“How can learning be distributed and accelerated with access to digital resources and specialized tools and what are the implications of learning math and science just in time and on demand?
We want to bring back the “wow” of learning in the classroom and help to avoid memorization versus understanding. Science classrooms often focus heavily on memorizing key terms, relationships, and interactions. Yet memorization is not enough for true learning. Yes we may have students acing exams based on a regurgitation of information, but the depth of that understanding is limited. We have an opportunity to create a learning environment that allows students to make personal constructions of meanings about natural phenomena resulting from their interactions with both physical and virtual events in their daily lives (Driver, Asoko, Leach, Scott & Mortimer, 1994). It is essential that we design learning activities in a way that encourages the “encounter” with their natural world and goes beyond the limited concepts that are found on the page alone. This page learning also limits the access to information and the self pacing that students can engage in using personal devices. Finally the page is isolating and does not take full advantage of learning constructed in a social context where students are actively engaged with others in attempting to understand and interpret this phenomena for themselves sharing differing perspectives and challenging each other with questions (Driver, Asoko, Leach, Scott & Mortimer, 1994). Students can once again experience encounters that motivate them to exclaim “how did you do that?!”
Augmented Reality(AR) allows us to take advantage of the supercomputers found in most of our students pockets. Students are already using their cell phones seamlessly to communicate and share information with their peers throughout the day, and we can build upon this social interaction by combining it with engaging learning tools found on the same device (Dunleavy, Dede & Mitchell, 2009). When we introduce AR for mobile devices we provide instant access to multiple layers of reality encouraging an encounter while the students are in the midst of their natural environments with their peers. This is a recipe for constructing knowledge. “AR games can be more than a standalone experience and instead integrate into the daily lives of students, challenging them to think differently about their communities and themselves. AR has the potential to engage students by seeing information in context and providing a platform through which they can creatively explore content by designing and exploring scenarios through the lens of games” (Klopfer & Sheldon, 2010, p.93).
Yesterday I was working with a group of students who were studying the human cell as part of their science program. This natural phenomena is not easily experienced with our naked eye beyond what has been described in a book. We decided to introduce three choices of different augmented reality experiences for the students to work together to make meaning. The first was using the Quivervision education pack that allowed students to colour and label a cell then scan it to bring it to life. The second was using the Play-doh Touch to build a human cell using playdough and then bring it to life through animation and AR. Finally they could use the Merge Cube to explore Mr. Body and Anatomy AR+. The classroom became an explosion of conversations, questions, excitement and engagement with every student asking “how did you do that” providing an opportunity for the teacher to demonstrate, challenge, and guide. Their classroom reality was enhanced and added to with simple tools that took advantage of the phone in their pockets.
As these tools become more prolific I wonder what platforms will become available for teachers and to create their own AR content without having a coding background? Are we asking too much from teachers to not only use these tools but to create content as well?
What AR tools are the most valuable to you in your classrooms?
Trish
References
Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994). Constructing scientific knowledge in the classroom. Educational researcher, 23(7), 5-12. Available in Course Readings.
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of science Education and Technology, 18(1), 7-22.
Klopfer, E., & Sheldon, J. (2010). Augmenting your own reality: Student authoring of science‐based augmented reality games. New Directions for Student Leadership, 2010(128), 85-94.
Dear Trish,
I really admire how you analysized the question and provided an classroom example. The pictures add a great touch!
It is interesting how Carraher, Carraher & Scliemann (1985) found that individuals can problem solve without using any technology (i.e. pencil & paper) this alludes to the idea that perhaps re-representing in symbols may not be the best method to show one’s thoughts. Also, problems may be easier to solve when grounded in an authentic situation.
When you use the word ‘encounter’ it reminds me of the theory Experience design. Educators help optimize environments, platforms and tasks in order to maximize learning experience. Educators also compile and mobilize social resources (i.e. interactions and groupings) to foster conceptual understanding. In other words, we are grounding the learning content, making it more tangible and accessible.
Indeed, AR and immersive experience offer new possibilities for making learning accessible. Previously named Aurasama, now HP Reveal, uses pictures to act as QR cods to trigger videos(i.e. can be student made) with an AR overlay. One of our grade 4 teachers used it to ask their students to share an self-made clay replica of an artifact they found during a virtual fieldtrip to an museum. In grade 2, I am planning to use this tool to support students as they design and create a toy / game that uses a magnet. I like this because students film and make the AR overlay videos. As for the coding requirement, I think there is a new trend of using either blockies or drag-and-drop commands.
Sincerely,
Alice
Hey Alice,
You reference the paper by Carraher, Carraher & Scliemann (1985) suggesting that individuals can problem solve without using any tech. This paper explored a fairly specific situation (e.g. “problem solving in the supermarket” versus written computation) and while they came up with interesting results I think it would be unwise to generalize those results too much.
You’re right, the children did not make use of tech for solving the math problem, and they were engaged in mental math, but it’s important to note that they were still able to use manipulatives and work through the problems using symbology… it just so happened that the manipulatives, or symbology, in this particular example were lemons 😀
In short, while they did not use tech (paper and pencil) for writing they were not simply working blind; their question was grounded (as you mentioned). However, if someone were to ask me “should students solve problems without any technology, or should we provide them with technology to help ground a problem”… the choice is clear; I would choose a tech-supported scenario every time. I have a feeling that maybe even Carraher, Carraher & Scliemann would agree with me here, 32 years later, now that they would have seen the great leaps and bounds which have taken place in technology, manipulatives and assistive-technology since their writings. Heck, those children wouldn’t even need access to real lemons anymore, they could use VR lemons and accomplish the same “mental math”!! Kinda makes your head spin, right?
It almost makes me feel like “technology” is far too broad a term these days to the point at which the term alone is almost meaningless if devoid of context.
On another note, I’m quite interested in your comments about Aurasma (which I did not know had changed its name to HP Reveal). I have experimented with it a little bit but have never used it in a genuine learning situation. I’m really interested in how your fellow teacher used it with the clay replicas you mentioned. How did that lesson/activity work? Does Aurasma offer something as a technology that transforms the learning experience?
Oh and Trish; I loved your post, as always. I could probably write a novel’s worth of comment on it but… well… I kinda already have for Alice’s comment!!!!! So I’ll just ask this:
Is there anything you teach where you feel memorization is a key factor in student success?
Thanks Alice, and Trish 😀
Scott
Wow, Trish.
Those are incredible examples of how the learning can be transformed from “memorizing key terms, relationships, and interactions” to looking for connections and authentic exploration. I really liked your examples of AR, and will certainly be looking into those apps for future use. We don’t currently use too many AR experiences in my school, so I was really excited to see yours. Thanks for the awesome posting!
Amanda