Future Applications of Augmented Reality

Conoscere la realtà aumentata
in un contesto innovativo
economico e sociale nuovo
Future Horizon of Quantum Art and Augmented Reality

Florence December 14 2012

Giuliana Guazzaroni

parliam
o
di…

A AUGMENTED
is for

R REALITY
is for

Getting to know augmented reality
in a new and innovative economic and social context

Mobile

Mobile phones, tablets and
other handheld devices
offer the possibility of
interacting and staying
fluidly connected to the
mobile Internet

Mobile Internet
The consequence is that the mobile
Internet may facilitate the development
and the popularity of informal learning
environments

Learning can be activated in
different places
e.g. Home, workplace, playground, library,
museum, natural environment, street etc.

Interaction
The increasing number of
smartphones gives people the
opportunity to interact with real
objects, and the possibility to
activate learning processes from a
real situation

Mobile Learning
A visit to a
museum using
The boundaries
handheld
between
computer may
learning, gaming,
offer a unique
simulating or role
educational
playing are not
experience as
clearly defined
described in
the trials of
EMMAP

Mobile Technology

Recent research indicates the acceptance of
mobile technology in teaching and learning
(Wexler, Brown, Metcalf, Rogers and Wagner,
2008; Saravani and Clayton, 2009)

Mobile Technology
The use of mobile technology for learning has
established the legitimacy of “nomadic”
learners
(Alexander, 2004)

Mobile Technology
Especially, teenagers and young adults have
adopted a new mobile culture and have been
identified as “archetypal mobile superusers”
(Ling, 2004)

Mobile is a social instrument allowing people to
stay permanently connected to the network.
(Bressler, 2006)

A come Augmented
R come Reality
= AR

a
ntat
A ume
Re altà
(RA)

Foto: L’Aquila, 30.6.2012 Apertura percorso
“Poesia di strada in RA”
La realtà aumentata integra informazioni sintetiche sensoriali con
la percezione che l'utente ha dell'ambiente in cui si trova (un
ambiente reale con oggetti con cui l'utente interagisce). Il risultato
è una sovrapposizione di livelli informativi differenti che si
integrano all'esperienza reale degli oggetti

Che cos’è oggi
E cosa sarà domani la realtà
aumentata

In estrema sintesi la realtà aumentata è una reinvenzione della
realtà che utilizza una combinazione di tecnologie d’avanguardia:
sensori in primis, ma anche tutte le possibilità crescenti offerte
dai nuovi dispositivi mobili come nuova intelligenza applicativa e
una connettività al Web a tutto campo


GLI OCCHIALI DI GOOGLE:
UNO SGUARDO SUL FUTURO
Ecco come si vedrà la realtà quotidiana con
indosso i Project Glass di Google.

Il video: http://youtu.be/EZOmlKoTkUA NEW YORK, 10 SET ‘12 – I Google
Glass non sono più un sogno virtuale.
L’accessorio Li abbiamo visti sfilare sulle passerelle
sarà in vend della settimana della moda di New
ita negli
Stati Uniti York
a partire dal
2013

Si tratta di occhiali senza lenti, ma con telecamera, microfono e cuffie integrate
che amplificano la realtà. La parte superiore della lente destra presenta un
micro-display, su cui appaiono le informazioni relative alla realtà che ci
circonda Fonte: Il Messagero.it


Fonte: Il Messagero.it


 Principali strumenti per la
RA


..fino a poco tempo
fa per accrescere la
realtà si usavano Hardware pe
principalmente
caschetti, guanti
r la realtà
dotati di sensori, aumentata
dispositivi con lenti
speciali, proiettori..

..finché una gene
razione nuova di
smart, da tenere oggetti
nelle nostre tasc
diffonde… he, si

..cellulari o tablet di ultima generazione sono piuttosto diffusi
e permettono connessioni con elementi creati ad hoc e
inseriti nell’ambiente reale: la città, la scuola, il museo,
l’archivio..
Il fine è offrire servizi di varia natura che siano adeguati a
differenti tipologie di fruitori (cittadini, turisti, studenti..)


dall’hardwa
r e al
software pe
r la
realtà aume
ntata

Una volta che ci si è dotati di un cellulare o di un tablet di
ultima generazione (generalmente con sistema operativo
Android oppure iOS) basterà andare in Google Play o nell’App
Store e osservare quante applicazioni ci sono per catturare la
realtà aumentata!

