{"id":6092,"date":"2021-04-03T14:30:48","date_gmt":"2021-04-03T21:30:48","guid":{"rendered":"https:\/\/blogs.ubc.ca\/etec523\/?p=6092"},"modified":"2021-04-03T14:46:47","modified_gmt":"2021-04-03T21:46:47","slug":"a3-whos-ready-for-the-ar-podcast","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/etec523\/2021\/04\/03\/a3-whos-ready-for-the-ar-podcast\/","title":{"rendered":"A3 – Who’s ready for the AR-Podcast?"},"content":{"rendered":"\n
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Imagine you turn on a news podcast unpacking a complicated geopolitical story. You’re making dinner as you listen but glance up at a once-blank wall now covered with a graphical map. You hear the perspective of each interest group as you select various regions. Icons document trade and diplomatic relationships as you hear about them. You hardly register the light pressure of earphones and simple glasses, but it’s clear you’re not simply listening to a laptop. <\/p>\n\n\n\n

Podcasting is an excellent tool for individual knowledge-construction and knowledge-sharing within a community of learners (this was the focus of my A1 project<\/a> earlier this year). As I’ve learned more about 5G networks and data visualization using augmented reality, I realized the strengths of podcasting and AR are highly complementary. Together, they could evolve oral storytelling\/knowledge-sharing as dramatically as telephones and radios did in the past. <\/p>\n\n\n\n

Join me in this fantasy by listening to my podcast OER entitled, Who’s ready for the AR-Podcast? <\/a><\/p>\n\n\n\n

Podcast Script<\/h2>
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<Music><\/p>\n\n\n\n

I\u2019m Lyndsay Barrett, a journalist and educator, fascinated by the way communities share knowledge. This standalone podcast episode presents what I see as an exciting overlap of two educational technology tools: podcasting and augmented reality. Podcasting will \u2013 eventually \u2013 never be the same.

<Music><\/p>\n\n\n\n

I was recently listening to the VR\/AR Association\u2019s podcast, Everything VR and AR, hosted by Tyler Gates and Sophia Moshasha. Their March 4, 2021 episode detailed fascinating ways AR is helping people visualize information.<\/p>\n\n\n\n

They interviewed Jason Marsh, founder and CEO of Flow Immersive, which works with clients to present complicated data in meaningful ways through AR.<\/p>\n\n\n\n

In the episode, Marsh explained how the brain maintains a model a person\u2019s environment. It stores information about what you\u2019ve seen even when you\u2019re not looking at it. As you turn your head, your brain analyzes and stores and re-analyzes what you see.<\/p>\n\n\n\n

That added processing in the brain creates new opportunities for knowledge construction and inspiration for unexpected connections and new perspectives.<\/p>\n\n\n\n

<Music><\/p>\n\n\n\n

In the Everything VR and AR podcast, Marsh describes a \u201ctext sculpture\u201d Flow Immersive made out of Shakespeare\u2019s Hamlet. The sculpture presents the entire text in 3-dimensional space. A person navigating the sculpture can seemingly fly through lines, scenes and acts, presenting all of that information in way different from a book or a play \u2013 it\u2019s kind of a union of both. Marsh says an actor who explored the piece, who knew Hamlet inside and out, said that is what it looked like in their brain on stage, as they acted out the play.<\/p>\n\n\n\n

Unintentionally, Flow Immersive, took the actor\u2019s specialized construction of knowledge and made it visible to other people. Now that is a fascinating way to learn.<\/p>\n\n\n\n

<Music><\/p>\n\n\n\n

Podcasting shares AR\u2019s knowledge construction strength, and this is why I think the two are destined to be intertwined.<\/p>\n\n\n\n

Podcasting is essentially oral storytelling and our brains are wired for oral storytelling.<\/p>\n\n\n\n

Audio gives the brain a lot to work with. There\u2019s language to interpret and emotional cues to pick up on. There\u2019s space for the imagination to work its magic.  The brain processes information obtained by listening the same way it does with information obtained by reading, which Deniz et al demonstrated in a 2019 study. <\/p>\n\n\n\n

 Video, on the other hand, takes over a lot of that valuable creative space. While people tend to feel more engaged by video they process the information more passively than they do reading or listening, which was found by Deniz et al (2019) and Richardson et al (2020). It\u2019s more work to process audio-only information, but we get a lot out of that work. Just like we get a lot out of processing complicated data presented by AR, as Jason Marsh pointed out. We can do more with it.<\/p>\n\n\n\n

<Music><\/p>\n\n\n\n

If knowledge construction is the first strength podcasting and AR share. The next is collaboration. The value of speech in collaboration and knowledge building is obvious. <\/p>\n\n\n\n

AR has a similar value because it overlays meaning on an environment that learners, teachers, storytellers, listeners, can all see together.<\/p>\n\n\n\n

Leinonen et al explored this using the phrase \u201cmirror worlds\u201d in a study of children\u2019s play in an AR-enhanced sandbox published in 2021.<\/p>\n\n\n\n

Both Leinonen et al and Yilmaz and Goktas (2017) have found AR improves individual and collaborative storytelling in children, both in the quality and duration of the stories told. Lukosch et al (2015) found AR impactful in collaborations such as workplace training, crime scene investigation, and design tasks. The same study found a lack of connection between people when one was able to see AR data and another was not. This supports the idea that sharing the same space, either virtual, real, or both, is significant to knowledge sharing and collaboration.<\/p>\n\n\n\n

