Citizens can be empowered by geospatial technologies and open geodata. The sector is booming, however there has been a clear mismatch between workforce demand and supply. Study programmes focus more on informatics than on the scientific background of spatial thinking.
This presentation seeks to introduce a newly EU funded project titled, GI-Learner: Developing a learning line on GIScience in school education. This project aims to support the introduction of GI Science in secondary (high school) education, by addressing policy developments and deliver materials with the capacity and capability to raise awareness of the GI sector, create a geospatially literate workforce and citizens who can benefit from these developments.
The eTwinning project was developed thanks to the knowledge acquired within the Erasmus+ KA1 project called "Developing ICT Competencies in European Context", reference number 2018-1-RO01-KA101-048537 having as beneficiary the Romanu Lower Secondary School, Jud. Braila, Romania.
GI Learner: A project to develop geospatial thinking learning lines in second...Karl Donert
Almost all aspects of our economy and society are based on geoinformation and geotechnologies. People are tracking, mapping and communicating geographically on an unprecedented scale. Citizens can be empowered by geospatial technologies and open geodata. The sector is booming, however there has been a clear mismatch between workforce demand and supply. Study programmes focus more on informatics than on the scientific background of spatial thinking.
This presentation seeks to introduce a newly EU funded project titled, GI-Learner: Developing a learning line on GIScience in school education. This project aims to support the introduction of GI Science in secondary (high school) education, by addressing policy developments and deliver materials with the capacity and capability to raise awareness of the GI sector, create a geospatially literate workforce and citizens who can benefit from these developments.
The eTwinning project was developed thanks to the knowledge acquired within the Erasmus+ KA1 project called "Developing ICT Competencies in European Context", reference number 2018-1-RO01-KA101-048537 having as beneficiary the Romanu Lower Secondary School, Jud. Braila, Romania.
Here is my awesome spelling project for this week. I used Iconscrabble and pictures to show what that word means. You can learn a lot from these words because they have definitions I also put in there. I hope you learn some more words and have fun using them in your everyday life.
Practical marketing automation from BMANEO eventBMANEO
Rick Neiman presents Avery Dennison’s road map to Marketing Automation--one that took them to the intersection of content management and lead generation.
Learning lines for geoSpatial thinking: GI Learner ProjectKarl Donert
Almost all aspects of our economy and society are based on geoinformation and geotechnologies. People are tracking, mapping and communicating geographically on an unprecedented scale. Citizens can be empowered by geospatial technologies and open geodata. The sector is booming, however there has been a clear mismatch between workforce demand and supply. Study programmes focus more on informatics than on the scientific background of spatial thinking.
This presentation seeks to introduce a newly EU funded project titled, GI-Learner: Developing a learning line on GIScience in school education. This project aims to support the introduction of GI Science in secondary (high school) education, by addressing policy developments and deliver materials with the capacity and capability to raise awareness of the GI sector, create a geospatially literate workforce and citizens who can benefit from these developments.
Different types of Augumented reality applicaitonsBhaskar Reddy
The integration of digital information with the user’s environment in real time.
The real-time use of information in the form of text, graphics, audio and other virtual enhancements integrated with real-world objects.
Morton Heilig in the year 1957 developed the first augmented reality
Development of AR began in 1968, when the first head-mounted display system was founded by Ivan Sutherland.
The term was coined in 1990 by scientist and researcher Thomas P. Caudell during the development of one of the most famous aircraft in the world: the Boeing 747
DIFFERENCE BETWEEN ar & VR
Marker-based AR
works by scanning a marker which triggers an augmented experience (whether an object, text, video or animation) to appear on the device.
The most common markers used are two-dimensional QR codes.
Short for quick response
device's camera recognizes the machine-readable barcode and responds by producing visual effects
can be used with mobile devices, such as a smartphone or tablet
Markerless AR
uses a device's camera, location software, and accelerometer to detect positional information, including the orientation of different objects and the space between them.
doesn't require image recognition to produce visual effects.
AR helps students to experience a different learning cycle that will make them retain more knowledge for a longer period of time.
As Confucius said “I hear and I forget; I see and I remember; I do and I understand”.
