Breaking down the classroom walls: Augmented Reality and language learning

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Breaking down the classroom walls: Augmented Reality and language learning. E-symposium 2013 24 January, 2013-25 January, 2013 University of Southampton Billy Brick and Tiziana Cervi-Wilson lsx133@coventry.ac.uk and lsx091@coventry.ac.uk Coventry University. Overview. Definitions - PowerPoint PPT Presentation

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**Breaking down the classroom walls: Augmented Reality and language learning E-symposium 201324 January, 2013-25 January, 2013 University of Southampton Billy Brick and Tiziana Cervi-Wilson lsx133@coventry.ac.uk and lsx091@coventry.ac.ukCoventry UniversityDefinitionsResearch ProjectLiteraturePositive and Negative aspectsDiscussion**OverviewHow many of you use Augmented Reality?**Short Explanation by Common CraftWhat is Augmented Reality?**Peoples reaction to AR for the 1st time****Source: http://tinyurl.com/anb576dWorked with Faculty Learning TechnologistDesigned a bespoke treasure hunt around CoventryRecorded audio files with instructions in Italian (wav files using Microsoft voice recorder)Research Project**Research Project (2)**Students required to practise four skills following written and audio prompts triggered by their locationAugmented Reality Treasure Hunt experienceStudents move from location to location based on instructions, answering questionsDifferent routes, instructions and questionsMobile device requiring camera, GPS and gyroscope/digital compass supportReponses include text messages, photos, audio and video**Mobile phones are becoming context-aware, with GPS positioning, recognition of objects by infrared or wireless tags, and automatic interpretation of images. They are offering opportunities to support new forms of learning through contextual support for field trips, location-based guides, environmental studies (Squire & Klopfer, 2007) and to assist everyday learning activities (Vavoula & Sharples, 2001).Use in testing**Very little written on AR in HE contextDigital Literacies - (Conole and Alevizo, 2010)MALL - (Kukulska-Hulme, 2006, 2009, 2011, 2012) Language learning defined by time and placeGodwin-Jones, 2011) Apps, technological developments and language learningTraxler (2007) - Mobile learning, conceptualisation; evaluationStockwell (2010) SMS, VocabularyHurd (2005) Learner AutonomyLiterature**Audio files can easily be changed to any other languagePossible to design an app to build an app?4G should improve speeds and battery life should also improveScalability**Improves learners digital literacy (Conole, & Alevizo 2010) Takes learning outside the classroom (Brown 2010)Positive Aspects**Time consumingStill a new technologyHave to design for a variety of devicesRelies on students having suitable devices - BYOD Negative Aspects****...the boundaries between traditional roles (teacher and learner) and functions (teaching and learning) are blurring. Teachers need to be learners in order to make sense of and take account of new technologies in their practice. Conole and Alevizo (2010) p. 44Any questions?**Avatar Languages (2009) Augmented Reality Language Learning [online] available from [20th December 2012]Betham, H. and Sharpe , R. (eds) (2007) Rethinking Pedagogy for a Digital Age: Designing and Delivering E-Learning. London: Routledge.Bibby, S (2011) Do Students Wish to Go Mobile? An Investigation into Student Use of PCs and Cell Phones. International Journal of Computer-Assisted Language Learning and Teaching, 1 (2), 43-54Brown, E (2010). Introduction to location-based mobile learning. In: Brown, Elizabeth ed. Education in the wild: contextual and location-based mobile learning in action. A report from the STELLAR Alpine Rendez-Vous workshop series. STELLAR Alpine Rendez-Vous workshop. Nottingham, UK: Learning Sciences Research Institute, University of Nottingham, pp. 79. [online] available from http://www.lsri.nottingham.ac.uk/ejb/preprints/ARV_Education_in_the_wild.pdf [21st Jan 2013]Conole, G and Alevizo, P (2010) A literature review of the use of Web2.0 tools in Higher Education. HEA Academy. [online] available from [28 October 2011]Corrin, L. Lockyer, L. and Bennett, S (2010) Technological diversity: an investigation of students' technology use in everyday life and academic study. Learning, Media and Technology, 35 (4) pp. 387-401References**Godwin-Jones, R (2011) Emerging Technologies. Mobile Apps for Language Learning. Language Learning and Technology 15 (2) pp2-11. [online] available from [10th July 2012]Hosein, A, Ruslan, R. And Jones, C (2010) Learning and Living Technologies: A Longitudinal Study of First-Year Students Expectations and Experiences in the Use of ICT. Learning, Media and Technology 35 (4) pp. 403-418 Hurd, S (2005). Autonomy and the distance language learner. In: Holmberg, Boerje; Shelley, Monica and White, Cynthia eds. Distance education and languages: evolution and change. New perspectives on language and education. Clevedon, UK: Multilingual Matters, pp. 119.Kukulska-Hulme, A (2006). Mobile language learning now and in the future. In: Svensson, Patriked. Fran vision till praktik: Sprakutbildning och Informationsteknik (From vision to practice: language learning and IT). Sweden: Swedish Net University (Natuniversitetet), pp. 295310. **Kukulska-Hulme, A. (2009) Will mobile learning change language learning? ReCALL 21 (2) 157-165. Kukulska-Hulme, A and Jones, C (2011) The next generation: design and the infrastructure for learning in a mobile and networked world. In: Olofsson, A. D. and Lindberg, J. Ola eds. Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching. Hershey, PA: Information Science Reference (an Imprint of IGI Global), pp. 5778. Kukulska-Hulme, A (2012) Language learning defined by time and place: A framework for next generation designs. In: Daz-Vera, Javier E. ed. Left to My Own Devices: Learner Autonomy and Mobile Assisted Language Learning. Innovation and Leadership in English Language Teaching, 6. Bingley, UK: Emerald Group Publishing Limited , pp. 113. [online] available from http://oro.open.ac.uk/30756/1/AKH_Emerald_chapter_FINAL.pdf [17th January 2013]OMalley, C., Vavoula, G., Glew, J., Taylor, J., Sharples, M. and Lefrere, P. (2003) Guidelines for learning/teaching/tutoring in a mobile environment. Mobilearn project deliverable. [online] available from [3rd December 2011] **Simon, E.F and Fell, C.P (2012) Using Mobile Learning Resources in Foreign Language Instruction [online] available from http://www.educause.edu/ero/article/using-mobile-learning-resources-foreign-language-instruction [17th January 2013]Squire, K., and Klopfer, E. (2007) Augmented Reality Simulations on Handheld Computers. The Journal of the Learning Sciences, 16(3), 317-413. Stockwell, G. (2010). Using Mobile Phones for Vocabulary Activities: Examining the Effect of the Platform. Language Learning & Technology, 14(2), 95110 [online] available from [17th January 2013]Traxler, J (2007) Defining, Discussing and Evaluating Mobile Learning: the moving finger writes and having writ . . . . The International Review of Research in Open and Distance Learning. [online] available from [8th December 2011] Vavoula, G. N. and Sharples, M. (2001) Studying the Learning Practice: Implications for the Design of a Lifelong Learning Support System. Proceedings of ICALT 2001 conference, Madison, USA, August2001. pp. 379-380.****This is a report of an on-going project which we hope to trial with learners this semester. We are currently building a prototype of an app which uses AR in language learningwith the help of our LT MS.Inspired by students enthusiasm for tutors to suggest suitable apps for language learning***Important not to be technocentric which is why we are running a pilot to find out if learners like it or not and to explore further developments based on their feedback.****The GPS and Gyroscope mean that your phone can pinpoint your exact location and the direction the phone is pointing.78% of our learners own smart phones (Brick and Cervi-Wilson 2013)Wireless Sensor Tags allow monitoring from anywhere with Internet access open/closed status of every gate/door (everything fromgarage doortofridge door) in your home or office. Attach them to easy to lose items and locate them through beeping sound by clicking the "beep" button on www.mytaglist.com or from iOS/Android apps. They can send you emails or tweets, notify you on your phone/tablets, and record the time and date, etc., when each tagged item has been moved even only slightly, and when each door has been opened or closed. Temperature monitoring, logging, out of range notification, and other features come standard on each tag.*Mock up of app*Looking at mobile learning in a wider context, we have to recognise that mobile, personal, and wireless devices are now radically transforming societal notions of discourse and knowledge, and are responsible for new forms of art, employment, language, commerce, deprivation, and crime, as well as learning. With increased popular access to information and knowledge anywhere, anytime, the role of education, perhaps especially formal education, is challenged and the relationships between education, society, and technology are now more dynamic than ever. TraxlerIt would be naive to suggest that technology mediated learning is problem free. While a major advantage is seen to be the reduction in socialisolation for geographically dispersed and/or shy learners, others dislike what they see as a lack of a human dimension.Hurd (2005)*The workshop examined ways of connecting learning across formal and non-formal settings, such as carrying out work outdoors and later reflecting upon it in the classroom. We also talked about the opportunities for lifelong learning and the fact that mobile learning creates many opportunities for informal learning, such as that in the workplace or for learners who are on the move (on public transport, for example). In this way, mobile and location-based learning provides settings in which new paradigms of education can be explored. This could possibly mean the separation of schooling (which seems to be assessment-driven) and education (as a more holistic endeavour). Brown (2010)***