ARLearn: augmented reality meets augmented virtuality

Ternier, S., Klemke, R., Kalz, M., Van Ulzen, P., & Specht, M. (2012). ARLearn: augmented reality meets augmented virtuality [Special issue]. Journal of Universal Computer Science - Technology for learning across physical and virtual spaces, 18(15), 2143-2164.This article deals with educational opportunities for mixed reality games and related scenarios for learning. It discusses several issues and educational challenges to be tackled when linking augmented reality and augmented virtuality. Second, the paper describes the architecture of the ARLearn system which offers highly flexible support for different educational settings. Three prototypical use cases implemented based on the underlying ARLearn framework are discussed, which are a field trip system, an augmented Google StreetView client called StreetLearn, and a real time crisis intervention game. ARLearn combines real time notification and mixed reality games across Mobile Augmented Reality and Virtual Reality and the authors aim to use the underlying (open source) framework for further case studies and mixed reality applications for learning support

Monitoring for awareness and reflection in ubiquitous learning environments

Producción CientíficaDespite the educational affordances that ubiquitous learning has shown, it is still hampered by several orchestration difficulties. One of these difficulties is that teachers lose awareness of what the students perform across the multiple technologies and spaces involved. Monitoring can help in such awareness, and it has been highly explored in face-to-face and blended learning. Nevertheless, in ubiquitous learning environments monitoring has been usually limited to activities taking place in a specific type of space (e.g., outdoors). In this paper we propose a monitoring system for ubiquitous learning, which was evaluated in three authentic studies, supporting the participants in the affordable monitoring of learning situations involving web, augmented-physical, and 3D virtual world spaces. The work carried out also helped identify a set of guidelines, which are expected to be useful for researchers and technology developers aiming to provide participants’ support in ubiquitous learning environments

Community space in complex learning communities : lessons learnt

Highly complex learning communities where diverse participants collaborate to achieve multiple aims through synergy have the potential to be highly creative and productive. However the diversity and multiple aims can also mean the advantages of a community - share understand, trust and direction - are difficult to achieve, resulting in few if any of the aims being realised. We review two case studies, where the learning community is trying to achieve multiple aims, in order to explore how virtual and physical space are employed to support collaborative learning and enhance synergistic potential. The analysis shows that high levels of diversity have influenced these spaces and trends towards differentiation and holistically designed hybrid, virtual and physical, collaboration space. The characteristics of theses cases are sufficiently general to lead us to draw insights for the building of collaborative space in multi-purpose complex learning communities. These are equably applicable to learning communities which share features such as heterogeneity, multiple locations or a mixture of spaces

Claim your space: re-placing spaces to better meet the needs of the net generation

The challenge for the Reid Library at The University of Western Australia was the transformation of a 1960s building into a welcoming space with services and facilities appropriate for a more technologically demanding generation. A key issue was how to balance the continuing need for access to physical collections with the rapidly expanding demand for new kinds of learning spaces and facilities oriented towards on-line and collaborative learning and research. This paper outlines the approach taken to identify client needs (both physical and virtual), define and propose new service models, and transform learning spaces while maintaining access to physical collections

Using Cloudworks to Support OER Activities

This report forms the third and final output of the Pearls in the Clouds project, funded by the Higher Education Academy. It focuses on evaluation of the use of a social networking site, Cloudworks, to support evidence-based practice. The aim of this project (Pearls in the Clouds) has been to evaluate the ways in which web 2.0 tools like Cloudworks can support evidence-informed practices in relation to learning and teaching. We have reviewed evidence from empirically grounded studies surrounding the uses of web2.0 in higher education and highlighted the gap between using web2.0 to support learning and teaching, and using it to support learning about learning and teaching (in an evidence-informed way) (Conole and Alevizou, 2010). We have reported on findings from a case study focusing on the use of Cloudworks by a community of practice - educational technologists - reflecting upon, and, negotiating their role in enhancing teaching and learning in higher education (Galley et al., 2010). The object of this study is to explore and evaluate the use of the site by individuals and communities involved in the production of, and research on, the development, delivery and use of Open Educational Resources (OER)

IAMS framework: a new framework for acceptable user experiences for integrating physical and virtual identity access management systems

