Global Junior Challenge - augmented reality

Una calm technology per vedere l’invisibile

stefano_macchia — Sat, 22 Aug 2015 09:05:13 +0000

Has your project been replicated/adapted elsewhere?:

What lessons can others learn from your project? (max. 1500 characters):

In tutte e due le esperienze svolte la realtà aumentata è risultata coinvolgente e motivante per gli studenti (si vedano i risultati del questionario finale) e per
questo rappresenta un nuovo e valido strumento tecnologico a supporto della tradizionale didattica in classe. Inoltre, questo strumento ha
permesso di rispettare i diversi stili cognitivi degli alunni e ha favorito l'innovazione e il cambiamento, non solo a livello metodologico, ma anche
nel ruolo dell’insegnante, che è stato facilitatore, guida, regista (non più "magister" dietro una cattedra!) all'interno di attività improntate allo
sviluppo di competenze.

Are you available to help others to start or work on similar projects?:

Yes

Organization Name:

Istituto Giovanni Arpino

Organization Type:

School

What is the full duration of your project (from beginning to end)?:

Less than 1 year

What is the approximate total budget for your project (in Euro)?:

Less than 10.000 Euro

What is the source of funding for your project?:

Grants

Is your project economically self sufficient now?:

Since when?:

2015-07-30 22:00:00

Education up to 15 years

https://sites.google.com/site/insegnare2020/home/augmented-reality

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I do authorize the FMD to the use of my personal data.

rispettare i diversi stili cognitivi degli alunni con bisogni educativi speciali
favorire l'innovazione e il cambiamento della didattica nelle classi usando i device

2014-12-30 23:00:00

Country:

Italy

City:

Piemonte

Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters):

Introduzione graduale dei device nella didattica delle scienze e della storia. La realtà aumentata indoor è risultata la tecnologia invisibile che ha permesso di raggiungere i migliori risultati in termini di conoscenze e gli studenti hanno rivelato un’inclinazione particolare verso l’esperienza di realtà aumentata indoor rispetto a quella outdoor. Per valutare il valore aggiunto della Augmented Reality indoor rispetto a quella outdoor, in questo progetto abbiamo misurato livelli di apprendimento, interessi e motivazione degli studenti. Il disegno di ricerca segue il modello “Pree Post Test” a due gruppi: gruppo sperimentale (n=26) e gruppo di controllo (n=24). In entrambe le esperienze e per tutti e due i gruppi (sperimentale e di controllo) sono stati somministrati una prova di ingresso e un test di verifica finale; nell’esperienza indoor i test erano differenti e composti da 10 domande a scelta multipla estrapolate da prove contenute nei testi scolastici a disposizione . Per la seconda esperienza di AR outdoor, i test erano composti da 15 domande su scala Likert a quattro punti8, estrapolate da item delle prove oggettive Invalsi di precedenti anni scolastici e contestualizzati con immagini e problemi a contenuto reale

How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters):

Il progetto è stato pubblicato su riviste per insegnanti e presentato a convegni locali

augmented reality

Description Frase (max. 500 characters):

Utilizzo dell’Augmented Reality in ambiente scolastico indoor e outdoor.

Project Summary (max. 2000 characters):

L’esperienza ha coinvolto 50 ragazzi delle classi terze di una Scuola Secondaria di I grado. Per entrambe le esperienze (indoor e outdoor) gli
studenti hanno utilizzato il proprio smartphone con connessione Internet. Nel setting indoor (aula scolastica) gli studenti hanno approfondito
conoscenze afferenti al curricolo di storia sul tema della Prima Guerra Mondiale, mentre nel setting outdoor
(giardino della scuola) gli allievi hanno lavorato su abilità di problem solving in ambito matematico. gli insegnanti hanno selezionato immagini
“base” dal libro di storia sul tema “Prima Guerra Mondiale” e successivamente hanno linkato video digitali. L’allievo, puntando la fotocamera del
dispositivo mobile sull’immagine del libro, dopo aver scaricato e attivato l’applicazione Wikitude, fruisce dei contenuti digitali precedentemente
selezionati e caricati dagli insegnanti. Per l'esperienza outdoor i contenuti digitali erano rappresentati da immagini e/o testo estrapolato da prove del
Sistema Nazionale di Valutazione (Invalsi) di precedenti rilevazioni nazionali (area logico matematica)
e contestualizzati con immagini e problemi a contenuto reale.

