NEEAR - Creatively Orchestrate an outdoor lesson and engage in information discovery

Applying my final UC Berkeley Information School thesis, NEEAR (Navigating an Educational Experience by Augmenting our Reality) to a classroom setting in a Creativity and Learning course taught by Professor Kimiko Ryokai. I propose ways to allow tablet technology to orchestrate an outdoor lesson and to engage students in information discovery. Using examples from photo capturing sites I propose treasure hunt models from multiuser input.

Transcript

1. Navigating an Educational Experience through Augmenting your Reality (NEEAR) To creatively orchestrate an outdoor lesson and engage in information discovery info 290, Technologies for Creativity and Learning Professor: Kimiko Ryoki Leslie Tom 5/7/12
2. Challenge (problem statement)
3. How to extend creativity and education into expert Augmented Reality learning?
4. Background (motivations)
5. “knowing & teaching” The meaning of "knowing" has shifted from being able to remember and repeat information to being able to find and use it. ▪ What's the role of a teacher? credibility, traceability. reliability. -- empowering students through active learning. ~via Class 2: How People Learn
6. Expert Knowledge Technical Augmentations Navigation App Tablet augmented reality application that lets learners access expert views and resources. Learner
7. Augmented Reality Overlays information in the physical world.
9. 180∘Comparison Tool
10. Mid-Term Project •  Informa(on)Access)?) •  Teacher/Student) ))))))Engagement)?) •  Individualized)Learning)?) How to extend creativity and education into expert Augmented Reality learning? • Teacher / Student Engagement • Teacher curation of lessons • Multiple Intelligences • Play
11. Situated Learning Expert learning with relationship overlays embedded in everyday actions.
12. Kindergarten Model • The need for physical movement • A child's need to occupy oneself in a plastic fashion (develop the senses) • A child's need to create through small tasks • A child's need to know, or natural curiosity, engaging in observing, examining, comparing (which is how intellectual development is brought about) • A child's tendencies to cultivate and care for... • The need to Live in society Brosterman, N. (1997). Inventing kindergarten
13. Multiple Intelligences • linguistic: learn best by reading, taking notes, listening to lectures, and by discussing and debating • logical-mathematical: logic, abstractions, reasoning and numbers and critical thinking. • musical: They have sensitivity to rhythm, pitch, meter, tone, can use songs or rhythms to learn • spatial: spatial judgment and the ability to visualize with the mind's eye • bodilykinesthetic: learn best by doing something physically • interpersonal: learn best by working with others and often enjoy discussion and debate. • intrapersonal: deep understanding of the self • naturalist: the naming and recognition of natural kinds Gardner, H. (1998). The Multiplicity of Intelligences
14. Design Principles
15. What guides this design? Low Floors: Finding Information Multiple Intelligences Play
16. Design Process
17. Student Needs • Fun • Discovery through comparison / mistakes • Interactive • Occupy oneself • Create through small tasks • multiple inputs (sensor, voice, camera) • Age: middle school
18. Teacher Needs • Engage students • Know where they are located / gather / direct to locations • Help find teachable moments • Create fun scenarios
19. Possible AR MI Tools • Access lat/long, time data (logical-mathematical) • Tracing space with Geolocating tool with image capture (spatial) • Ability to annotate embed images/sound/ video and work together (musical, inter/intrapersonal) • Access info by inputting a rhythm (musical) • Access info by jumping (bodilykinesthetic)
20. Tablet -Teacher sharing ideas sharing screens dragging students views to share A child's need to know,or natural curiosity, engaging in observing, examining, comparing (which is how intellectual development is brought about) • Learning together • Noticing patterns
21. Tablet -Student sharing ideas other students views watching videos A child's need to know,or natural curiosity, engaging in observing, examining, comparing (which is how intellectual development is brought about) • Learning together • Noticing patterns annotating
22. Scenarios
23. Treasure Hunt for Hidden Information • Teacher activates “moss” lesson in outdoor space. • Teacher randomly hands out different colored tablets each corresponding to learning style. • Students seek out information following tasks from ‘expert’ by getting information through MI. • example: “Find 5 friends and jump to unlock next video.”
24. Treasure Hunt for Hidden Information color app
25. Treasure Hunt for Hidden Information David Hockney, Photographing Annie Leibovitz While She's Photographing
26. Learning about moss David Hockney, Merced River,Yosemite Valley, Sept. 1982
27. Learning about moss David Hockney, Merced River,Yosemite Valley, Sept. 1982
28. Learning about moss David Hockney, Merced River,Yosemite Valley, Sept. 1982
29. Learning about moss Why are some of your classmates’ views red?
30. Example - Moss • Teach the concept that moss grows on the north side of the rock. expert patterns comparison /adventure
31. Evaluations
32. Testings / Observations • Do all the student interact / discover? • What are people’s attention / attitude? • Are students learning?
33. Future Direction
34. Teacher / Expert lessons • Students plug into lessons at museums, zoos, outdoor areas. • Students create adventures for younger children • Competitions for schools to ‘activate’ spaces / find solutions.