Augmented Learning Enviroments

WHAT IS AN AUGMENTED LEARNING ENVIROMENT?

Augmented Reality is a technology that blends virtual images with the real world by means of a device equipped with a screen, camera and processing capacity (computers, cell phones, tablets, etc.).

We call Augmented Learning Environments to the activities plan by a specific learning methodology based on projects which brings into play the combination of augmented reality use and existing technologies multimedia in the classrooms such as the interactive board, mobile devices or the Internet.

In a few words, learning  in class by working on investigation, creation, multimedia recording and augmentation by the students means a  more qualitatively significant learning. This demonstrate that augmented learning environments are a valid and necessary teaching methodology.

Thanks to Augmented Reality, I learned to combine a complex image as a picture, with a video of the real world to get a much more complete and full of information space. Thus, I can appreciate and understand art in a much more fun way, with the use of IT.

Ainhoa García

Student, CSEU La Salle


Augmented Reality Software and Links

Aurasma

Aurasma is software that allows us to integrate multimedia and 3D images on any image. This is essential to work with augmented reality makerless. You can easily create augmented objects from studio.aurasma.com.

Quiver

Quiver is a software that uses predefined and colorable markers. Kids can paint his marker which is then displayed augmented on the mobile device. It’s a good way to explain what is augmented reality.

Aumentaty Author

Aumentaty is  a software with wich we can glue a 3D object to a mark to be displayed and manipulated later from any device with camera

 

Augmented Learning Enviroments Projects

Something happens in the museum

The aim of this Project is to motivate arts learning with the use of technology, specifically from the field of augmented reality and mobile devices.

Santamarca School

This project is about to make augmented learning enviroments in Secondary in the fields of STEM, Arts and Humanities

My Aurasma Channels

1. Go to Aurasma App in your device

2. Search the channel “possible”

3. Follow it

4. Search the channel “colegiofsantamarca”

3.Follow it


 

 

Steps for making an Augmented Learning Enviroment

 

Research

We can not stay only with the use of technology. This project makes sense from an educational point of view because it is a redefinition of learning from research on any topic and subject. From research we synthesize a script later to make a multimedia object.

Create

Multimedia creation makes that we work with our student a lot of transversal competences in an incredible way. We can create stop motion videos with a chroma key or simply create images that will increase the information about reality.

Augment

The augmentation of reality motivates the student and makes certain changes in the way of thinking. This makes learning, whether it be of a creation and previous research, more meaningful.

Share

Share the work of the groups in these projects to the community, their families and the school it makes students become empowered. This is essential to believe in the possibility of achieving their goals.

 

 

Some research material

 

DOWNLOADABLE

Basogain, X., Olabe, M., Espinosa, K., Rouèche, C., & Olabe, J. C. (n.d.). Realidad Aumentada en la Educación: una tecnología emergente. DOWNLOAD

Cabezas, S. (2014). Entornos Aumentados de Aprendizaje. In XI Jornada de cooperación educativa sobre educación especial e inclusión educativa. Cartagena de Indias: UNESCO. DOWNLOAD

Drummond, T. (2007). Realidad aumentada para vincular la información y el mundo real. Revista ABB, 1DOWNLOAD

Dunleavy, M., Dede, C., & Mitchell, R. (2008). Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning. Journal of Science Education and Technology, 18, 7–22. DOWNLOAD

Dünser, A., Grasset, R., Seichter, H., & Billinghurst, M. (n.d.). Applying HCI principles to AR systems design. DOWNLOAD

Feiner, S., Macintyre, B., & Seligmann, D. (1993). Knowledge-based augmented reality. Communications of the ACM, 36(7), 53–62. DOWNLOAD

Grasset, R., Dünser, A., & Billinghurst, M. (n.d.). The Design of a Mixed-Reality Book: Is It Still a Real Book? DOWNLOAD

Jaramillo, G., Quiroz, J., Cartagena, C., Vivares, C., & Branch, J. (2010). Mobile augmented reality applications in daily enviroments. Revista EIA, 14, 125–134. DOWNLOAD

Milgran, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE Transactions on Information Systems, E77-D(12). DOWNLOAD

Ruiz, D. (2011). Realidad aumentada, educación y museos. Icono 14, 2, 212–226. DOWNLOAD

NON DOWNLOADABLE

Amorin, E., & Gandara, J. M. (2013). Sistemas de recomendación para realidad aumentada en un sistema integral de gestión de destinos, 69–81.

Azagury, D., Ryou, M., Shaikh, S., San José Estepar, R., BI, L., J, J., … Thomson, C. (2012). Real-time computed tomography-based augmented reality for natural orifice transluminal endoscopic surgery navigation. The British Journal of Surgery, 99(9), 1246–1253.

Azuma, R. (1997). A survey of augmented reality. Presence: Teleroperators and Virtual Enviroments, 6(4), 335–385.

