Beyond film, TV and the internet: Reflection 2:4
Consider how AR could affect the physical design of learning spaces, and how could ‘second screen’ applications could be used to control learning games?
AR could transform our learning spaces from places where the students are passive receivers of information to actively engaged participants in their learning. Imagine how the traditional poster on a wall could become an engaging and dynamic resource. Imagine how learning could become physical and mobile. I know most students are happy to move around as much as possible, so AR encourages that. It supports the visual and kinaesthetic learners by expanding the virtual boundaries, it allows them to see related elements within and surrounding a previously static object.
Aurasma tutorial. Retrieved from https://www.youtube.com/watch?v=B6gi8c3JdbM
I have used AR (only Aurasma) with some success. I have used it to deliver content but most successfully, I have allowed students to use Aurasma to add the additional layer to presentations. We were studying Alchemy (as part of an English novel study extension activity). They researched in groups different aspects of the topic and then added the AR elements to their presentation. This engaged students in higher order thinking and required advanced searches/ research in a collaborative situation. When we displayed them around the room, students were drawn in to find out about the parts of the topic they didn’t do- I even found them bringing students in from other classes to see what they had done. It was contagious.
The ideal use of a second screen application in a classroom would enable and embrace individualised, differentiated learning. If each student is using their second screen app to interact, the possibility exists for each students learning to be adaptive and responsive according to their needs and strengths…just imagine the possibilities…
How much of these practices do you think students willingly engage in when playing games at home? What aspects of this do you find appealing? Are there any you disagree with or think are omitted?
I think people willingly adopt all of these practices when playing games at home. The most appealing part of this is the potential for learning in more formal contexts like the classroom. The learning behaviours we want to encourage like risk taking and problem solving in context seem more likely to occur with a game base approach. Traditional schooling has for too long discouraged exploration, practice and creativity. This approach encourages experiencing, doing and therefore knowing, in shared and collaborative, networked spaces which are linked to the real world. It is more likely to encourage complex thinking and develop the 21 century skills.
The obvious challenge with using GBL is time to source or develop appropriate curriculum and resources along with the ever increasing challenge of meeting the benchmarks which are prescribed by curriculum and standards. This requires a very different pedagogical approach for which educators need to be trained and equipped. The appraoch can be successful even without technology but certainly the use of technology takes it to the next level. In the ideal world there would be strong collaboration with software designers, educators and administrative stakeholders to enable the implementation of this approach…not sure if that wide scale change is likely to occur any time soon in education in Australia or globally???