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Mehrasa (on site) and I (virtually due to three rounds of visa refusal, and I’ll blog the story and my virtual attendance very soon in detail) had two presentations at EUROCALL 2017.
Our first presentation focused on the iterative stages involved in designing and developing our EGAP (English for General Academic Purposes) blended course offered at Osaka University, titled Osaka University Global English Online (OUGEO), which was implemented in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) was introduced as the guiding instructional design model upon which the course had been created. Afterward, the stages of design and development of the blended course were explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process allowed for the discovery of some possibilities and problems at the early phases of the blended course design and development, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties were discussed. The use of Open Educational Resources (OERs) were also expounded in the light of Copy Right issues, and the authoring tools utilized in digitizing the materials alongside their merits and demerits were described. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance were reviewed.
Our second presentation was about the results of the use of an AR application, called BlippAR, to augment poster carousel tasks in our blended course. Both quantitative and qualitative data were collected through a usage experience questionnaire, an open-ended feedback form, and observations. The implemented AR application was described, and the overall positive user experience was reported, along with displaying the samples of collaborative student-generated AR work. The rewards and challenges of having students design AR content were also discussed. Moreover, the implications of AR for English language teaching and learning, the pedagogical potentials afforded by this technology, and recommendations for further research were provided.
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Mehrasa and I recently joined Eric to help him with the AR (Augmented Reality) and VR (Virtual Reality) demo slam at the University of Fukuchiyama for Open Campus 2017.
The AR and VR experience area included:
- Eric’s ARientation cards (available at here)
Eric has two sets of cards, one is in A4 size and the other in A6.
Students were asked to install BlippAR on their smartphones to be able to scan the A4 size ARientation cards, which were hung on the wall. Some codes were overlayed in an image or video format on the cards to be used to unlock a cipher with mission accomplished signs inside.
Eric also demoed some of the A4 size ARientation cards by using a special camera. A number of the cards were overlayed with some keywords such as change, better world, and tackle inequality, and we took some screenshots while I was trying to scan them.
- Google Cardboard, which is a piece of cardboard that turns a smartphone into a VR headset
- Cameras to take 360 degree photos
- HTC Vive, which is a virtual reality headset developed by HTC and Valve Corporation
Students tried HTC Vive by exploring some Google Earth VR demos, which provided opportunities for practicing English through explaining what they could see in the virtual world.
Eric is thinking of mixing AR and VR for his future projects and demos, and I am very much looking forward to it! 🙂
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As Aaron Hogan truly tweeted, “Twitter is not going to change your life, but the educators you meet there will!” Recently, I have become active on Twitter and had the chance to get connected to teachers, researchers, and educators from different parts of the world! This is how I got to know Phil Longwell, also known online as ‘Teacher Phili‘. He kindly invited me to write a blog post for the IATEFL Learning Technologies Special Interest Group (LTSIG).
Together with Mehrasa, we wrote a post on Mixed, Augmented, and Virtual Realities (MAVR). We first defined MAVR, and then introduced some apps that help teachers bring MAVR to their classrooms. Following that, we shared our experience using BlippAR, an AR application, to augment poster carousel tasks in our blended English course (Osaka University Global English Online). Finally, we introduced the JALT MAVR SIG, which aims at promoting MAVR technologies in teaching and learning, especially in language education.
You can read our blog post, titled “How to Bring Mixed, Augmented & Virtual Reality to Your Classroom”, here.
MAVR team had three demos at the Asian Conference on Technology in the Classroom 2017 (ACTC2017) in Kobe, Japan.
- MAVR (Mixed Augmented Virtual Realities): The Future or a Fad?
- Augmented Reality Design Principles for Informal Learning
- Mixed Reality Gaming Session
In our interactive poster presentation and technology-enhanced learning session, Eric, Mehrasa, Erin, and I showcased some Augmented Reality (AR) and Virtual Reality (VR) applications, such as Aurasma, Blippar, Google Expeditions, and we also introduced a number of resources on the integration of MAVR in English language education; for example, Paul Driver’s learner-generated AR realia. Moreover, we discussed a variety of case uses of AR in informal learning environments (e.g., TEDxKyoto, refer to ARientation Project YouTube channel for more examples).
In our mixed reality gaming session, the audience worked in group to solve a series of puzzles and adventures using virtual (Google Cardboard) and augmented reality (Blippar) technologies in an augmented reality enhanced learning environment. We first introduced Fukuchiyama AR Rally 2017 as one of the case uses, and then the audience went through some of its steps to accomplish the mission.
You can join the MAVR Facebook group to watch a video of MAVR team’s activities at ACTC2017, created by Eric.
ARientation (Orientation via Augmented Reality) is the name of a project created and managed by Eric Hawkinson which is meant to make Augmented Reality (AR) accessible to teachers, event organizers, and anyone looking to integrate digital content into real world activities. Fukuchiyama AR Rally is part of ARientation aiming at orienting freshmen at the University of Fukuchiyama to living in the city and adjusting to college life. A series of augmented and virtual reality activities is designed, and the participants visit different locations around the city, such as Fukuchiyama Flood Control Museum, Citizen Plaza, and Fukuchiyama Disaster Prevention Center, to get oriented to the new context and learn English in informal learning environments.
Fukuchiyama AR Rally 2017 was held on Friday, April 7th in collaboration with Mixed, Augmented, and Virtual Realities in Learning (MAVR) SIG.
Eric, Mehrasa, and I created an AR-based Vocab Quiz for the Fukuchiyama Castle location. A game-based approach was adopted by using AR cards. Opportunities for the incidental learning of vocabulary were provided.
The scenario of Fukuchiyama AR Rally 2017 Vocab Quiz is as follows:
- Based on an English text about the Fukuchiyama Castle, we selected 10 words falling in B2-C1 levels of the CEFR, and designed a pre and a post vocab quiz.
- AR technology (Blippar) was used to create AR-loaded cards to explain the game, expose the students to the information about the Fukuchiyama Castle in English, and provide the definition and pronunciation of the targeted words.
- A game was designed by adding some secret codes to the AR cards, which the students would later need to unlock a box. There were mission accomplished signs in the box.
- Some photos were taken from the castle to design the game, and the AR cards were placed there one day before the Rally.
- In the entrance of the castle, an AR card played the mission briefing.
Castle Mission Briefing: https://youtu.be/3er0OHhxQq0
- The students took the pre-quiz.
- The students got exposed to the text through watching a video loaded on an AR card. The words were emphasized in bold.
Castle Text Reading: https://youtu.be/5TaKmi96_Rc
- The students got into the castle, and started exploring the castle to find the 10 AR vocab cards which contained the definition and pronunciation of the words and the secret codes needed to open the box, as said earlier.
Sample AR Vocab Card:
- The students took the post-quiz.
- The students were shown the last card with the lock cipher to accomplish the mission.
- After completing the mission, the students took a group photo.
Fukuchiyama AR Rally 2017 Vocab Quiz was held in four rounds with four groups of ten students each.
Here is a video of the Fukuchiyama Castle AR activity:
Written with Mehrasa Alizadeh