Non tutte saranno valide, bisognerà testarle per capire se sono adatte o
meno alle nostre esigenze di utente esigente..

Browser per
la
realtà aume
ntata Foto: L’Aquila, 30.6.2012
Apertura percorso “Poesia di
strada in RA”

Per andare a rilevare, a scoprire, gli oggetti sintetici
(file di testo, immagini, video..) che si
sovrappongono alla realtà reale, è necessaria,
innanzitutto, un’applicazione specifica (un browser)
per smartphone, iPhone, tablet, iPad..


Aurasma (www.aurasma.com):
principali
Uno dei principali browser per la RA
e il riconoscimento delle immagini, browser
ha un’interfaccia friendly per la
realtà
aumentata
Acrossair (www.acrossair.com): uno dei primi browser per la RA
Layar (www.layar.com): Altro browser molto conosciuto e
in rapido sviluppo dal punto di vista dell’offerta di servizi innovativi
per i propri utenti

Mixare (www.mixare.org):
Junaio (www.junaio.com): Innovativo e ha la caratteristica di essere
affidabile anche Junaio è apprezzato da un open source
affezionato bacino d’utenza

 Campi di
applicazione


Innumerevo
l i..

..come innumerevoli sono gli usi che possiamo fare del Web..
dei mondi virtuali.. dei modi di abitare la rete e di fare rete.
Unica differenza è che la realtà aumentata prova a uscire dai
desktop, dalle scrivania, dagli schermi e si piazza negli spazi
aperti, negli interni, nei supporti cartacei, negli oggetti di
design..e, più in generale, ovunque si possa iniziare a
immaginare..

Mobile and Ubiquitous Learning

Mobile and ubiquitous Learning
Smartphones and tablets are important for
learning, but mobile and ubiquitous learning is
more than just using mobile facilities to learn.

Mobile Learning is rather
referred to the MOBILITY
of learner

Mobile and Ubiquitous
Mobile learning is characterized by a change in
learning scenarios

The facility of communication with
tutors and peers offers the opportunity
to design interactive and social
activities to engage students in a real-
world learning path.

Theories of reference
for mobile and ubiquitous learning

Experiments

The experim
ents of m
ubiquitous le obile and
arning in mus
other places eums and in
of interest a
develop a re aimed to
mobile and
learning en ubiquitous
vironment u
objects, broa sing smart
dcasting and
reality (AR) augmented

Emotions
Brain resear
ch has poin
emotions in l ted out the
earning.. role of

Damasio (2010) uses the term emotion to
refer to internal changes in body state (e.g.
chemical, visceral, muscular) and resulting
changes in the nervous system. Emotions
are not conscious. Emotions can be
induced, for example by the sight of an
object into a museum. They can create
feelings, which supply the stimulus for
action.

Mirror neuro
ns .. Emotions
Mirror neurons allow people to interpret the minds of
others not through logical thinking but through direct
simulation, by feeling and not by thinking. Mirror neurons
unveil how students learn and why groups of people
respond to certain sports, dance, music and art (Rizzolatti
and M. Fabbri-Destro, 2008).

If a learner observes an archaeological find (e.g. Shin-
guard) he/she can experience the action behind it and,
consequently, learn how the object was effectively used.
The student can be empathetic engaged by a find and
he/she can amplify his/her own cultural experience of the
past.

Sentimental dimension

A sentimental dimension should be cultivated in young students.
In fact, today’s learners are subjected to a large amount of
stimuli (e.g. School, television, sports, different baby-sitters etc.)
in the absence of an authentic communication with adults.

When stimuli are excessive, compared to the capacity of
elaborating them, the young person tends to suppress the
sentimental dimension and consequently intelligence riskily
evolves without the anchor of sense (Galimberti, 2009).

Personalization of learning using the “Multiple Intelligences”
theory and “Five Minds for the Future”

Gardner's Multiple Intelligences (2004)

Personalization of learning using the “Multiple Intelligences”
theory and “Five Minds for the Future”
In Five Minds for the Future (2006), Gardner outlines the cognitive abilities that
will be cultivated by future leaders as follows:

a. The Disciplinary Mind: The mastery of science, mathematics, and history,
and of at least one professional expertise;
b. The Synthesizing Mind: The ability to put together ideas from different
disciplines;
c. The Creating Mind: The capacity to find out and explain new problems,
questions and phenomena;
d. The Respectful Mind: awareness of differences among human beings and
human groups and the consequent appreciation for them;
e. The Ethical Mind: Awareness of personal responsibilities as a worker and as
a citizen.

