Matt Ramirez
Mimas AR Developer, University of Manchester
A Study in SCARLET
mimas.ac.uk
• Project Overview
• What is AR?
• Implementation of AR with Special Collections – SCARLET PROJECT
• Evaluation
• SCARLET+...
mimas.ac.uk
GartnerHypeCycle
Mobile Usage and behaviour
• Gartner forecasts in 2014, 2.16 billion mobile/tablet units shipped
compared with only 281 mi...
Introduction to AR
• Augmented Reality (AR) is a term for
superimposing computer graphics over a
live view of the real wor...
Types of Augmented Reality
• Marker based AR (e.g. natural feature tracking – 2D or 3D physical
objects)
• Markerless(with...
Dark Full page image Title
Markerless mimas.ac.uk
Dark Full page image Title
Marker based mimas.ac.uk
Examples of AR
Early use cases
• Military application on Heads up displays (HUDs)
• Provide visual cues to pilots relating...
Examples of AR
Early use cases
• Manufacturing on production lines (e.g. BMW)
• Engineers quality assure alignment of comp...
SCARLET Project
Aims
• Use AR to add value to the learner experience.
• Produce a methodology that other Special
Collectio...
AR Student Benefits
• Compliment physical learning spaces (e.g. clinical skills labs, libraries)
with leading-edge e-learn...
Stakeholder Roles
mimas.ac.uk
Mimas
Project Management
and AR technology
Academics
Award winning academics to
develop and ...
The courses and content
Dante’s Divine Comedy
10 key editions of the poem which are
particularly important in terms of the...
The courses and content
Gospel of John papyri
The most famous piece of the Rylands
collection, the world-renowned oldest
f...
GLUE-ing information to images mimas.ac.uk
DEMOS
mimas.ac.uk
St John Fragment
Feedback - Positive
• Technology was easy to use.
• Provided a central reference to library systems and external resources...
Feedback - Negative
• Some resources were already available online (Blackboard)
• Students felt divorced from physical obj...
Feedback – Lessons Learned
• Use of AR should be more contextual and linked to the object.
• Best used in short byte size ...
http://youtu.be/FgLCyJ1KwTA?t=6m31s mimas.ac.uk
Award Winning
Our achievements
• Junaio certified
• Silver award for the Association for Learning
Technologists „Learning ...
SCARLET+
Moving forward
Embedding the SCARLET methodology with two different
types of collections (mass observations and v...
Dr. Lucy Robinson, lecturer in contemporary British history and University
of Sussex academic lead on Scarlet+ project
htt...
Landmap
• To provide UK HE and FE with high
quality spatial datasets and learning
materials
• UKMapAR App allows students ...
Dark Full page image Title
Landmap channel mimas.ac.uk
Landmap
• Freeze the tracking to take a
snapshot of the layer
• Activate gestures to rotate, scale
and move the layer
• Ma...
Other subject applications
Geology Field Trip
• The AR location based learning resource aimed to
enhance Geology field tri...
Dark Full page image Title
Discover Geology mimas.ac.uk
Geology Field trip - Feedback
mimas.ac.uk
“As an educational tool, Discover Geology demonstrates that it is
possible to co...
Other subject applications
Handing over the display cases
• Five pupils from Oswald Primary
School guest curated the faith...
Dark Full page image Title
Bringing display cases to life
mimas.ac.uk
http://www.youtube.com/watch?v=LCG4SUZOzYk
Current Projects
Clinical Skills Labs
• Use AR posters to point towards online
resources .
• Interact with equipment and w...
Dark Full page image Title
3D recognition for equipment mimas.ac.uk
Current Projects
Manchester Business School Retail tour
• Location based AR tour showing how retail has
evolved in Manches...
Current Projects
AR in the City
• Focus on A-Level Sociology students
• Build AR as component of classroom based activity
...
Current Projects
Manchester Museum
• Mapping the Museum
• Use Google Earth and AR to visualise the
spatial distribution of...
Current Projects
Manchester Museum
• Ancient Worlds
• Turning Statue of Neb-Sanu
• Provide visitors with information in fo...
Conclusion
• AR has enormous potential to surround learning spaces with
academically qualified information to add value to...
