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Using augmented reality and mobile learning: opportunities and challenges
Elizabeth FitzGerald
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Overview of presentation
• Part 1 – AR and situated learning– Theories and pedagogies underpinning AR
• Part 2 – case studies– Augmenting the visitor experience– Hidden Histories
• Part 3 – challenges– current and future
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Intro to AR
• “Addition of computer-assisted contextual layer of information over the real world, creating a reality that is enhanced or augmented” [Johnson et al, 2011]
• Encompasses the fusion of any digital information with a real world physicality
• Graphical/visual, also audio, textual, video
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AR and situated learning• Situated learning• Embodiment and embodied cognition• Ecology of resources• Augmented Contexts for Development (ACD)• Externalism – bit controversial!
• Do we need a new theory of augmented place?(see newsletter article coming out in November – IEEE Learning Technologies Newsletter)
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Case study 1: Augmenting the visitor experience
To assess a range of techniques for exploring the use of digital geographic
information to augment real scenes in the field
Create a student-led exercise to encourage critical evaluation of these techniques to support the field experience (and mobile
tourist guides).
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Eric Robson (Striding Edge Ltd)Supporting Learning about the LandscapeSir Hugh Walpole Video
(Thanks to Eric Robson)
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1. Computer-generated Acetate
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2. Custom PDA-based application
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Screen Visibility an Issue
This is as good as it gets
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VIDEO fromDerwent
Water
Wainwright OS Photo
Switchable map layers
3. Mediascape on a Mobile PhoneAudio of
WainwrightAudio of
Wainwright
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Phone-based Mediascapes
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4. Google Earth on a Tablet PC
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5. Head-Mounted Display
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Implications and future work
Simple but effective? - all new geospatial and handheld augmented
reality applications will need to strive to move from being novelty apps to
becoming killer apps.
Need to develop design rules for mobile field guides which mimic the field expert.
Reduced emphasis on graphics, new challenges in making geographically relevant audio.
Google Maps Navigation for Android 2.0Wednesday 28th October 2009
Beginning to exploit real-time handheld Augmented Reality,
and review evaluation framework
Caistor Roman Town,East Anglia, UK.Data from Will Bowden.
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Case study 2: Hidden Histories audio guides
• Developed existing interest between local community history group and academics in School of History at University of Nottingham
• Investigated how located audio can be used to provide opportunities for historical learning in public history
• Case study of the 1831 Reform Riot in Nottingham, content initiated by the community group
• Conducted 2 types of guided walk:– People-led– Technology-led
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Educational research areas• Learning in location
What differences arise from learning in location compared to elsewhere (e.g. indoors; round a table etc)?
• Factors affecting learner preferences
Do you like learning in location? Why – or why not?• Group versus individual tour guides
How did the audio guide technology affect group dynamics?
For more details, see forthcoming paper: E. FitzGerald, C. Taylor and M. Craven (in press) To the Castle! A comparison of two audio guides to enable public discovery of historical events. Personal and Ubiquitous Computing
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Hidden Histories ‘people-led’ walk
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Hidden Histories ‘technology-led’ walk
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Not without problems
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Part 3 – Challenges• Innovation vs sustainability
– Situ8: the new mScape?
• Overcoming the novelty factor• Notspots rather than hotspots
– Urban canyons
• Changing practice vs maintaining practice• Moving from formal to informal learning –
assessment, goals, accreditation?• Appropriateness of media vs physicality – or, is
disjointedness a good thing?– E.g. Urban Mediator project (http://www.nottingham.ac.uk/cas/casresearch/
towards-pervasive-media-outputs.aspx)
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Questions, comments, feedback?
Email: [email protected]
Web: http://iet.open.ac.uk/e.j.fitzgerald
Slideshare: http://www.slideshare.net/ejfitzgerald
Twitter: elara99