Emotional mapping

When students are immersed in a real environment, the
emotional map can offer the possibility to better understand
how different people have interpreted the location trough their
creations (e.g. Stories, draws, recorded interviews etc.).

In the trials, the emotional map is created by the objects left in
the location by the visitors. Thus, users are encouraged to use
their Creative mind and produce, for example, narratives,
drawings, interviews or reports in order to reinvent the map of
the real location.

Gamification
Recreational and educational activities can take
place in formal contexts, such as school, or in
informal settings, such as a museum, a park or a
city.

The elements that make a game intriguing
or challenging can be applied to situations
that do not belong to the sphere of gaming.
Gamification is the term that expresses the
processes of Game Design used in areas not
previously involved in the dynamics of
gaming.

The 7E learning cycle model and the 5 Step model
In imple
m
or histo enting the rea
ric l ex
and Li al interest, the perience in a
n, 7 m
(2000)a 2008; Guazz E learning cy useum or in a
re cruci a c n
al to bu roni and Leo le (Eisenkraft, other place of
ild a su cu
ccessfu , 2011) and 2003; H
uang, L ltural
l experi Salmon iu, Gra
ence 's 5 s
tep mo f
del
1. Elicit: The teacher/facilitator prepares technologies
and materials alone, there is no need of scaffolding;
2. Engage: The teacher/facilitator explains the
experience to the students. This phase corresponds to
the first step in Salmon's model (2000);
3. Explore: Students start reading POIs while exploring
the location; during this phase (second step in
Salmon's model, 2000) the facilitator has to help
students to positively interact and familiarizing with
technology and artefacts;

The 7E learning cycle model and the 5 Step model
4. Explain: Groups start an active interaction with real learning objects. Groups
create contents for future visitors and discuss collected data to create their
emotional map of the place; during this phase (third step in Salmon's model,
2000) the facilitator can help students to get information from real learning
objects (e.g. Artefacts, information panels etc.);
5. Elaborate: Each group develops the final version of their content to be left in the
location; during this phase (fourth step in Salmon's model, 2000) the facilitator
assists knowledge construction processes;
6. Extend: Students collect additional learning content; during this phase (fifth step
in Salmon's model, 2000) the facilitator can help students providing additional
material);
7. Evaluate: The teacher/facilitator brings together useful information to evaluate
the participants’ learning achievement; there is no need of scaffolding.

Experimentations
EMMAP was trialled at:

•“Museo della Carrozza” Palazzo Buonaccorsi, Via Don
Giovanni Minzoni 24, Macerata

•“Museo Civico Archeologico Giuseppe Moretti”, Castello al
Monte, San Severino Marche (MC)

•Antiche Mura” & “Borgo Ficana” Macerata

•“Zona Rossa” in L’Aquila

Museo della Carrozza
EMMAP was trialled at the Macerata
Carriage Museum on June 2011

The museum is characterized by two main
themes:

1.The narrative motif based on the
relationship between carriages and the
territory;
2.The technical motif based on the
mechanical development documented by
the collection.

Participants

A group of students, in their twenties,
participated in the research

They were all 3rd year students of Accademia
di Belle Arti

Moreover, they were all enrolled in a course
called: “Net Art”, where useful technologies
are creatively used

Museo della Carrozza / Evaluation
In the final evaluation test, most of the pupils declared they
had connection problems in the museum basement rooms
(80%)
The didactic benefits, revealed by the evaluation, were the following:

•Social benefits: most of the participants felt that working in groups had
improved their attitude to listening to their peers (70%); most of them said that
everybody in the group had contributed to the construction of group knowledge
(80%); but, they only moderately improved their awareness and respect for their
peers (80%)
•Creative thinking benefits: Most of the participants said that they improved
their creative thinking during the experience (80%); the richness of different
multimedia materials in the museum improved creative thinking (80%); moreover,
they all agreed that the possibility to tell a story, and to leave it in the museum for
future visitors, stimulated their creative mind (100%)
•Techno-didactic benefits: All the students said that the use of technologies
reinforced social participation and fostered group work; technology promoted a
dialogue with future visitors (80%), and it improved the interest in artefacts
(100%).