Billinghurst, M., Kato, H., & Poupyrey, I. (2001). The magicbook: moving seamlessly between reality and virtuality. IEEE Computer Graph Appl, 21(3).

Billinghurst, M., Weghorst, S., & Furness III, T. (1998). Shared space: An augmented reality approach for computer supported collaborative work. Virtual Reality, 3(1), 25–36.

Cascales, A., & Laguna, M. I. (2009). PDI en educación infantil. Retrieved February 27, 2015, from http://www.novadors.org/wp-content/uploads/2009/06/pdi_infantil.pdf

Chang, G., MorrealeP, & Medicherla, P. (2010). Applications of augmented reality systems in education. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 1380–1385). Chesapeake, VA: AACE.

Henderson, J., & Feiner, S. (2009). Evaluating the benefits of augmented reality for task localization in maintenance of an armored personnel carrier turre. In Symp. on Mixed and Augmented Reality (pp. 135–144).

Inkpen, K. (1997). Adapting the Human Computer Interface to Support Collaborative Learning Environments for Children. University of Brithis Columbia.

Jonhson, L., Levine, A., Smith, R., & Stone, S. (2010). Simple augmented reality. The 2010 Horizon Report (Vol. 1).

Kerawalla, L., Luckin, R., Seljeflot, S., & Woolard, A. (2006). Making it real: Exploring the potential of augmented reality for teaching primary school science. Virtual Reality, 10(3-4), 163–174.

Kiyokawa, K., Billinghurst, M., Hayes, S., Gupta, A., Sannohe, Y., & Kato, H. (2002). Communication Behaviors of Co Located Users in Collaborative AR Interfaces. In IEEE and ACM International Symposium on Mixed and Augmented Reality (pp. 139–148). Darmstadt: IEEE Computer Society Press.

Klopher, E., J, P., Squire, K., & Jan, M. (2005). Collaborative Learning through Augmented Reality Role PlayingTitle. In Conference on Computer Support for Collaborative Learning (pp. 311–315). Retrieved from http://education.mit.edu/papers/handheldpapers/Outdoor AR – CSCL.pdf

Kort, B., Reilly, R., & Picard, R. W. (2001). An Affective Model of Interplay Between Emotions and Learning: Reengineering Educational Pedagogy—Building a Learning Companion. In ICALT 2001. Retrieved from http://affect.media.mit.edu/AC_research/lc/icalt.pdf

Lee, K. (2012). Augmented Reality in Education and Training. Tech Trends, 56(2), 13–20.

Mantovani, F. (2001). VR Learning: Potential and Challenges for the Use of 3D Environments in Education and Training. In G. Riva & C. Galimberti (Eds.), Towards CyberPsychology: Mind, Cognitions and Society in the Internet Age. Amsterdam: IOS Press.

Pricer, W. F. (2011). At issue: Immersive Education: An Annotated Webliography. Community College Enterprise, 17(1), 41–50.

Roussos, M., Jhonson, A., Moher, T., Leigh, J., Vasilakis, C., & Barnes, C. (1999). Learning and Building Together in an Immersive Virtual World. Presence: Teleroperators and Virtual Enviroments, 8(2), 247–263.

Schemalsteig, D., Fuhrmann, A., Szavalari, Z., & Gervautz, M. (1996). Studierstube – An Environment for Collaboration in Augmented Reality. In In CVE ’96 Workshop Proceedings. Nottingham.

Schrier, K. L. (2005). Revolutionizing history education: using augmented reality games to teach histories. Massachusetts Institute of Technology.

Shelton, B. E. (2002). Augmented Reality and Education Current Projects and the Potential for Classroom Learning. New Horizons for Learning, 9(1), 1–5.

Shelton, B. E., & Hedley, N. R. (2004). Exploring a cognitive basis for learning spatial relationships with augmented reality. Technology, Instruction, Cognition and Learning, 1(4), 323–357.

Strommen, E. F. (1993). Does yours eat leaves?” Cooperative learning in an educational software task. Journal of Computing in Chilhood Education, 4(1), 45–56.

Sung, D. (2011). How does augmented reality work? Retrieved September 10, 2014, from http://www.pocket-lint.com/news/108884-how-does-augmented-reality-work

Sutherland, I. (1968). A head-mounted three-dimensional display. In Proceeding of the Fall Joint Computer Conference (pp. 757–764). Arlington, VA: AFIPS Conference Proceedings.

Wicher, R. (2002). A mobile augmented reality environment for collaborative education and training. In World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2386–2389). Chesapeake, VA: Reeves, M. Driscoll & T.

Winn, W. (1993). A Conceptual Basis for Educational Applications of Virtual Reality. Technical Report TR, 93(9). Retrieved from http://www.hitl.washington.edu/publications/r-93-9/

Zhou, F., Duh, H., & Billinghurst, M. (2008). Trends in augmented reality tracking, interaction and display: A review of ten years of ISMAR. IEEE International Symposium on Mixed and Augmented Reality,. Cambridge.