Selected Presentations
mimas.ac.uk
InsideAR, Munich 2013
ELI 2012 Annual Meeting, Austin, US
UKSG 2012, Glasgow, UK
Electr...
Thank you
Keep up to date
Detailed perspectives about AR in education
on our blog:
http://teamscarlet.wordpress.com
Twitte...
A Study in SCARLET - Matt Ramirez
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A Study in SCARLET - Matt Ramirez

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Invited talk at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 14 Feb. 2014. http://www.blogs.hss.ed.ac.uk/archives-now/

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  • 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. Students expect increased differentiation in learning styles in contrast to traditional didactic approach.Universities have to offer more supported e-learning materials supplementing contact time.Differentiation and blended learning (Jo to write)
  • How Do Hype Cycles Work?Each Hype Cycle drills down into the five key phases of a technology’s life cycle.Technology Trigger: A potential technology breakthrough kicks things off. Early proof-of-concept stories and media interest trigger significant publicity. Often no usable products exist and commercial viability is unproven.Peak of Inflated Expectations: Early publicity produces a number of success stories—often accompanied by scores of failures. Some companies take action; many do not.Trough of Disillusionment: Interest wanes as experiments and implementations fail to deliver. Producers of the technology shake out or fail. Investments continue only if the surviving providers improve their products to the satisfaction of early adopters. Slope of Enlightenment: More instances of how the technology can benefit the enterprise start to crystallize and become more widely understood. Second- and third-generation products appear from technology providers. More enterprises fund pilots; conservative companies remain cautious.Plateau of Productivity: Mainstream adoption starts to take off. Criteria for assessing provider viability are more clearly defined. The technology’s broad market applicability and relevance are clearly paying off.
  • “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 7-16John Herlihy, Google’s VP stated in 2010, the …”desktop has about three years before phones replace it.”The market will expand from the early adopting gaming segment and navigation based utility to becoming an integral part of the consumer’s ecosystem.
  • This is in opposition to traditional didactic methods that are predominantly teacher led.
  • SCARLET is unique in that it has a multi-disciplinary team working to achieve aims with a focus on student learning
  • The AR location based learning resource proposed has the potential to enhance a geology field trip by providing additional information possibly in the form of audio, video, pictures, and textual data, giving historical and geological information whilst they undertaking a field trip.
  • This is in opposition to traditional didactic methods that are predominantly teacher led.
  • This is in opposition to traditional didactic methods that are predominantly teacher led.
  • This is in opposition to traditional didactic methods that are predominantly teacher led.
  • Landmap remit to provide learning materials based around spatial dataLack of usage for UkMap dataset7 layers of contexual information including canopy,
  • The model was then output as a VRML 3D file  for use in Blender.
  • The AR location based learning resource proposed has the potential to enhance a geology field trip by providing additional information possibly in the form of audio, video, pictures, and textual data, giving historical and geological information whilst they undertaking a field trip.Act as a promotional tool to increase usage of the UKMap dataProvide an interactive app for showcasing at the Science and Engineering Fair at The University of Manchester to engage school children in mapping data.Set a workflow for future mapping applications in AR
  • The AR location based learning resource proposed has the potential to enhance a geology field trip by providing additional information possibly in the form of audio, video, pictures, and textual data, giving historical and geological information whilst they undertaking a field trip.Why?Promotion for Geology courses to encourage applicationsPromotion to support universities social responsibility agendaTo show future uni students technology being harnessed on UG courses
  • 3D printing can produce small to medium complex objects
  • Groundbreaking exhibition where children curate faith cases sharing their thoughts and ideasUsed as part of educational programme at library for general publicIf successful, other exhibitions could use this form of curation with AR to add surrounding content
  • Some of the features in the finished AR app include:3D models of selected objects using touch gestures to rotate, scale and move.Users can take a photo with virtual models of the objects, uploading them for posterity on the library Flickr page to share with friends and family.Learn fun facts about the objects such as where they were discovered, how they are stored, their religious purpose and what they are made of.Introductory video commentaries from the children describing the reasons they selected the individual object to curate and how it interested them. Polls to record the most popular objects.A feedback form to inform the library about how the experience could be improved and how general feedback on the objects themselves.
  • Translate existing learning materials into active based learning experiences.Standardise anatomical models using 3D printing across base hospitals to deliver identical student experience (experimental)Students use existing hardware (iPads) distributed in first year of course.
