The technology related to digital video is quite developed and allows for more interactive elements. In contrast to the Jasper videos, this design will combine video with mobile applications with agrumented reality overlays. More specifically, this design combines mobile application, argumented reality and video together. The mobile application allows students to submit real-time data. This information then creates the AR overlay on top of the video. Ideally, this would allow learners to view and manipulate information. The technology development leverages pedagogical concerns and makes the problem solving process more interactive, explicit and tangible. In essence, the mobile application acts as a log book for viewers. Moreover, videos can now be stored in cloud-based solutions, allowing easy access for global learners. Read below for a sample design of a revised educational ‘video’.
Design
- Introduction: Sciencetific inquiry
In the video, it present a scientific inquiry question.
- Activate prior knowledge
Viewers can contribute a public pool of knowledge about the topic by submission their information via a mobile application. A chart can be populated to help learners organize knowledge.
- Inquiry information
Viewers can view and manipulate information via argumented reality overlay on their mobile device. More specifically, this information filter simultaneously allows students to view both the data and problem solving method. This may materialise as a note box or computer generated graphs. Students can also request a reorganization of data. They can easily compare and contrast information via charts and other graphic oraganizers.
- Survey methods
Similar to the Jasper model, this design presents viewers with the ways in which other students or experts approach the inquiry question. Again, using mobile application via AR overlay, this design allow viewers to contribute a public pool of strategies to approach the inquiry question.
- Trial & error & revision
Students can submit their plan via the mobile application. AI constructive feedback provides timely and accurate corrections. Learners will be allowed to revise their approach and resubmit. In the application, a public forum can be created to allow students to upload their ideas and review and critique their peers’ plans.
- Extension
This inquiry should bridge to other authentic problems in the real world.
Notably, this design relies on Jonassen, Carr and Yueh’s (1998) definition of technology. The scholar suggests that technological tools are mere tools that aid learning by decreasing the cognitive load. More specifically, the tools are designed as storage solutions and compuation devices. In this design, the mobile application – i.e. AR overlay—assuages issues related to limited knowledge storage space and computation capacity. The mobile application helps decrease the cognitive load for data storage. Additionally, an AI chatbot is also included in the mobile application. According to Wang, Patrina & Feng (2015), virtual learning experience is more successful with chatbots because learners have access to a knowledge source and feedback.
Pedagogically, this design demonstrates traits from constructive theory. First, the embedded ‘know – wonder chart’ activates background knowledge and exposes possible misconceptions. Students engage in reflective learning where they can compare and constrast information. Second, cognitive apprentenship is present. The video progresses through a chosen inqiury model. Most importantly, this design is also consistent with social constructive theory. In Jasper’s model, the producers generate a graph to talk about the ways in which the general population approaches this a problem(Cognition and Technology Group at Vanderbilt, 1992a). Here, by using a forum, students can evaluate and help improve other students’ plans by providing feedback.
It is important to note that digital videos allow for constructivist affordance of learning. When used in combination of more efficent and interactive educational tools, videos can help assuage issues such as limited cognitive storage and reflection.
References
Cognition and Technology Group at Vanderbilt (1992a). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80.
Jonassen, D.H., Carr, C. and Yueh, H.P. (1998) Computers as mind tools for engaging learners in critical thinking. TechTrends, 43, 24-32. http://dx.doi.org/10.1007/BF02818172
Wang, Y. F., Petrina, S. & Feng, F. (2015). Designing VILLAGE (virtual immersive language learning environment): Immersion and presence. British Journal of Educational Technology, 47(3), 1-20.
Hi Alice,
After reading your post, I am stunned at how creative your lesson plan looks and how much potential there is for students who are familiar with basic use of technology. I would call this lesson plan an A+ lesson plan as it seems interactive, creative and requires students to be creative in return. This is what we need to do, probe our students to be creative.
Although, it may not have been clear to me, what course will you be using this lesson plan for? I think this plan could only work in a classroom that is strictly technology based and has the proper technology devices provided to the students. If I were to implement this lesson plan in my math classroom, I don’t think half of the students would even understand why and what I am asking them to do. Could this lesson be altered in a way so that it can be applied in a regular classroom where the students don’t have access to the technology devices other than their personal devices?
Overall, great lesson.
Dear Gursimran,
Thank you for your thoughts.
I think ideally, this general design will work well with science based concepts. With the exception of the AR overlay, it may be possible to replace some of the AR component via using visual organizers and post-it notes, mini-white boards and markers etc. However, this would make the lesson more time consuming. Although this design is applicable to older learners, it is still possible to use for younger learners. If this lesson was adapted for younger learners, there will be more group work and verbal discussions.
Which ideas from this design might you borrow for a math lesson?
Cheers,
Alice
I could only dream of being able to learn like this! To be able to interact with the information in ways that were not previously possible with print materials alone. Is this just a concept lesson for you? Or do you have a specific app or platform in mind?
You lesson reminded me of a company I discovered at the FETC conference. EON reality allows for educators to create content in both VR and AR that lets learning come to life. The lessons from their education gallery reminded me of the lesson you described. https://www.eonreality.com/applications/augmented-virtual-reality-education/
I truly feel that this type of application is the future of education. Will there become a time when we end up with second class education if we do not use mixed reality to learn?
Dear Trisha,
Thank you for your connection. Yes, this is a concept lesson and I am delighted to see that this area is being developed. Here is the video that inspired my thoughts about using AR overlays (https://www.ted.com/talks/alex_kipman_the_dawn_of_the_age_of_holograms).
Perhaps the use of AR is the new ‘Blended learning 2.0’. Instead of simply using one-way communicative methods, interactive means is key to further educational development. Yet, the inherent value of physical learning (i.e. via tactile means) will not be fully replace, rather, it will be supplemented with these tools. Ultimately, I believe that the goal of using digital tools is to allow for educational affordance (i.e. increase interactive/collaborative components). What are your thoughts on applying this to younger learners?
Cheers,
Alice
Hi Alice
I like the fact that you shared a “sample design of a revised educational video”.
A good next step might be is to share an example of a ‘chatbots’.
To keep the conversation going — make sure to respond to at least two other learners as well respond to all learners that respond to your own post. When responding to other learners, expand the discussion.
Christopher
Dear Christopher,
Thank you for your feedback.
I am imagining the goal of the use of the ‘chatbot’ to provide cognitive and knowledge integration prompts. Hence, it can materialise as an AI based messaging system.
What are your thoughts about using AR overlays with videos?
Sincerely,
Alice