Museo della Carrozza /
Evaluation
The didactic benefits, revealed by the evaluation, were the following:

•Emotional benefits: Most of the participants said that the museum paths
fostered the creation of an emotional bond with the location (80%); they believed
that paths activated an “emotional dimension” with objects and people related to
the past, present and future of the Carriage Museum (80%); they said that a
“sentimental dimension” was fostered by the storytelling activity (80%)

In the comments, four participants suggested improving the Wi-Fi connection in
the museum basement; one said that QR codes should have been available near
artefacts, and not on a map.

The majority of them would have recommended EMMAP paths to other visitors
(80%)

Implementation of a mobile and ubiquitous learning experience at the
“Museo Civico Archeologico Giuseppe Moretti”
EMMAP was tested at the Archaeological Museum with 115 students
attending the first classes of the Istituto Tecnico Industriale Statale
(ITIS) “Eustachio Divini” of San Severino Marche

The study involved 115 teenagers (11 girls and 105 boys) aged from
13 to 16 (8 students were 13; 96 students were 14; 8 students were
15; 3 students were 16)

Castello di San Severino Marche Museo Archeologico

LOW

Evaluation HIGH

In the expectation questionnaire, most of them
declared familiarity with technologies (93%).

74% said they also made use of the mobile AVERAGE
Internet; within these users a 32% said they
connected to the mobile Internet very often. Percentage of Internet mobile usage

A few participants reported knowing and
currently use QR-Code (38%), the remaining
part declared curiosity about it, but they had
never seen or read it before (62%).

Most of the teens considered themselves to
be ready for a mobile and ubiquitous learning
experience (80%).

After the trial, the participants completed a questionnaire to evaluate the satisfaction.
The questionnaire was negotiated between the different stakeholders in order to
evaluate the quality of the experience.
It was divided into three parts:

1.Organization area
2.Content area
3.General evaluation
1. Organizational Area

60
50,9
50 45,2

37,4 38,9
40 Very low
30,1 Low
Average
30 23,9
22,8 High
20,2 Very high
20 13,9

10 4,4 2,7 4,4
0,9 2,6 1,8

0
Punctuality of information Accurate timing Quality of the activity

2. Content Area
49,1
50
45 39,5 39,1
40
35 Very low
28,9 28,7 28,1
30 Low
23,7 Average
25
High
17,4
20 Very high
11,3 12,3
15
10 6,1 6,1
3,5 4,4
5 1,8

0
Topics/games Personal Motivation New cultural stimuli

2.1 Technological difficulties
with mobile and ubiquitous learning

40 36,3

35
Very low
30 Low
22,1 Average
25
High
20 14,2 14,2 Very high
13,3
15
10
5
0
Technological difficulties

3. General evaluation of the visit

45 41,7

40
32,5 32,5
35
26,1 Very low
30
Low
25 20,2 Average
18,3 High
20
Very high
15 10,4 9,6
10 5,3
3,5
5
0
Adequacy to expectations Learning needs

3.1 General evaluation
40 35,7 36 36,5
34,2
35 31,6
28,7
30 27,2
25,9
23,2 Very low
25 21,1 21,1 Low
Average
20
High
15 11,6 11,4 12,2 Very high
11,3 11,3
8,8
10 6,1
3,6 2,6
5

0
Listening attitude Creativity Technology appeal Emotion

The general results of the evaluation reveal
positive outcomes relating to:

1.Strengthening the awareness that mobile phones should be
considered as new cultural resources that work within an
individualized, mobile and convergent mass communication
(Cook, Pachler and Bachmail, 2011);
2.The possibility offered by mobile phones to attract teens and
consequently to shorten the distance between young people
and heritage;
3.The possibility for the learner to use different multimedia
materials, while interacting with peers in a social co-
construction of meaning and improving a listening attitude;
4.The possibility for the student to experience active learning in
an informal environment, such as a museum;

The general results of the evaluation reveal
positive outcomes relating to:

5.The developing of “The Creating Mind”, a key attitude for the
future (Gardner, 2006);
6.The development of different forms of intelligences, according
to the theory of Multiple Intelligences (Gardner, 2004);
7.The development of an “emotional dimension” in young
learners (Galimberti, 2009);
8.The production of different stories and drawings that remain
available for future interactions and leaves emotional traces in
the museum;
9.The possibility to create an emotional map using students’
traces for future visitors.

Augmented reality in Macerata
During the Macerata Ospitale Art Festival 2011,
an augmented reality experience was
implemented all around the ancient Mediaeval
walls of Macerata.