  • This allows you to create coloured 3D models in anatomy
  • Translate existing learning materials into active based learning experiences.Standardise anatomical models using 3D printing across base hospitals to deliver identical student experience (experimental)Students use existing hardware (iPads) distributed in first year of course.
  • Translate existing learning materials into active based learning experiences.Standardise anatomical models using 3D printing across base hospitals to deliver identical student experience (experimental)Students use existing hardware (iPads) distributed in first year of course.
  • Mapping the Museum is based at Manchester Museum which aims to enhance collections through the use of Augmented Reality (AR) and 3D mapping visualisation.The first phase of the project will use Google Earth and AR to visualise the spatial distribution of amphibians and reptiles found in the Vivarium collection, including those species behind the scenes. In addition learning outcomes of the Vivarium exhibit will be illustrated through the use of satellite images to highlight environmental issues such as deforestation and climate change.Leaf frog behind the scenes of the Vivarium, Manchester Museum – Taken by Matt RamirezThe second phase will focus on extending the Ancient Worlds App by using AR to annotate artifacts and objects found in the Egyptology exhibit and add a geospatial dimension through providing maps (where appropriate) of where the artifact/object was originally discovered.Project aimThe aim of the project is to reinforce learning outcomes of museum collections by using interactive technologies both in situ and remotely which can draw together a wide range of multimedia content related to the object of interest and provide a geospatial context to collections.
  • Mapping the Museum is based at Manchester Museum which aims to enhance collections through the use of Augmented Reality (AR) and 3D mapping visualisation.The first phase of the project will use Google Earth and AR to visualise the spatial distribution of amphibians and reptiles found in the Vivarium collection, including those species behind the scenes. In addition learning outcomes of the Vivarium exhibit will be illustrated through the use of satellite images to highlight environmental issues such as deforestation and climate change.Leaf frog behind the scenes of the Vivarium, Manchester Museum – Taken by Matt RamirezThe second phase will focus on extending the Ancient Worlds App by using AR to annotate artifacts and objects found in the Egyptology exhibit and add a geospatial dimension through providing maps (where appropriate) of where the artifact/object was originally discovered.Project aimThe aim of the project is to reinforce learning outcomes of museum collections by using interactive technologies both in situ and remotely which can draw together a wide range of multimedia content related to the object of interest and provide a geospatial context to collections.
  • This is in opposition to traditional didactic methods that are predominantly teacher led.Users retain information when actively involved in a learning experience.Blended Learning maximizing the opportunity for interaction, encouraging critical response and the adoption of new perspectives and positions (problem based learning).
  • The AR location based learning resource proposed has the potential to enhance a geology field trip by providing additional information possibly in the form of audio, video, pictures, and textual data, giving historical and geological information whilst they undertaking a field trip.
  • A Study in SCARLET - Matt Ramirez

    1. 1. Matt Ramirez Mimas AR Developer, University of Manchester A Study in SCARLET mimas.ac.uk
    2. 2. • Project Overview • What is AR? • Implementation of AR with Special Collections – SCARLET PROJECT • Evaluation • SCARLET+ • Other subject applications • Current AR projects Presentation Overview
    3. 3. mimas.ac.uk GartnerHypeCycle
    4. 4. Mobile Usage and behaviour • Gartner forecasts in 2014, 2.16 billion mobile/tablet units shipped compared with only 281 million desktops • “The way children use media through the day is also changing… suggesting a push-button, on-demand culture, which is moving away from scheduled television programmes.” – Childwise survey, children 7- 16, 2013 • Juniper Research in 2013 report that the mobile Augmented Reality (AR) market, is set to increase dramatically from 60 million unique users this year to nearly 200 million in 2018. mimas.ac.uk
    5. 5. 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. • Points of Interest (POI‟s) are the main way of displaying AR information. mimas.ac.uk
    6. 6. Types of Augmented Reality • Marker based AR (e.g. natural feature tracking – 2D or 3D physical objects) • Markerless(without tracking using locational device sensors such as GPS and/or accelerometer) mimas.ac.uk
    7. 7. Dark Full page image Title Markerless mimas.ac.uk
    8. 8. Dark Full page image Title Marker based mimas.ac.uk
    9. 9. Examples of AR Early use cases • Military application on Heads up displays (HUDs) • Provide visual cues to pilots relating to aircraft systems such as altitude, airspeed and horizon line. • Frequently used in unmanned drones, controlled remotely with contextual targeting information on screen mimas.ac.uk
