Students as Partners: Developing Augmented Reality in the classroom Debbie Holley, Mike Hobbs and Chloe Menown Workshop Materials for Anglia L& T Conference Anglia Ruskin University Our project website ‘augmented@ARU’

Workshop: Context for use of visualisation for co-creating artefacts Familiarisation with Augmented Reality Try out some ‘triggers’ Make your own!

Part of a University LTP project: Our Project Part of a University LTP project: http://www.lta.anglia.ac.uk/recognition.php/Professional-Recognition-Learning-and-Teaching-Project-Awards-Holders-2014-32/ To engage ARU staff and students in broadest context with innovative technology To offer ARU students extra-curricula opportunities to enhance their CV To explore the affordances of Augmented Reality for inside/outside the classroom

Getting started with Aurasma Aurasma is a free App the enables you to follow existing ‘channel’ and view premade resources We will now set up the App on the devices, and start to work towards creating our posters Sequence: In small groups, download app, then we will explore some existing examples to get ideas We will make an aurasma aura using the built in animation

Case Study 1 Engaging students with technology for language development One day workshop for 55 teachers of English from Panama

Case study 2 Enhancing a PDP module We are using AR to offer an innovative, real world and problem based set of activities for a group of first year University Gaming and Computer Science students. Our initial research identifies a gap in the perceptions of STEM students between the usefulness of discipline based modules and a compulsory 'Professional Development' module where more ‘employability’ based skills were delivered. It had a history of poor student engagement and attendance, and failed to provide a compelling narrative/links to the outside world. The AR tasks were designed to facilitate group-working and multi-channel communication, and to engage students through the use of a more creative technology. Initial findings indicate higher levels of satisfaction, enhanced student engagement and a greater awareness of the value of transferable skills. Outcomes: Non submission – 34% to 22% And this year one more student submitted their PDP than submitted to the main assessment!

‘Button Bashers’ Group I C# Programming Yelow Book ‘The Rubber Duck Edition’ This is a book taken from the library that is part of the reading for their course. Aura showing initial views of the subject! Channel ‘PDP LFG’ Video showing demonstration of Aura: http://youtu.be/yWONzkgB8J8 Monday Group 1 (1 student interviewed, 4 in group) ‘Button Bashers’ (PDP LFG is their channel,) LFG = lighting fast gamers, note that if you search for this channel there is a space between PDP and LFG Student has had an interest in gaming for a long time and enjoys it. He is particularly interested in gaming backgrounds. This is his first choice university; he likes broad knowledge aspect of course. AR project: no previous knowledge. Had background skills? No but it was easy. Created auras to help each other and classmates identify books. Make quick video to summarise large books. As a group: use 1 machine where 1 person codes and 3 people watch and comment OR use 4 machines next to each other. Has a blog on VLE website. Not used it much. Was more comfortable talking about what he had done rather than himself and his background. The group seemed to have made some progress overall. Video shows the ‘Rubber Duck’ C# programming book and a demonstration of a simple aura. Extracts from their blog:   Hello for the Final time.... Even though we have not been able to post as much to the blog as we really would have liked, meeting up as a group have been difficult due to circumstances like having to work, or having assignment deadlines (A) Overall the work that we have done in regard to Augmented Reality has been interesting, and is something we can look back on with future study (L) Being part of a group of hard working individuals has been a good process as has developed personal skills:  - Time management (being able to try and work out a time when we are all available to meet up as a group) - Spoken Communication (being able to talk professionally and sensibly) Admittedly there sometimes has been a lack in judgement and sillyness at times but that also comes down to being able to keep a clear head and not get too stressed. Being able to act the fool sometimes can be a nice break (S) -Critical reflection (Although trying to give feedback on OURSELVES can be hard, being part of a group, gives the opportunity to have feedback from how the rest of the group sees eachother) (M) - Working with different skills (each member of our group also was able to bring something else to the table in regards to the work and personal development, be it programming experience in the past, work not necessarily related to computer gaming, or just mainly having a good general attiude and bonding ability to get work done Overall, even though at the beginning this Personal Development Planning we thought was a waste of time, its has been able to give us the acknowledgement of our personal skills and our strengths and weaknesses.

Our project blog: Mike to insert image and url? Our Blog site http://augmentedaru.org Mike to insert image and url?

Augmented Reality and Posters Briefing document about Augmented Reality and Learning http://www.jisc.ac.uk/inform/inform35/AugmentedReality.html The benefits of e-posters http://www.sconul.ac.uk/sites/default/files/documents/7_15.pdf Augmented Reality Reading list: http://readinglists.anglia.ac.uk/lists/DBBCD9D9-98C9-8B7B-2975-3BBAB6E613AB.html