Sixty of the most significant works of “Street
Poetry”, a poetry prize, were prepared all along
the perimeter of the city walls

Evaluation
Most of the participants declared themselves to
be familiar with technology (80%). Half of the
visitors said they did not use Internet in their
mobile phones; other users declared making
some use of mobile Internet (40%); others said to
connect in mobility frequently (10%). Most of the
participants affirmed that they did not know
augmented reality facilities (80%) and only a few
admitted knowing something about it (20%).
Nobody was familiar with augmented reality
applications (0%)

The idea beh
ind AR was n
needed a d ot clear to th
emonstration e group of w
Nevertheless of how to alkers and co
, most of th use Layar nsequently th
augmented re e participants and other A ey
ality (60%), th considered th R applicatio
to use AR fac e remaining p emselves re ns.
ilities (40%). art declared th ady to use
At the end o ey needed m
f the tour, th ore expertise
path could im e absolute m
prove the en ajority declare
hand, one be gagement of d that an au
lieved that AR visitors and gmented rea
Most of the v could not imp tourists (90% lity
isitors said th rove people's ); on the oth
(80%); the re ey did not ha interest in the er
maining part ve technolog visit (10%).
(20%). One reported hav ical problems
declared tha ing some diffi during the wa
inadequate fo t the iPhon culty with mo lk
r tours. Howe e and sma bile technolo
and would ha ver, most of rtphone sma gy
ve promoted the participan ll-screens ar
remaining pa the walks aro ts said they e e
rt of the gro und the walls njoyed the vis
benefits durin up professed to other peop it
g a visit (10% uncertainty a le (90%). The
After the wa ). bout AR fac
lk, one youn ilities and its
artefacts with g man report
AR. This is a ed having so
objects. question due me difficulty
to the GPS o localizing vir
utdoor positio tual
ning of virtua
l

Poesia di strada in RA arriva a L’Aquila
 Promuovere una mostra d’arte contemporanea in realtà
aumentata a partire da giugno 2012
 Creare un’esperienza cittadina di fruizione multisensoriale di
opere d’arte virtuali visualizzabili attraverso applicazioni per
la realtà aumentata. Le opere andranno ad arricchire, in
forma permanente, le strade centrali del capoluogo con
elementi d’arte virtuale e poesia.
 La zona prescelta, da giugno 2012, è marcata da oggetti
artistici che lì resteranno in realtà aumentata quale memoria
emozionale collettiva.


Non dovete
assolutamente perdervi
Foto: L’Aquila, 22.9.2012 Workshop sulla d’animo, ma continuare
realtà aumentata con gli ambasciatori a essere sempre vigili e
eTwinning pronti
Winston Churchill

ART DI SMART, STRATEGIE DI MOBILE MARKETING NELL'ERA

L’esperienza è stata
monitorata e ha
rilevato un alto livello
di gradimento (93,3%).
I benefici evidenziati
sono relativi allo
sviluppo di un legame
emozionale con il
luogo; l’attitudine
all’ascolto;
l’alta rilevanza
culturale e formativa
dell’esperienza ecc.
I risultati saranno resi
noti in un lavoro di
ricerca che verrà
pubblicato nel 2013
per IGI Global. Foto: L’Aquila, 22.9.2012 Workshop sulla
realtà aumentata con gli ambasciatori
eTwinning

Foto: L’Aquila, 22.9.2012 Workshop sulla realtà aumentata con gli ambasciatori eTwinning


Pubblicazioni
 G. Guazzaroni, Emotional Mapping of the Archaeologist Game.
Computers in Human Behavior – Elsevier Journal, July 2012a
 G. Guazzaroni, Experiential Mapping of Museum Augmented Places -
Using Mobile Devices for Learning. LAP - Saarbrücken, Germany, May
2012b.
 Guazzaroni, G., Emotional Mapping of Museum Augmented Places. In
Mobile learning. Esperienze e riflessioni “made in Italy”, a cura di
Michelle Pieri. Collana: Quaderni di Qwerty - Progedit, Bari, 2012c.
 G. Guazzaroni and T. Leo, Emotional Mapping of a Place of Interest
Using Mobile Devices

nuove pubblicazioni…..
www.giulianaguazzaroni.net


 Il contributo dell’arte all’eco-
economia attraverso la RA


A
i in R
izion
Espos

Nell’immagine realtà aumentata lungo le mura di Macerata, visualizzazione di un’opera di
Hernàn Chavar per Poesia di Strada

Esperienze positive di
interpretazione artistica realizzate
Esperienze di marketing territoriale
attraverso la realtà aumentata e gli
smart objects


