|Posted on 8 October, 2012 at 6:20|
Types of AR include:
• Marker based (a particular image causes multimedia resources to be layered across it)
• Object based (an object caused mutlimedia resources to be layered across it)
• Location based (geolocation on a mobile device causes AR to appear, complete with pre-specified orientation and play settings)
The types of multimedia that can be incorporated include images (which could be text) and video. Audio can also be embedded, for instance by utilising a transparent video.
Perfectly Situated Scaffolding
Augmented Reality provides educators with previously impossible opportunities for embedding perfectly situated scaffolding into learning episodes. The ability to not only place instructional support exactly where it is required but to also layer that support across those real-world resources so that they appear as though they are really there means that the sort of scaffolding we provide need no longer be degraded by temporal or spatial disconnection (i.e. perfect contiguity).
Ways in which Augmented Reality can support different types of thinking
Anderson & Krathwohl’s (2001) revised Bloom’s Taxonomy provides a framework for considering different types of knowledge and cognitive processes involved in learning. This posits the question – how might AR might be used to support different types of knowledge and different cognitive processes related to items in our everyday world.
A brave new world is upon us where educational service providers (and advertisers) will be competing to provide the most desirable AR layers for our world. Hopefully this will be a layer governed by principles of open access and student and teacher control rather than being entirely dominated by corporate enterprise.
Research Project Idea
We can map out the above strategies for using AR in the curriculum (to visual arts students curating a sculpture park, science students studying ecological systems, etc) and then evaluate how much each component contributed to the learning process (based on student, teacher and researcher perceptions) using post-survey instruments as well as open ended responses to group interviews. As well, pragmatic issues and potentials can be discussed with relation to providing this sort of AR-based situated scaffolding.