    10. 10. Examples of AR Early use cases • Manufacturing on production lines (e.g. BMW) • Engineers quality assure alignment of components using augmented models. • Provide directions for assembly on HUD‟s mimas.ac.uk
    11. 11. SCARLET Project 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 • 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. • How does the use of AR enhance Learning & Teaching? • What application does AR have to the wider audience? mimas.ac.uk
    12. 12. AR Student Benefits • Compliment physical learning spaces (e.g. clinical skills labs, libraries) with leading-edge e-learning. • Surround objects with interpretative and contextual material. • Bridging the gap between specialist-mediated demonstrations and independent learning. • Using blended learning methodology. • Users retain information when actively involved in a learning experience. • Abstract concepts or ideas that might otherwise be difficult for students to comprehend can be explained through AR in situ. mimas.ac.uk
    13. 13. Stakeholder Roles mimas.ac.uk Mimas Project Management and AR technology Academics Award winning academics to develop and deliver content John Rylands Library Technical integration special collections. Expert knowledge of special collections. Student Voice Undergraduate students leading the development process
    14. 14. The courses and content Dante’s Divine Comedy 10 key editions of the poem which are particularly important in terms of the publishing and or/intellectual history All published between 1472 and 1555 UG course, Italian Studies, Beyond the Text: The Book and its Body mimas.ac.uk
    15. 15. The courses and content Gospel of John papyri The most famous piece of the Rylands collection, the world-renowned oldest fragment of the Gospel of John, on permanent public display. UG course, Classical Studies, Egypt in the Graeco-Roman World mimas.ac.uk
    16. 16. GLUE-ing information to images mimas.ac.uk
    17. 17. DEMOS mimas.ac.uk St John Fragment
    18. 18. 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. • “Makes learning fun” • Enjoyed using the iPads working with peers. • Give a more realistic perspective – puts you “in” the situation. Makes learning more exciting and interactive mimas.ac.uk
    19. 19. Feedback - Negative • Some 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. mimas.ac.uk
    20. 20. 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 learning/object. • Users learn in different ways and AR may not be appropriate to all students. • Evaluation needed from other user groups and course areas. mimas.ac.uk
    21. 21. http://youtu.be/FgLCyJ1KwTA?t=6m31s mimas.ac.uk
    22. 22. Award Winning Our achievements • Junaio certified • Silver award for the Association for Learning Technologists „Learning Technology of the Year‟ team award • Awarded „Innovation in Education‟ in the Higher Education category at the inaugural Education Innovation Conference mimas.ac.uk
    23. 23. SCARLET+ Moving forward Embedding the SCARLET methodology with two different types of collections (mass observations and visual arts) at the University of Sussex and the Craft Study Centre at the University for the Creative Arts. mimas.ac.uk
    24. 24. Dr. Lucy Robinson, lecturer in contemporary British history and University of Sussex academic lead on Scarlet+ project http://www.youtube.com/watch?v=xPHzSFR6yi8 mimas.ac.uk
    25. 25. Landmap • To provide UK HE and FE with high quality spatial datasets and learning materials • UKMapAR App allows students to interact with different mapping layers from the UKMapdatabase. • Used to promote science and engineering courses for National Science and Engineering Week 2013 mimas.ac.uk
    26. 26. Dark Full page image Title Landmap channel mimas.ac.uk
    27. 27. Landmap • Freeze the tracking to take a snapshot of the layer • Activate gestures to rotate, scale and move the layer • Make the layer transparent to see how it fits on the printed base layer • Displays information about different parts of the interface mimas.ac.uk
    28. 28. Other subject applications Geology Field Trip • The AR location based learning resource aimed to enhance Geology field trip with audio, images, 3d models and video. • Feature finder identifying fossils, oil deposits and minerals such as Blue John. • Location based Points of Interest(POI) along the way navigating your journey. • Academic insight into the geological evolution of the Hope Valley. • Geological „Beneath your Feet‟ diagrams illustrating the geological make up at points along the route. • Dynamic navigation informing the user of the closest POI and compass direction. • Route finder – audio directions to the next POI mimas.ac.uk
    29. 29. Dark Full page image Title Discover Geology mimas.ac.uk
    30. 30. Geology Field trip - Feedback mimas.ac.uk “As an educational tool, Discover Geology demonstrates that it is possible to construct activities for distance or part-time learners that are functionally equivalent and of similar quality to traditionally mediated lessons.” “As a BSc Geology graduate I found the app interesting and fun, and a great tool. I would have loved to have had this available to me during my time at university, it would have been extremely helpful on our numerous field trips.” “All in all, the app made us take paths we didn‟t consider, stop and examine rocks we would‟ve otherwise ignored, find tiny fossils and see our trip as more than just a casual walk in the hills.”