So an exciting opportunity exists here for AR to embed podcasts more deeply in a listener\u2019s context.<\/p>\n\n\n\n

It can take the podcaster\u2019s story world, fictional or real, and overlay it on the listener\u2019s environment, wherever they are. The listener can then construct knowledge and potentially interact with the information.<\/p>\n\n\n\n

The AR-Podcast would take advantage of the brain\u2019s knowledge construction power without taking it over. It would enhance the affordances of mobile technology to optimize context-aware and learner-centred learning experiences. The storyteller and the listener would share a more collaborative knowledge-building space then they do with audio-only podcasts right now.  <\/p>\n\n\n\n

I do see a risk, in both education and entertainment, in AR-podcasts catering to the appeal of having meaning constructed for us, more similar to video. But that won\u2019t always be case. And richer learning experiences will come from balanced AR-podcasts that connect to a listener\u2019s context, not take it over.<\/p>\n\n\n\n

I\u2019m going to leave you with one last example. Take a look out your window.<\/p>\n\n\n\n

<Music>

Imagine what the view was like 100 years ago?<\/p>\n\n\n\n

What about 10 years ago?<\/p>\n\n\n\n

How could AR enhance your imagined view without taking it over?
It\u2019s in that space that augmented reality has the potential to transform podcasting.<\/p>\n\n\n\n

Thanks for listening.<\/p>\n\n\n\n

<Music><\/p>\n<\/div><\/div>\n\n\n\n

References<\/h2>
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Deniz, F., Nunez-Elizalde, A., Huth, A., & Gallant, J. (2019) The representation of semantic information across human cerebral cortex during listening versus reading is invariant to stimulus modality. The Journal of Neuroscience, 39(39), 7722-7736. https:\/\/doi.org\/10.1523\/JNEUROSCI.0675-19.2019<\/a><\/p>\n\n\n\n

Gates, T. & Moshasha, S. (Host). (2021, March 04) Everything VR and AR<\/em> [Audio podcast] VR\/AR Association. https:\/\/www.thevrara.com\/podcast<\/a><\/p>\n\n\n\n

Leinonen, T., Brinck, J., Vartiainen, H., & Sawhney, N. (2021) Augmented reality sandboxes: Children\u2019s play and storytelling with mirror worlds. Digital Creativity, 32<\/em>(1), p. 38-55. https:\/\/doi.org\/10.1080\/14626268.2020.1868535<\/a><\/p>\n\n\n\n

Lukosch, S., Billinghurst, M., Alem, L., & Kiyokawa, K. (2015). Collaboration in augmented reality. Computer Supported Cooperative Work, 24<\/em>, p. 515-525. DOI 10.1007\/s10606-015-9239-0<\/p>\n\n\n\n

Richardson, D., Griffin, N., Zaki, L., Stephenson, A., Yan, J., Curry, T., Noble, R., Hogan, J., Skipper, J., & Devlin, J. (2020). Engagement in video and auido narratives: Contrasting self-report and physiological measures. Scientific Reports, 10<\/em>, 1-6. https:\/\/doi.org\/10.1038\/s41598-020-68253<\/a><\/p>\n\n\n\n

Yilmaz, R. M. & Goktas, Y. (2017). Using augmented reality technology in storytelling activities: Examining elementary students\u2019 narrative skill and creativity. Virtual Reality, 21, <\/em>p. 75-89. DOI 10.1007\/s10055-016-0300-1<\/p>\n<\/div><\/div>\n\n\n\n

About Me<\/h2>
\n

Lyndsay Barrett<\/strong> has worked in communications and journalism for over 10 years. Fascinated with the way people learn and communities share knowledge, Lyndsay decided in 2015 to pursue a certificate in Early Childhood Education from Lethbridge College and subsequently managed programs for children and their families in Saskatchewan and British Columbia. Her eclectic career has taken her all over Canada, including Yellowknife, Yorkton, and Vancouver, providing insight into the varied and dramatic differences between provinces, territories, and communities.<\/p>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

Imagine you turn on a news podcast unpacking a complicated geopolitical story. You’re making dinner as you listen but glance up at a once-blank wall…<\/p>\n

Read moreA3 – Who’s ready for the AR-Podcast?<\/span><\/a><\/div>\n","protected":false},"author":83419,"featured_media":6093,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[18,11],"tags":[],"class_list":["post-6092","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-a3-mobile-forum","category-mobileculture","entry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/etec523\/wp-json\/wp\/v2\/posts\/6092","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/etec523\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/etec523\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/etec523\/wp-json\/wp\/v2\/users\/83419"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/etec523\/wp-json\/wp\/v2\/comments?post=6092"}],"version-history":[{"count":4,"href":"https:\/\/blogs.ubc.ca\/etec523\/wp-json\/wp\/v2\/posts\/6092\/revisions"}],"predecessor-version":[{"id":6098,"href":"https:\/\/blogs.ubc.ca\/etec523\/wp-json\/wp\/v2\/posts\/6092\/revisions\/6098"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/etec523\/wp-json\/wp\/v2\/media\/6093"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/etec523\/wp-json\/wp\/v2\/media?parent=6092"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/etec523\/wp-json\/wp\/v2\/categories?post=6092"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/etec523\/wp-json\/wp\/v2\/tags?post=6092"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}