The modern world is populated with so many virtual and physical Identity Access Management Systems (IAMSs) that individuals are required to maintain numerous passwords and login credentials. The tedious task of remembering multiple login credentials can be minimised through the utilisation of an innovative approach of single sign-in mechanisms. During recent times, several systems have been developed to provide physical and virtual identity management systems; however, most have not been very successful. Many of the available systems do not provide the feature of virtual access on mobile devices via the internet; this proves to be a limiting factor in the usage of the systems. Physical spaces, such as offices and government entities, are also favourable places for the deployment of interoperable physical and virtual identity management systems, although this area has only been explored to a minimal level. Alongside increasing the level of awareness for the need to deploy interoperable physical and virtual identity management systems, this paper addresses the immediate need to establish clear standards and guidelines for successful integration of the two medium

The impact of digital in learning spaces: an analysis on the perspective of teachers in higher education

Abstract: The generalized use of Communication Networks and Information Technologies is nowadays a global phenomenon. It has multiple impacts on how to teach/learn and on the contexts in which this process takes place (the Learning Environments). These areas include Physical Learning places, Virtual Learning sites, Collaborative Learning Spaces, among others. These proposals provide new scenarios for the teaching/learning process, but their outlines are not well defined yet. A Learning Space requires a complex set of materials and human resources. Further and con- tinued research is significant and justified by the relevance of Higher Education Institutions.The overall objective of the present research is to understand the perceptions of the Professors in their Learning Environments. In this context it has been considered relevant to gather opinions on the needs/priorities, utility, quality and sustainability, as a result of the use of Information and Com- munication Technologies (ICT) in the teaching/learning spaces.Authors: Pedro Silva, Escola Superior de Tecnologias de Castelo Branco, Instituto Politécnico de Castelo Branco, Castelo Branco, PortugalLuis Borges Gouveia, Universidade Fernando Pessoa, Porto, Portugal Proceedings of Informing Science & IT Education Conference (InSITE) 2013CopyrightMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is per- missible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact [email protected] to request redistribution permission

Augmented Reality For Education

Reimagining our future engagement with learners through an augmented reality (AR) lens offers a range of possibilities, on a continuum from rigid materials, created with generic learning outcomes, to learner-centred, personalised and emancipatory practice. Educational paradigms are shifting to include alternatives to physical classrooms and the controlled virtual learning spaces that support traditional content delivery. Augmented reality is part of a broader mixed reality where varying degrees of virtual enhancement to the real world can be integrated into traditional delivery practice but also allow learning spaces to be explored more imaginatively and collaboratively. For educators, there are significant challenges to utilise the potential of technology to meet the increasing demands of students, institutions, industry and the expectations of society. By carefully scaffolding educators into reframing their curricula to encourage, inspire and motivate a diverse student body, technology can act as a mediator – a proxy for what Vygotsky termed the ‘more capable peer’ (Cook 2010). AR applications in education, training, marketing, medicine and other industries demonstrate both the capability of the technology and the need for designers to be aware of the possibilities. Karakus et al (2019), in their bibliometric study of augmented reality in education, identify the work by Wu et al (2013) as the most influential across the sector. This paper suggests that AR not only bridges virtual and real worlds but alsocreates an enhanced reality through a creative process. They argue that the educational values of AR are not solely based on the use of technologies but are closely related to how AR is designed, implemented and integrated into formal and informal learning settings. The recent McKinsey report (Bughin et al, 2018) modelled skills shifts in automation and artificial intelligence going forward to 2020 and found a sharp acceleration in demand for these technologies that will transform the workplace, as humans work with ever smarter machines. Transferring technology for educational use, re-use and re-purpose are key emergent themes in research as employers demand ever more technology enabled graduates, with high-level cognitive skills

Education Unleashed: Participatory Culture, Education, and Innovation in Second Life

Part of the Volume on the Ecology of Games: Connecting Youth, Games, and LearningWhile virtual worlds share common technologies and audiences with games, they possess many unique characteristics. Particularly when compared to massively multiplayer online role-playing games, virtual worlds create very different learning and teaching opportunities through markets, creation, and connections to the real world, and lack of overt game goals. This chapter aims to expose a wide audience to the breadth and depth of learning occurring within Second Life (SL). From in-world classes in the scripting language to mixed-reality conferences about the future of broadcasting, a tremendous variety of both amateurs and experts are leveraging SL as a platform for education. In one sense, this isn't new since every technology is co-opted by communities for communication, but SL is different because every aspect of it was designed to encourage this co-opting, this remixing of the virtual and the real