“Pokemon Go” entered the world, a smartphone game that led people to wander all around collecting imaginary creatures from everyday places.
Funding from NASA and teamed up with a citizen science app called “CitSci” to start collecting those data. The project is called Stream Tracker
While the big-river scientists work on launching satellites to keep an eye on the world’s giant rivers and lakes, the best monitoring device for these little streams remains people, walking around on the ground looking for streams instead of Pokemon — especially in dry states like this one.
AR and VR are mediums for the transmission of information, and many people will judge these mediums by the content that is produced within them. For educators seeking to gain buy-in from administrators and other colleagues it is critical for them to justify the reasons their content requires new reality media.
Given the newness of these mediums, it is no surprise that few curricular resources exist to support courses around VR and AR. Professional development sessions on new reality tools are almost non-existent, which means educators seeking to use virtual or augmented reality simply need to dive into the subjects.
3. Go Beyond Storytelling
Studies using VR demonstrate the ‘Proteus Effect’—taking on the psychology of inhabiting a different body and unconsciously changing our behavior to conform to it (learning empathy through VR)
4. Master the Machines
“The equipment matters. If there is a latency between the computer and the VR set that can cause a lot of problems,”
With VR equipment ranging from about $15 to $600 educators will have to check the budget or start writing grant proposals to gain access to the higher quality machines.
5. Understand Your Student’s Needs
described as a “quantum shift” in the way we interact, learn and experience.
GOTTACATCHEMALL:EXPLORING POKEMON GO IN SEARCH OF LEARNING ENHANCEMENT OBJECTS
Annamaria Cacchione, Emma Procter-Legg and Sobah Abbas Petersen
Universidad Complutense de Madrid, Facultad de Filologia, Av.da Complutense sn, 28040 Madrid, Spain Independent; Abingdon, Oxon, UK SINTEF Technology and Society, Trondheim, Norway
The Augmented Reality Game, Pokemon Go, took the world by storm in the summer of 2016. City landscapes were decorated with amusing, colourful objects called Pokemon, and the holiday activities were enhanced by catching these wonderful creatures. In light of this, it is inevitable for mobile language learning researchers to reflect on the impact oft his game on learning and how it may be leveraged to enhance the design of mobile and ubiquitous technologies for mobile and situated language learning. This paper analyses the game Pokemon Go and the players’ experiences accordingto a framework developed for evaluating mobile language learning and discusses how Pokemon Go can help to meetsome of the challenges faced by earlier research activities.
A comparison between PG and Geocashing will illustrate the evolution of the concept of location-based games a concept that is very close to that of situated learning that we have explored in several previous works.
Pokémon Go is a free, location-based augmented reality game developed for mobile devices. Players useGPS on their mobile device to locate, capture, battle, and train virtual creatures (a.k.a. Pokémon), whichappear on screen overlaying the image seen through the device’s camera. This makes it seem like thePokemon are in the same real-world location as the player
“Put simply, augmented reality is a technology that overlays computer generated visuals over the real worldthrough a device camera bringing your surroundings to life and interacting with sensors such as location and heart rate to provide additional information”(Ramirez, 2014).
Apply the evaluation framework developed in 2015 for mobile learning applications(Cacchione, Procter-Legg, Petersen, & Winter, 2015). The framework is composed of a set offactors of different nature neuroscientific, technological, organisational and pedagogical and aim toprovide a comprehensive account of what plays a major role in ensuring effective learning via mobile devices
Open Discussion: Instruments and Methods for Formative Assessment: by invitation of teachers from Plovdiv region | Тема: Инструменти и методи за актуални училищни занятия
Where | Къде: СУ „Димитър Матевски“ https://goo.gl/maps/rojNjE3dk4s and online ( виртуално) When | Кога: 2. май, 2018, 14 часа | May 2, 2018, 2PM local time (Bulgaria) Who | Кой: преподаватели и педагози | teachers and faculty How | Как: използвайте “обратна връзка” за споделяне на вашите идеи | use the following hashtag for backchanneling#BGtechEd
Intro | Представяне – 5мин. Who are we (please share short intro about your professional interests) | Кои сме ние: споделете накратко професионалните си интереси (използвайте “comment” section под този блог) http://web.stcloudstate.edu/pmiltenoff/faculty/
Reality Check (before we do tech) | минута за откровение (преди да започнем с технологии):
who is our audience | кого учим/обучаваме? https://blog.stcloudstate.edu/ims/2018/04/21/in-memoriam-avicii/ https://blog.stcloudstate.edu/ims/2018/04/17/edtech-implementation-fails/
why technology application fails | защо се проваля използването на технологии в обучението?
