Influencing policy (training slides from Fast Track Impact)
Scarlet educause
1. ELI 2012 Annual Meeting
Special Collections Using Augmented Reality
to Enhance Learning and Teaching
(SCARLET)
Matthew Ramirez
2. Project Overview
Aims
»Use AR to add value to the learner experience.
»Produce a methodology that other Special Collections
libraries can follow, making these resources accessible for
research, teaching and learning.
Challenges and considerations
»Students must consult rare books within the controlled
conditions of library study rooms.
»The objects are isolated from the secondary, supporting
materials and the growing mass of related digital assets.
»What application does AR have to the wider audience?
»How does use of AR enhance Learning & Teaching?
»Differentiation and blended learning (Jo to write)
3. Educational Context in the UK
» Tuition Fees increased in most UK universities to
£9000 per year.
» Students require more demonstrative input and
contact time from academics.
» Universities have to offer more supported e-
learning materials supplementing contact time.
» Students expect increased differentiation in
learning styles in contrast to traditional didactic
approach.
4. Stakeholder Roles
» SCARLET is unique in that it has a multi-disciplinary team working to achieve
aims with a focus on student learning
Mimas
To evaluate learning with students
Mimas John Rylands Library
Project Management and AR Access and technical integration
technology with digitised content and special
collections
Academics
Award winning academics from
Humanities faculty to develop and
deliver content
6. Introduction to AR
» Augmented Reality (AR) is a term for superimposing
computer graphics over a live view of the real world
» Can be delivered on a desktop, television, mobile
device etc.
7. Examples of AR
» In televised sporting events real-time analytical
information is displayed offering insight into a
player, time left, league tables etc.
8. AR Student Benefits
» Combining the magic of seeing and handling
primary sources with leading-edge technology to
support research-led teaching.
» Surround objects with interpretative and
contextual material.
» Bridging the gap between tutor-mediated
seminars and independent learning.
» Using blended learning methodology.
» Users retain information when actively involved in
a learning experience.
9. Mobile Usage
» Morgan Stanley forecast that by 2014 mobile
internet usage will overtake user access through
traditional desktop means.
13. Storyboarding – Phase 1 development
» The GLUE object or visual reference should be kept
with the Edition, in this case Dante’s Landino but can
also be copied for student to take away.
» User journey should be self contained to browser app.
GLUE Object Landing page Webpage
14. Content Acquisition
Landing Page
»Title
»Short Description
»Audio (Optional)
»Video Walkthrough (Optional)
»Email (Optional)
Web page
»Links to associated resources
»Short piece of text to accompany links
»Images (Optional)
»RSS Feeds - Twitter, blog, news etc. (Optional)
»Learning/Research Activities
17. Initial Evaluation objectives
» How effective is the AR app in allowing a more
direct comparison of the 10 selected objects
(Dante) in contrast to previous methods
employed?
» How does the AR app assist in demonstrating an
understanding of the changing media used for
textual transmission.
» How can feedback be used to inform the next
development phase?
» Does AR add value to students study and assist
with learning outcomes?
18. User Journey
http://teamscarlet.files.wordpress.com/2011/09/userjourney.png
20. Feedback - Positive
» Technology was easy to use.
» Provided a central reference to library systems
and external resources.
» Beneficial for initial planning of essays and basic
knowledge acquisition.
» Video introductions related to specific objects
were most valuable asset in the delivery.
21. Feedback - Negative
» Resources were already available online
(Blackboard)
» Students felt divorced from physical object, linking
to web app diluted the experience
» Activity was prescribed and not aligned with some
users research methods consulting physical
secondary texts.
22. Feedback – Lessons Learned
» Use of AR should be more contextual and linked
to the object.
» Best used in short byte size learning chunks
» Must deliver unique learning values different from
online support (e.g.VLE).
» User should become less conscious of the
technology and more engaged with the text.
» Users learn in different ways and AR may not be
appropriate to all students.
» Evaluation needed from other user groups and
course areas.
24. Next Steps
» Develop materials overlaid on the physical
resource for other courses (Milton, Ancient
Egyptian papyri).
» Work with library to promote public engagement.
» Investigate funding opportunities in other subject
areas.
» Disseminate tool kit at project end.
26. Project Communication
» Project blog at http://teamscarlet.wordpress.com/
where all members of project contribute on all
aspects (academic, technology, pedagogy, special
collections.
» Twitter @team_scarlet
» Email: matthew.ramirez@manchester.ac.uk
» Publications
» CILIP Update magazine (February 2012)
» SCONUL Focus (February 2012)
The JISC Observatory report, ‘ Augmented Reality for Smartphones ‘ was paramount in selecting the AR browser the SCARLET project would use to deliver content. At the time(April 2011), there was a proliferation of Augmented Reality browsers available with development API’s such as Layar, Wikitude, Sekai, Google Goggles and Junaio. 14 May 2012
The JISC Observatory report, ‘ Augmented Reality for Smartphones ‘ was paramount in selecting the AR browser the SCARLET project would use to deliver content. At the time(April 2011), there was a proliferation of Augmented Reality browsers available with development API’s such as Layar, Wikitude, Sekai, Google Goggles and Junaio. 14 May 2012
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Users can see and touch real manuscripts/editions while having the security of interactive guided support, allowing users to work at their own pace. Being able to interact with a core medieval text while referencing supplemental materials via visual triggers (e.g. augmented 3D models that overlay the physical image and require user touch gestures to proceed) can spark enthusiasm, confronting the materiality of objects, and preparing them for solo research. AR promotes ‘active’ teaching, maximizing the opportunity for interaction, encouraging critical response and the adoption of new perspectives and positions. This is in opposition to traditional didactic methods that are predominantly teacher led. Users retain a very small amount of the information that is delivered, and a slightly larger percentage of what is shown to them, but when we become actively involved in an experience, learners will remember and retain the majority of the information presented to them. AR can harness both asynchronous (emailing tutor questions) and synchronous (discussion with peers) e-learning methods. Abstract concepts or ideas that might otherwise be difficult for students to comprehend can be presented through an enhanced learning environment offering access to source historical artifacts and online research in situ. The learning curve for new users engaging with mobile AR through browsers is relatively quick enabling the learning/pedagogy to be the driver, not the technology. 14 May 2012
“ The way children use media through the day is also changing, says the research, suggesting a push-button, on-demand culture, which is moving away from scheduled television programmes.” – Childwise survey, children 7-16 John Herlihy, Google’s VP stated in 2010, the …”desktop has about three years before phones replace it.” 14 May 2012
For the SCARLET project, I narrowed this down to 10 key ‘objects’, that is, 10 editions of the poem which are particularly important in terms of the publishing and or/intellectual history of the poem, all published between 1472 and 1555. 14 May 2012
My hope is that the SCARLET app will not only provide a usable way of delivering teaching material, but will actually become part of the wider discussion of text technologies and their effects which is central to the module. 14 May 2012
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8 Third year students on “ Beyond the Book ” module led by Guyda Armstrong Students had access to iPad2s to use when researching physical editions (Dante) in reading room for two weeks. Focus group was facilitated by member of team recording student reaction and feedback. 14 May 2012
It was my hope that the images would provide an overview of the process with minimal text to reinforce the user journey. The help document will be employed in the initial user testing and amended (if required) to reflect any feedback that is received. 14 May 2012
It was my hope that the images would provide an overview of the process with minimal text to reinforce the user journey. The help document will be employed in the initial user testing and amended (if required) to reflect any feedback that is received. 14 May 2012