AR has been used to complement curriculum. Texts, graphics, videos and audios can be superimposed into a student’s real-time environment. Textbooks, flashcards, and other materials can be embedded with markers or triggers that when scanned by an AR device produces supplementary information to the students.
AR helps students to experience a different learning cycle that will make them retain more knowledge for a longer period of time.
As Confucius said “I hear and I forget; I see and I remember; I do and I understand”.
AR has been used to complement curriculum. Texts, graphics, videos and audios can be superimposed into a student’s real-time environment. Textbooks, flashcards, and other materials can be embedded with markers or triggers that when scanned by an AR device produces supplementary information to the students.
ADVANTAGES
It helps with the learning process
Creates unique customer experiences
Removes cognitive overload
Creates user engagement
DISADVANTAGES
Expensive to develop the AR technology based projects and to maintain it. Moreover production of AR based devices is costly.
Lack of privacy is a concern in AR based applications.
In AR, people are missing out on important moments.
Low performance level is a concern which needs to be addressed during testing process.
It requires basic learning to effectively use AR compliant devices.
#VPET18: ApprEnt - Refining Higher Apprenticeships with Enterprises in EuropeIsabell Grundschober
The Erasmus+ Project ApprEnt (apprent.eucen.eu) aims at building bridges between the world of the labour market and higher education. The ePortfolio is a suitable approach to connect these two worlds, enhancing communication, mentorship and crucial 21st century skills to face disruptive change in the future. Check out #ApprEnt_EU on twitter and facebook to learn more about the project!
Playful Blended Digital Storytelling in 3D Immersive eLearning Environments f...Niki Lambropoulos PhD
Presentation at IDEE Workshop 2014 (June 9th, 2014 Albacete, Spain) about the pedagogical design, the technical development and initial findings of the educational program “From the Ancient to the Modern Tablets” involving digital storytelling, gamification, playful design and 3d virtual worlds to motivate K-12 students and promote literacy and extracurricular reading.
Here is my awesome spelling project for this week. I used Iconscrabble and pictures to show what that word means. You can learn a lot from these words because they have definitions I also put in there. I hope you learn some more words and have fun using them in your everyday life.
Practical marketing automation from BMANEO eventBMANEO
Rick Neiman presents Avery Dennison’s road map to Marketing Automation--one that took them to the intersection of content management and lead generation.
Learning lines for geoSpatial thinking: GI Learner ProjectKarl Donert
Almost all aspects of our economy and society are based on geoinformation and geotechnologies. People are tracking, mapping and communicating geographically on an unprecedented scale. Citizens can be empowered by geospatial technologies and open geodata. The sector is booming, however there has been a clear mismatch between workforce demand and supply. Study programmes focus more on informatics than on the scientific background of spatial thinking.
This presentation seeks to introduce a newly EU funded project titled, GI-Learner: Developing a learning line on GIScience in school education. This project aims to support the introduction of GI Science in secondary (high school) education, by addressing policy developments and deliver materials with the capacity and capability to raise awareness of the GI sector, create a geospatially literate workforce and citizens who can benefit from these developments.
Different types of Augumented reality applicaitonsBhaskar Reddy
The integration of digital information with the user’s environment in real time.
The real-time use of information in the form of text, graphics, audio and other virtual enhancements integrated with real-world objects.
Morton Heilig in the year 1957 developed the first augmented reality
Development of AR began in 1968, when the first head-mounted display system was founded by Ivan Sutherland.
The term was coined in 1990 by scientist and researcher Thomas P. Caudell during the development of one of the most famous aircraft in the world: the Boeing 747
DIFFERENCE BETWEEN ar & VR
Marker-based AR
works by scanning a marker which triggers an augmented experience (whether an object, text, video or animation) to appear on the device.
The most common markers used are two-dimensional QR codes.
Short for quick response
device's camera recognizes the machine-readable barcode and responds by producing visual effects
can be used with mobile devices, such as a smartphone or tablet
Markerless AR
uses a device's camera, location software, and accelerometer to detect positional information, including the orientation of different objects and the space between them.
doesn't require image recognition to produce visual effects.
AR helps students to experience a different learning cycle that will make them retain more knowledge for a longer period of time.
As Confucius said “I hear and I forget; I see and I remember; I do and I understand”.
