A301: Augmented Reality & Learning

Computers in Libraries 2017

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Theories

Earl Givens

Bethanie O’Dell

Ashley Todd-Diaz

Art Gutierrez

Who we are

Objectives

• What is Blippar?
• Introduce the history of augmented reality
• Our learning outcomes
• Discussion of theories with case studies
• Pre/post assessment data
• Questions?

What is Blippar?

• A Visual Discovery App
• Download Blippar from the mobile app store.
• “Blippar provides business solutions that harness powerful augmented reality, facial recognition, artificial intelligence, and visual search technologies.” (Blippar)

Let’s Go Back To The Beginning

Special Collections and Archives Initiative

• Observations:
• Self-sufficient Culture
• Language Barrier
• Students do not read labels
• Visual Culture�
• Goal:
• Provide patrons with the opportunity to better explore and interact with spaces and artifacts.
• Expand functionality of existing technology

What is Augmented Reality

• No universally accepted definition
• “Computer-generated component that is added to a real-life environment.”
• Enhances real world
• Increases human interaction
• Provides additional information
• Started as early as 1960
• US military
• Too Expensive

Todd-Diaz, A. & Givens, E. (2014). Watch your materials perform: Shattering conventions and display cases with augmented reality. Girona 2014: Arxius i Industries Culturals. Retrieved from: http://www.girona.cat/web/ica2014/eng/comunicacions.php

Matching the Learning Outcomes

• Describe the impact of technology on policies, practices, and methods for archival arrangement and description. (LI 818)
• Identify ethical, legal, and social issues reflecting the changing nature of information in a technological society. (UL100)
• Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences. (UL100)
• Apply historical understandings of theatre to contemporary theatre practice. (TA3182)

Theories

Active learning

Digital Natives

Diffusion of innovation

Presence in online learning

Theory base

Active Learning

• Learning method that places the responsibility of learning on the learner by having them acknowledge what they know from being actively engaged in the course reading, writing, and discussion in order to make meaning from the content (Stavredes, 2011).
• Bloom’s Taxonomy Wheel
• Verbs in Learning Outcomes

Rogers - Diffusion of innovation

Innovation - Perceived Attributes

1. Relative Advantage
2. Compatibility
3. Complexity
4. Trialability
5. Observability
6. Reinvention

Adopter Categories

Transforming Information Literacy

Art’s UL100 Face-to-Face

Purpose: Creation of information & communication of information in new format.

Pros: Students are able to gain a new experience in a safe way..

Cons: Have to download the app and some students lack design skills.

Bethanie’s UL100 Online

Purpose: Teaching

Students to market

information using a

technology ethically.

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Pros: Students could

add resources quickly

and communicate

information

using a variety of

technology sources.

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Cons: Infographics make

large files for Blipps.

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What did they think?

Bethanie’s UL100 (Online) Pre-Assessment Statistics

Were Students Prepared to Use AR and Blippar?

• 100% of students could install an app
• 100% could take pictures with their smart phone
• 95% of students had an iPhone
• Only 3 students knew the difference between an .mp3 and an .mp4 file.

Results from start of semester survey:

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2015-2016 STUDENT TECHNOLOGY SURVEY - CONT.

How Important is each device in your academic success?

94% Laptop�68% Smartphone�49% Tablet

*Aggregate totals of ratings scale incl. Moderately, very, extremely

Which tools do you wish instructors used more?

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67% Laptop

53% Smartphone

50% Tablet

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*Aggregate totals of ratings 3,4,5

Presence in online learning

• Teaching presence helps structure the course, but is only the beginning.

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• Social presence is the collective energy that brings a course to life.

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• Cognitive presence encompasses engagement and sharing information.

Community building

• Sharing blipps on a discussion board allowed for dynamic learner-to-learner conversation
• Learners could explore each other’s projects
• Offer feedback and suggestions
• Compare challenges they encountered and how they overcame them

• Often communication in an online class is between instructor and learner

Effective communicating and marketing

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Photo: Lyon County Historical Society, Emporia, KS

Blipp: Harry Spencer, Emporia grad student

• Challenge students to share information in a new way
• Break free of a catalog record, finding aid, or display label

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• Communicating information in an archival or museum context

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• Create a mini-exhibit out of one item to market related materials

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• Incorporate audio-visual elements to engage the audience

Effective communicating and marketing - Cont.

Underserved Population: digital natives

• Millennials: What we know
• Shorter attention span
• An appetite for collaboration
• Dislike traditional marketing
• Love new forms of media consumption�
• Engaging Millennials
• Create experiences
• Keep things short and sweet
• Do activities fun visual and social
• Use social media (Not just facebook)

Engaging learners in the digital age

Pre-assessment (n=30)

Perception of AR

Pre-assessment (n=30); Post-assessment (n=17)

Communicating information with AR (Pre-assessment)

Pre-assessment (n=30)

Communicating information with AR (Post-assessment)

Post-assessment (n=17)

Questions?

Art Gutierrez | agutierr@emporia.edu

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Ashley Todd-Diaz | atodddiaz@towson.edu

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Bethanie O’Dell | bodell1@emporia.edu

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Earl Givens | ebgivens15@catawba.edu

Sources

Aragon, S. (2003) Creating social presence in online learning environments. New Directions for Adult & Continuing Education

100, 57-68. DOI: 10.1002/ace.119 Retrieved from:

http://www.researchgate.net/profile/Steven_Aragon/publication/227510020_Creating_social

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Beaudoin, P. (2014). 6 ways to be a better online teacher. Campus Technology. Retrieved from

https://campustechnology.com/Articles/2014/03/26/6-Ways-to-Be-a-Better-Online-Teacher.aspx?Page=1

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Blippar. (2015). How to #Blipp [digital image]. Retrieved from https://twitter.com/blippar/status/677220085963096064

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Gallup. (2016). How Millennials Work and Live. Report. Retrieved from

http://www.gallup.com/reports/189830/%20%20millennials-work-live.aspx

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Garrison, D. R. & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San

Francisco, CA: Jossey-Bass.

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Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.

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Schreiner, K. (2014. May 30). Everett Rogers “Diffusion of Innovations” Speech. [Video File]. Retrieved from

https://www.youtube.com/watch?v=j1uc7yZH6eU

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Stavredes, T. (2011). Developing cognitive presence through active learning strategies. In, Effective online teaching: Foundations

and strategies for student success. San Francisco, CA: Jossey-Bass.

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Vanderbilt University. (2017). Motivating students. Center for Teaching. Retrieved from

https://cft.vanderbilt.edu/guides-sub-pages/motivating-students/#strategies �

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