Understanding Purpose | какъв е смисълът
Insufficient Modeling of Best Practices | недостатъчен или несподелен опит
Bad First Impressions | лоши първи впечатления
Real-World Usability Challenges | ежедневни проблеми
The Right Data to Track Progress | кои данни определят успеха
Share your thoughts for the fails | Сподели твоите мисли за провала
Тема1. Сравняване на Kahoot, Edpuzzle и Apester – 1-1, 1/2 час продължителност Topic 1: A comparison of Kahoot, Apester and EdPuzzle
Дискусия, относно методиката на използване. Споделяне на опит кога и как го използват колегите от България и САЩ (други страни?).
Short demonstration and discussion regarding methodology of use. Sharing experience of use.
Споделяне на опит | ideas and experience exchange.
Comparison to other tools (e.g. flipped classroom advantage to Kahoot; difference from EdPuzzle, similarities to EdPuzzle) | съпоставяне с други инструменти: например, обърната класна стая – предимство пред Кахут; разлики и прилики с ЕдПъзил и тн)
Създаване на акаунт | account creation and building of learning objects
Comparison to other tools (e.g. flipped classroom advantage to Kahoot; difference from EdPuzzle, similarities to EdPuzzle) | съпоставяне с други инструменти: например, обърната класна стая – предимство пред Кахут; разлики и прилики с Еиптстър и тн)
Тема 2. Виртуална реалност в учебния процес – теория и практика- 1-1, 1/2 час продължителност Topic 2. Virtual reality in teaching and learning – theory and hands-on
When a student is brilliant on the street corner but falling asleep in class, something is wrong with the schooling system Ако учащ се е страхотен на ъгъла на улицата, но се проваля или заспива в клас, тогава нещо е грешно с учебната система https://blog.stcloudstate.edu/ims/2018/04/17/education-teched-frenemies/
Teachers can bring VR stories into the classroom in many different ways for meaningful learning experiences. Imagine a scavenger hunt where students narrate a story based on what they find. Or consider using objects they see to identify vocabulary words or recognize letters. Students should have purpose in their viewing and it should directly connect to standards.
Similar to the new movie, Ready Player One, they provide an intense experience where the viewer feels like they are in the center of the story.
Using a mobile device or tablet, the student can start the story and look around the scene based on their interest, rather than the cameras focus. New apps such as Baobab VR have continued to appear with more interactions and engagement.
A creative way to have your students create their own virtual stories is using the app Roundme. Upload your 360 image and add directional sound, links and content. Upload portals to walk the viewer into multiple scenes and then easily share the stories by link to the story.
Newer augmented reality apps that work with ARKit have taken another approach to storytelling. Augmented Stories and My Hungry Caterpillar.Qurious, a company that is working on a release blending gaming, making and storytelling in one app.
Storyfab, turns our students into the directors of the show
A new AR book, SpyQuest, has moved the immersive experience a big step forward as it helps define the story by bringing the images to life. Through the camera lens on a device, the stories make students the agents in an adventure into the world of espionage. The augmented reality experiences on the images use the accompanying app to scan the scene and provide further insight into the story.