AR has been used to complement curriculum. Texts, graphics, videos and audios can be superimposed into a student’s real-time environment. Textbooks, flashcards, and other materials can be embedded with markers or triggers that when scanned by an AR device produces supplementary information to the students.
AR helps students to experience a different learning cycle that will make them retain more knowledge for a longer period of time.
As Confucius said “I hear and I forget; I see and I remember; I do and I understand”.
AR has been used to complement curriculum. Texts, graphics, videos and audios can be superimposed into a student’s real-time environment. Textbooks, flashcards, and other materials can be embedded with markers or triggers that when scanned by an AR device produces supplementary information to the students.
ADVANTAGES
It helps with the learning process
Creates unique customer experiences
Removes cognitive overload
Creates user engagement
DISADVANTAGES
Expensive to develop the AR technology based projects and to maintain it. Moreover production of AR based devices is costly.
Lack of privacy is a concern in AR based applications.
In AR, people are missing out on important moments.
Low performance level is a concern which needs to be addressed during testing process.
It requires basic learning to effectively use AR compliant devices.
#VPET18: ApprEnt - Refining Higher Apprenticeships with Enterprises in EuropeIsabell Grundschober
The Erasmus+ Project ApprEnt (apprent.eucen.eu) aims at building bridges between the world of the labour market and higher education. The ePortfolio is a suitable approach to connect these two worlds, enhancing communication, mentorship and crucial 21st century skills to face disruptive change in the future. Check out #ApprEnt_EU on twitter and facebook to learn more about the project!
Playful Blended Digital Storytelling in 3D Immersive eLearning Environments f...Niki Lambropoulos PhD
Presentation at IDEE Workshop 2014 (June 9th, 2014 Albacete, Spain) about the pedagogical design, the technical development and initial findings of the educational program “From the Ancient to the Modern Tablets” involving digital storytelling, gamification, playful design and 3d virtual worlds to motivate K-12 students and promote literacy and extracurricular reading.
Playful Blended Digital Storytelling in 3D Immersive eLearning Environments f...Dr Stylianos Mystakidis
Presentation at IDEE Workshop 2014 (June 9th, 2014 Albacete, Spain) about the pedagogical design, the technical development and initial findings of the educational program “From the Ancient to the Modern Tablets” involving digital storytelling, gamification, playful design and 3d virtual worlds to motivate K-12 students and promote literacy and extracurricular reading.
Stories of Tomorrow - Angelos Lazoudis and Thalia TsakniaBrussels, Belgium
Presentation by Dr. Angelos Lazoudis, R&D Department, EA
Thalia Tsaknia, Primary School teacher, EA, about the Stories of Tomorrow project, delivered at the Scientix course "STEM in primary school classrooms" at the Future Classroom Lab 25-29 June 2018.
A visit to local Math Museum: Using tablets creatively in classroomNikolaos Manaras
Tablets with their simple interface, portability, speed, affordability and their variety of apps are quickly moving into schools across Europe and a growing number of teachers are experimenting with tablets or are interested in doing so. In the context of monitoring the MOOC “Creative use of Tablets in Schools” provided by the European Schoolnet Academy, the final activity was to create a lesson or a project plan. To design the lesson plan we used a very nice tool called the “Learning
Designer” which was developed by the London Institute of Education. According the Scenario student will visit the local Math Museum during Mathematical Week and create Augmented Reality posters for the school. From the implementation of this scenario students will come in contact with the beauty of mathematics, its history and get to know great mathematicians and their works.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. BRINGING HISTORY TO LIFE THROUGH ICT
RESOURCES AND AUGMENTED REALITY
Dana Crăciun
Teacher Training Department, West University of Timișoara
Nicolae Hurduzeu
Teacher Training Department, West University of Timișoara
1
The 12th International Scientific Conference
eLearning and software for Education
Bucharest, April 21-22, 2016
5. 2. Web 2.0 and other ICT resources in
history class
Factors of constant pressure (for history
teachers)
• the multitude of applications/virtual resources/
information
• the truthfulness of these resources
(fragmentation, falsification or distortion of
information)
6. Web 2.0 and other ICT resources in
history class
Teaching approaches
• Blended learning
• Classroom orchestration
Result pedagogical benefits
• enhancing learning experiences
• modern teaching design process
• adapted to several learning styles
7. Web 2.0 and other ICT resources in
history class
Applications for Historical Time lines
Dipity (http://www.dipity.com/)
Concept maps and diagrams
Cacoo (https://cacoo.com/ )
Digital walls and interactive posters
Padlet (https://padlet.com/)
Electronic presentations
Prezi (https://prezi.com/)
Applications for Virtual Museums
Google Slides (https://www.google.com/slides/ )
8. 3. Augmented reality for history
education
Augmented Reality applications combine the
3-D real environment with the virtual world
in real time.