    31. 31. Other subject applications Handing over the display cases • Five pupils from Oswald Primary School guest curated the faith exhibition at Rylands Gallery. • AR provides a layer of interpretation through allowing visitors to uncover more information and providing additional activities on their mobile devices. • Collaboration between Education and learning at The John Rylands Library and Mimas. mimas.ac.uk
    32. 32. Dark Full page image Title Bringing display cases to life mimas.ac.uk http://www.youtube.com/watch?v=LCG4SUZOzYk
    33. 33. Current Projects Clinical Skills Labs • Use AR posters to point towards online resources . • Interact with equipment and workstations using 3D object recognition to serve additional information. • Reinforce practical skills such as applying a cannula with 3D animated models • Use 3D overlays for problem based learning using virtual patients(e.g. x-rays over mannequins, biopsies) mimas.ac.uk
    34. 34. Dark Full page image Title 3D recognition for equipment mimas.ac.uk
    35. 35. Current Projects Manchester Business School Retail tour • Location based AR tour showing how retail has evolved in Manchester city center for MBA students. • Using GPS markers to held students understand the shifting nature of retail. • Overlaying historical photographs and using road signs to deliver context. mimas.ac.uk
    36. 36. Current Projects AR in the City • Focus on A-Level Sociology students • Build AR as component of classroom based activity • Deliver Housing, Crime and Census data over imaged affluent, poor and business area of London, mimas.ac.uk
    37. 37. Current Projects Manchester Museum • Mapping the Museum • Use Google Earth and AR to visualise the spatial distribution of amphibians and reptiles found in the Vivariumcollection • Highlight environmental issues such as deforestation and climate change mimas.ac.uk
    38. 38. Current Projects Manchester Museum • Ancient Worlds • Turning Statue of Neb-Sanu • Provide visitors with information in form of multimedia (video, audio, annotation) • 3d animation of statue mapped to exhibit mimas.ac.uk
    39. 39. Conclusion • AR has enormous potential to surround learning spaces with academically qualified information to add value to the student experience. • AR works incredibly well for linear and procedural based activities e.g. engineering, medical skills. • It places the user central to the learning experience which in most cases allows information to be retained easier. • It is flexible in that it can be used as a group or piece of independent learning. • Students enjoy interacting in environments that are familiar to them. • Using AR to deliver research can assist in future job prospects. mimas.ac.uk
    40. 40. Selected Presentations mimas.ac.uk InsideAR, Munich 2013 ELI 2012 Annual Meeting, Austin, US UKSG 2012, Glasgow, UK Electronic Resources and Libraries, Austin, US CNI meeting, Baltimore, US LILAC 2012, Glasgow, UK ELAG, Palma, Spain Publications Handing over the display cases – CILIP Update, January 2014 A Study in SCARLET – AR(t) Magazine, Issue 3 Augmented reality: a new vision for Special Collections. CILIP Update, February 2012 The SCARLET Project: Augmented Reality in special collections, SCONUL Focus 54 Augmented Reality in Education: The SCARLET+ Experience, Ariadne, Issue 71
    41. 41. Thank you Keep up to date Detailed perspectives about AR in education on our blog: http://teamscarlet.wordpress.com Twitter: @team_scarlet @ARdiscuss Email list: ARDISCUSS@jiscmail.com Mimas: http://mimas.ac.uk/expertise/augmented-reality/ mimas.ac.uk Want to do some AR work with us? Email:matthew.ramirez@manchester.ac.uk

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