A New Model for an Augmented Reality Based Content (ARBC) (A Case Study on the Palestinian Curriculum)

The digital age has forced people to use technology, this distributed learning is found everywhere, both teachers and students are in need to use new strategies that based on technology such as mobile, Pc, iPad. Those means has the augmented reality as a suitable base and infrastructure. It's not acceptable to introduce the content in a traditional way while we live in the digital age that is filled of techno geeks students. This paper tries to introduce a new model for determining, using, and evaluating augmented reality based content. In this paper, I focused on the Palestinian curriculum and how to convert the static images and shapes into dynamic content. First, I divided the model into five steps; Analyses, determine, produce, use and evaluate. This model takes in account the educational theories such as constructivism and connectivism. Also, this model sees the students as the core of the content and learning process

Augmented Reality Environments in Learning, Communicational and Professional Contexts in Higher Education

This paper explores educational and professional uses of augmented learning environment concerned with issues of training and entertainment.We analyze the state-of-art research of some scenarios based on augmented reality. Some examples for the purpose of education and simulation are described. These applications show that augmented reality can be means of enhancing, motivating and stimulating learners’ understanding of certain events, especially those for which the traditional notion of instructional learning have proven inappropriate or difficult. Furthermore, the students can learn in a quick mode by interacting on the augmented environments