Categories:
• Geo-based applications inquiry based
activities
• Computer vision based applications
the development of the students' spatial ability,
practical skills and conceptual understanding
9. AR for history education
ZooBurst (www.zooburst.com)
3D pop-up books
AR books – based on real physical books:
• positive influence on improving users’
enjoyment and engagement
• learning by doing
• facilitating students’ search for information
• students can reorganize a story, creatively
writing and editing its parts, etc.(Wu,2013)
10. AR for history education
Aurasma (https://www.aurasma.com/)
Aurasma App
• advanced image recognition techniques
• to augment the real-world with interactive content
• associated to trigger images or geo-based information
Aurasma Studio
• an online platform
• lets teachers create and publish their own augmented
reality information
11. AR for history education
Wikitude app (www.wikitude.com) and Wikitude
SDK (software development kit):
• free for educational projects
• used to obtain additional information related to
various locations
• can be efficiently integrated in learning
activities:
▫ themed tours
▫ situated learning
▫ learning through discovery
12. AR and history education. Examples
Creating an Augmented Reality Book
ZooBurst book -
Topic: Vlad Tepes
15. Using Aurasma in the History Class
• Interactive Word Walls
• Labeling of Diagrams
• An Interactive Journal or Newspaper Article
• Tutorials
• Create Immersive Worksheets
• Mini-Lessons
16. Using Aurasma in the History Class
• Bring History to Life –
Role play
• “Step Inside” activity
• Hole in Time
17. 4. Conclusions
• Romanian history educators should aim to adopt
new technologies into their classroom to
enhance student learning experiences
• ICT has the capacity to improve the quality of
teaching and learning activities
18. Conclusions
Mobile AR enhances the quality of the
teaching process:
• interaction of several learning styles within the
same activity
• combination of factual learning with imaginative
and creative thinking
• the opportunity to learn in a modern environment
• development of cooperative and collaborative
attitudes
20. References (selected)
1) Horizon Report Europe- 2014 Schools Edition
2) Azuma R. T., 1997. A survey of augmented reality. In Presence:
Teleoperators and Virtual Environments. Vol. 6 (4):355
3) Gerber, M., Grund, S., Grote, G., 2008. Distribute collaboration
activities in a blended learning scenario and the effects on learning
performance. In Journal of Computer Assisted learning. Vol. 24.
Page 232
4) Milgram, P., Takemura, H., Utsumi, A., Kishino, F., 1994. Augmented
reality: A class of displays on the reality-virtuality continuum. In
Proceedings the SPIE: Telemanipulator and Telepresence Technologies
Vol. 2351. Page 282
5) Wu, H.K., Lee, S.W.Y., Chang, H.Y., Liang, J.C. , 2013. Current status,
opportunities and challenges of augmented reality in education. In
Computers & Education. Vol. 62: 41
6) Cuendet, S., Bonnard,Q., Do-Lenh, S., Dillenbourg, P., 2013. Designing
augmented reality for the classroom. In Computers & Education. Vol. 68:
557
Editor's Notes
Two possible approaches can be considered from the point of view of the teacher’s role in the teaching process design, using ICT.
The first one is blended learning (BL), which implies a blend between the two categories of teaching activities and resources: traditional/classical ones and virtual/online ones
The second approach is based on the complexity of the real environment of the classroom, curricula and technology limitations and it is known as the "orchestration" of the teaching process/activities.
Classroom orchestration refers to the way in which the teacher manages, in real time, multi-layered activities in a multi-constraints context.
Numerous Web 2.0 and OER resources can be used in the design of teaching activities:
Applications for Historical Time lines
Concept maps and diagrams
Digital walls and interactive posters
Electronic presentations
Applications for Virtual Museums