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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.