Augmented reality
Augmented Reality (AR) is a means of digitally adding an extra dimension to a subject. This can be done through scanning an image on a device, and having a three-dimensional image, or description of the image show up. Those are just a few possibilities for AR. There are multiple contexts in which it can be used, and many ways for it to be implemented in each context!
The AR platform that I used is Aurasma. With this, I designed an option for students to scan a vocabulary word with a smart phone, in order to bring up a link to a video describing the vocabulary word. The students would simply open the Aurasma app on their devices, follow the channel that my pieces are on, EstherReem's Public Auras, and begin scanning the vocabulary word image. Once the image has been scanned, a "click here" option will show up. After clicking this image, the video that the image has been linked to will begin playing.
In order to have students access this content, I would first ensure that they have a device that they are able to use. Once all students have a device available, I would walk them through the steps mentioned above, until they had learned how to access the video helps on their own. Once they master this skill, they would be able to access this content any time they needed to get help on the subject.
In order to create this help, I downloaded trigger images of words from a vocabulary wall, from a shared internet folder, onto my computer. I then created an Aurasma account and selected the option to create a new "aura," or image linked to content. I then uploaded the images individually from the computer into separate auras. For each one, the next step was to add a button that would prompt students to click for a link. After this, I selected content for each word, and added it to each respective aura. I then saved each aura, and shared it so that the public would be able to access it, given the trigger image to scan.
For my specific project, I was making vocabulary words from a word wall in a special education science classroom come to life so that the students would have audio and visual helps to link the words to. Each of five terms listed below is linked, through the aura, to a YouTube video that defines and describes the term.
Augmented Reality is an artifact of Component 3C because the different content helps are designed to engage the students in the material so that they are more interested in it, and learn better. It specifically falls into the elements Activities and Assignments, and Instructional Materials and Resources. It is part of the first, Activities and Assignments, because it is an activity that students could do independently, or even for homework. It could also help students to complete their homework, by providing explanations of content discussed in the homework. It falls under Instructional Materials and Resources because it is a valuable tool to help students understand concepts that they are struggling with. It would allow students to be instructed beyond what a teacher can reasonably do, for example students could use AR for homework help, or for help on independent work during a free time or study hall at school. There are boundless possibilities for how AR can be used to help students without the teacher having to personally walk the students through an issue.
This resource is very easy to use, and word wall definitions are a valuable use for it. The process of creating an aura is nearly self-explanatory, and what little is slightly difficult to figure out is simple to remember, and easy to duplicate.
In the future, I plan to create more auras, and complete the definitions of all of the words on the wall, as the five examples below are the only ones completed so far. This will entail finding content to describe all of the words, and adding it to the existing images awaiting content links.
Another option that I would try in the future would simply be to create other types of content for other trigger images. For example, instead of defining words on a word wall, I could possibly attach a voice recording of a step-by-step solution of a math problem to an image of the problem. These are a few ways that I could further use Aurasma.
This relates to Educational Psychology as it allows for teachers to more conveniently provide permanent scaffolds to help a student escape from the frustration zone into the zone of proximal development, and from there to the known zone. This also helps students at different cognitive stages to be able to keep up with their peers functioning at higher stages.
This artifact relates to Foundations of Teaching because it allows students to learn at their own pace the knowledge that they need to acquire to fulfill given state standards. Augmented Reality also caters to a wide variety of learners who could simultaneously learn from a video the same content that would take a teacher several lessons to cover with each individual student.
The AR platform that I used is Aurasma. With this, I designed an option for students to scan a vocabulary word with a smart phone, in order to bring up a link to a video describing the vocabulary word. The students would simply open the Aurasma app on their devices, follow the channel that my pieces are on, EstherReem's Public Auras, and begin scanning the vocabulary word image. Once the image has been scanned, a "click here" option will show up. After clicking this image, the video that the image has been linked to will begin playing.
In order to have students access this content, I would first ensure that they have a device that they are able to use. Once all students have a device available, I would walk them through the steps mentioned above, until they had learned how to access the video helps on their own. Once they master this skill, they would be able to access this content any time they needed to get help on the subject.
In order to create this help, I downloaded trigger images of words from a vocabulary wall, from a shared internet folder, onto my computer. I then created an Aurasma account and selected the option to create a new "aura," or image linked to content. I then uploaded the images individually from the computer into separate auras. For each one, the next step was to add a button that would prompt students to click for a link. After this, I selected content for each word, and added it to each respective aura. I then saved each aura, and shared it so that the public would be able to access it, given the trigger image to scan.
For my specific project, I was making vocabulary words from a word wall in a special education science classroom come to life so that the students would have audio and visual helps to link the words to. Each of five terms listed below is linked, through the aura, to a YouTube video that defines and describes the term.
Augmented Reality is an artifact of Component 3C because the different content helps are designed to engage the students in the material so that they are more interested in it, and learn better. It specifically falls into the elements Activities and Assignments, and Instructional Materials and Resources. It is part of the first, Activities and Assignments, because it is an activity that students could do independently, or even for homework. It could also help students to complete their homework, by providing explanations of content discussed in the homework. It falls under Instructional Materials and Resources because it is a valuable tool to help students understand concepts that they are struggling with. It would allow students to be instructed beyond what a teacher can reasonably do, for example students could use AR for homework help, or for help on independent work during a free time or study hall at school. There are boundless possibilities for how AR can be used to help students without the teacher having to personally walk the students through an issue.
This resource is very easy to use, and word wall definitions are a valuable use for it. The process of creating an aura is nearly self-explanatory, and what little is slightly difficult to figure out is simple to remember, and easy to duplicate.
In the future, I plan to create more auras, and complete the definitions of all of the words on the wall, as the five examples below are the only ones completed so far. This will entail finding content to describe all of the words, and adding it to the existing images awaiting content links.
Another option that I would try in the future would simply be to create other types of content for other trigger images. For example, instead of defining words on a word wall, I could possibly attach a voice recording of a step-by-step solution of a math problem to an image of the problem. These are a few ways that I could further use Aurasma.
This relates to Educational Psychology as it allows for teachers to more conveniently provide permanent scaffolds to help a student escape from the frustration zone into the zone of proximal development, and from there to the known zone. This also helps students at different cognitive stages to be able to keep up with their peers functioning at higher stages.
This artifact relates to Foundations of Teaching because it allows students to learn at their own pace the knowledge that they need to acquire to fulfill given state standards. Augmented Reality also caters to a wide variety of learners who could simultaneously learn from a video the same content that would take a teacher several lessons to cover with each individual student.