Course title: IM 554 Developing Skills for Online Teaching and Learning
Topic for this week: Game-based learning, Virtual Reliability, and Augmented Reality
Audience: IM Graduate students working for K12 schools or in business
7:20 to 8:20 PM, Thursday, March 29. Instructor: Yun Claire Park
definitions and delineation of gaming and gamification
the connection to BYOD
What do we want to learn this year/today?
more on gaming and gamification
more on realities
what is VR – virtual reality
Virtual reality (VR) is “a computer technology that uses virtual reality headsets or multi- projected environments, sometimes in combination with physical environments or props, to generate realistic images, sounds and other sensations that simulate a user's physical presence in a virtual or imaginary environment” (“Virtual Reality” n.d.) VR is accomplished by using headsets, such as HTC Vive, Oculus Rift, PlayStation VR, and Samsung Gear VR. The use of the headsets creates (and enhances) digitally constructed “reality,” thus providing excellent opportunities for simulations and learning through training and practice. Among a myriad of other definitions, Noor (2016, 34) describes Virtual Reality (VR) as “a computer-generated environment that can simulate physical presence in places in the real world or imagined worlds. The user wears a headset and through specialized software and sensors is immersed in 360- degree views of simulated worlds.”
from our book chapter: Video 360: The new type of visualization to help patrons enter the era of VR, AR and Mixed Reality (under review).
what is AR – augmented reality
“Augmented Reality (AR) supplements the physical environment with computer-generated sensory input such as sound, video, graphics, or other useful information – essentially overlaying the digital information on top of the physical world. Some consider the smartphone popular game “Pokemon Go” a form of consumer AR.”
from my book Chapter 12: VR, AR and Video 360: A Case Study Towards New Realities in Education by Plamen Miltenoff (under review)
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Cai, Y., Chiew, R., Nay, Z. T., Indhumathi, C., & Huang, L. (2017). Design and development of VR learning environments for children with ASD. Interactive Learning Environments, 25(8), 1098-1109. doi:10.1080/10494820.2017.1282877
Passig, D. (2011). The Impact of Immersive Virtual Reality on Educators’ Awareness of the Cognitive Experiences of Pupils with Dyslexia. Teachers College Record, 113(1), 181-204.
Ke, F., & Im, T. (2013). Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism. Journal Of Educational Research, 106(6), 441-461. doi:10.1080/00220671.2013.832999
Collins, J., Hoermann, S., & Regenbrecht, H. (2016). Comparing a finger dexterity assessment in virtual, video-mediated, and unmediated reality. International Journal Of Child Health And Human Development, 9(3), 333-341.
Epure, P., Gheorghe, C., Nissen, T., Toader, L. O., Macovei, A. N., Nielsen, S. M., & … Brooks, E. P. (2016). Effect of the Oculus Rift head mounted display on postural stability. International Journal Of Child Health And Human Development, 9(3), 343-350.
Sánchez, J., & Espinoza, M. (2016). Usability and redesign of a university entrance test based on audio for learners who are blind. International Journal Of Child Health And Human Development, 9(3), 379-387.
Rizzo, A. A., Bowerly, T., Shahabi, C., Buckwalter, J. G., Klimchuk, D., & Mitura, R. (2004). Diagnosing Attention Disorders in a Virtual Classroom. Computer (00189162), 37(6), 87-89.
Eden, S. (2008). The effect of 3D virtual reality on sequential time perception among deaf and hard-of-hearing children. European Journal Of Special Needs Education, 23(4), 349-363. doi:10.1080/08856250802387315
Eden, S., & Bezer, M. (2011). Three-dimensions vs. two-dimensions intervention programs: the effect on the mediation level and behavioural aspects of children with intellectual disability. European Journal Of Special Needs Education, 26(3), 337-353. doi:10.1080/08856257.2011.593827
Lorenzo, G., Lledó, A., Roig, R., Lorenzo, A., & Pomares, J. (2016). New Educational Challenges and Innovations: Students with Disability in Immersive Learning Environments. In Virtual Learning. InTech. https://doi.org/10.5772/65219
augmented reality takeover. It’s played out at Snapchat and Facebook, at Google and Apple. Companies are using AR to design cars, sell furniture, make little digital sharks swim around your breakfast table. What if Prezi could apply that same technology to make better presentations?
the product isn’t ready for a public launch yet. Prezi has enlisted a select group of influencers to try out the AR tools and offer feedback before the company releases a beta version.