Augmented reality as learning environment

Maidu Varik — Fri, 31 Jul 2015 20:20:40 +0000

Has your project been replicated/adapted elsewhere?:

What lessons can others learn from your project? (max. 1500 characters):

All participants have good opportunity to try new digital tools for learning and teaching and to practice new pedagogical methods: project-, inquiry-, problem-, game-based learning, flipped classroom, BYOD-lessons, real-life based learning scenarios by using augmented reality.

Are you available to help others to start or work on similar projects?:

Yes

Organization Name:

Kuressaare Gymnasium

Organization Type:

School

What is the full duration of your project (from beginning to end)?:

Less than 1 year

What is the approximate total budget for your project (in Euro)?:

Less than 10.000 Euro

What is the source of funding for your project?:

Grants

Is your project economically self sufficient now?:

Yes

Since when?:

2015-06-29 22:00:00

inn

http://kgdigikool.weebly.com/tegemised.html

Do you authorize the FMD to the treatment of your personal data?:

I do authorize the FMD to the use of my personal data.

Using augmented reality in learning helps develop equal opportunities in inclusive education and to promote creativity and innovation in education.
Teachers and students are working as partners, advanced students are involved as menthors, all participants have good opportunity to try new digital tools for learning and teaching and to practice new pedagogical methods: project-, inquiry-, problem-, game-based learning, flipped classroom, BYOD-lessons etc.
During projects only free apps are used (Aurasma, Collarapp etc), participants can use their own devices, but for workshops it is possible to use equipment at school. We will use Skype conferences for preparatory work, also social media for groupworks (Facebook groups, Edmodo),and different mobile apps (EdSelf etc), educational resource cloud services will be used.

2014-10-30 23:00:00

Barriers and Solutions (max. 1000 characters):

Project is based on practical using own digital devices (smartphones, iPads, tablets etc) - ifdevices are different or using different software - it means that more attention must be paid for instructional materials, video-tutorials etc. Of course ther can be some language differences, but it is also good change to learn more.

Country:

Estonia

City:

Kuressaare

Future plans and wish list (max. 750 characters):

Through similar projects it is possible for particiapating groups to share similar problems and similar visions for future. Participants can compare attitudes and visions between citizens of local communities and will try to find ways how can young people help to solve problems. Augmented reality can be as sample platform for simulations and for possible solutions.

Describe the results achieved by your project How do you measure (parameters) these. (max. 2000 characters):

Participating schools or groups are making during project learning materials to about different topics and subjects. Itis possible to integrate project-work with school-curricula, motivate informal learning and participation in local community. During each activity rapid response (voting) systems (Polleverywhere, Mentimeter, Kahoot etc) will be used. After learnig activities participants have possibility to demonstrate their knowledges in local community, using world-cafe type informal conferences to promote active citizenship. All materials collected and used during project will be available in open-source environments (Udutu Learn etc) for teachers as pedagogical resource, but also for informal learning and also for active particiapation in local community.

elearning BYOD-lessons augmented reality

How many users interact with your project monthly and what are the preferred forms of interaction? (max. 500 characters):

We have started the project between two school in Estonia and Faroe islands (from both schools 35 students) - and as students can be the project-managers also, maximum number of participants is not expired.
We will use Skype conferences for preparatory work, also social media for groupworks (Facebook groups, Edmodo),and different mobile apps (EdSelf etc), educational resource cloud services will be used.

Description Frase (max. 500 characters):

Augmented reality as learning environment - interactive collaborative elearning with "alive" learning materials.

Project Summary (max. 2000 characters):

With using augmented reality apps, there are no borders for learning contexts or environment. Augmented reality allows to combine and connect real-life scenarios and objects with digital environment perceptions.
Our project starts in autumn 2014, when project group students started to learn augmented reality apps - Aurasma and Collaraps. Then project-group students organized and aura-exhibition-workshop for younger school-mates (https://www.youtube.com/watch?v=jQ6qI2kRX2Y) about using mobile apps and making auras. In this way older students are working as menthors for youngers. The next step was organizing an exhibition of augmented reality objects made by students from 1st to 3rd grade.
Next step in our project was to change it into an international project and we started common project with school on Faroe Islands (Denmark). We are using online workshops and Skype conferences as working tools and we are planned also student exchanges. Students will give an opportunity to practice their skills in real-life situation and practice new pedagogical methods: project-based, problem-based, inquiry-based, game-based learning, flipped classroom etc. Olders students can be in the role of menthors to teach youngers for innovative ways of using digital media. After common learning students will organize activities (exhibitons, workshops, conferences) to other students to show what they have learned.
All materials, made during project, will use educational cloud services to made materials visible.