Opinioni

“C’è stato un tempo in cui arte e tecnologia
sembravano ai poli opposti della cultura. Da qualche
anno le cose sono molto cambiate. Non stiamo
parlando delle arti digitali, ma di come sia cambiata
l’esperienza di fruizione”

Laura Zanotti, Caporedattore di The Biz Loft,
in Arte e tecnologia: sì, ma come cambiano i tempi!
http://thebizloft.com/content/arte-e-tecnologia-si-ma-come-cambiano-i-tempi


L’ARTE
FRUIZIONE DEL
ESPE RIENZE DI

La nostra esperienza di fruizione della realtà sta cambiando.
Abbiamo molteplici opzioni di scelta in tempo reale grazie a
tecnologie “smart” sempre più pervasive e collegate ai
movimenti del nostro corpo

Effetto WOW!!!


Saper entusiasmare sì..
Saper creare esperienze significative e non
disorientanti

Gli ogg I luogh
etti rac i si an
contan
o... imano
sì…

ni si
Le esposizio menti
di ele
arricchiscono
virtuali re
onsiglia
ti sanno c
Iprodot i fruitori


Che cosa ha significato per il
territorio?


Effetto WOW o meno il territorio si fa
conoscere…..
…..come? attraverso arte e tecnologia

Viene aperta una strada verso opportunità
precedentemente non considerate come strategiche

La combinazione tra arte e realtà aumentata ha il
potenziale di generare un nuovo tipo di
comunicazione culturale che è un driver di
sviluppo finalizzato a realizzare un nuovo
scenario di marketing artistico promozionale in
relazione a un ampio spettro di produzioni e di
mercato


si possono sviluppare nuovi
modi e metodi di
commercializzazione e
comunicazione aziendale
attraverso l’uso di
dispositivi mobili con
molteplicità di applicazioni
artistiche
Un'installazione a metà fra arte e neuroscienza, l'opera di Carlo
De Mattia e Claud Hesse:
Big Conscience per ADAM Accademia


Future
directio
n s

 Orizzonti futuri


In the very near future mobile and ubiquitous facilities will play a
more and more important role in heritage, art galleries and
education.

Mobile strategies will include education and interpretation.

Consequently, more and more museums will adopt new
interpreting strategies including mobile and ubiquitous learning, in
addition with multisensory augmented experiences.

Un utilizzo sistematico e metodologicamente corretto delle svariate forme di realtà
aumentata è quanto di più auspicabile si possa sviluppare nella costruzione di smart
city

All’interno della città, in un futuro ormai prossimo, reti di cittadini consapevoli
saranno in grado di fruire diversi piani di realtà per soddisfare esigenze multiformi e
appropriate a comunità multiculturali e a situazioni di plurilinguismo?

La città smart saprà offrire narrazioni differenti costruite sapientemente per venire
incontro alle molteplici esigenze artistiche, culturali e linguistiche (quantistiche)?

Sarà come reinventare di volta in volta un’offerta artistica complessa che vive e si
trasforma attraverso le interazioni, anche emozionali, delle persone che la vivono?


Acknowledgements
For EMMAP trials, I wish to thank the I wish to thank Professor
Soprintendenza per i Beni Archeologici delle Tommaso Leo for being my
Marche. I wish to express thanks to Comune supervisor, for his guidance, for
di San Severino Marche. I also wish to his brilliant advice
express sincere thanks to Istituto Tecnico
Industriale Statale “Eustachio Divini”.
I also thank my PhD
I wish to thank Istituzione Macerata Cultura colleagues
Biblioteca e Musei

I also wish to express sincere thanks to
Licenze Poetiche and ADAM Accademia I wish to thank Comune di
delle Arti Macerata L’Aquila, L’Aquila eMotion, Noi,
L’Aquila and eTwinning Italia for
the experiences in L’Aquila

Source of images: http://www.dreamstime.com/free-photos

Questions
and
Answers

The contents of this presentation are under a Licence Creative Commons 3.0 (except for
Dreamstime images and images related to specific software)

If not specified, the source of images is: http://www.dreamstime.com/free-photos


Grazie dell’attenzione!
contatti
Giuliana Guazzaroni

Dottore di Ricerca in eLearning
Specialista in Realtà Aumentata e Mobile
Learning

cell: (+39) 333 2042483

web-blog: www.giulianaguazzaroni.net
twitter:@elearningoddess
mail: info@giulianaguazzaroni.net


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