Presentation at LLAS E- symposium 2013 24 January, 2013 - 25 January, 2013 University of Southampton

1. 1 31/01/2013

2. Breaking down the classroom walls:
Augmented Reality and language
learning
E- symposium 2013
24 January, 2013 - 25 January, 2013
University of Southampton
Billy Brick and Tiziana Cervi-Wilson
lsx133@coventry.ac.uk and lsx091@coventry.ac.uk
Coventry University

3. Overview
Definitions
Research Project
Literature
Positive and Negative aspects
Discussion
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4. How many of you use Augmented
Reality?
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5. What is Augmented Reality?
Short Explanation by Common Craft
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6. People’s reaction to AR for the 1st
time…
…
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7. Source: http://tinyurl.com/anb576d
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8. Research Project
Worked with Faculty Learning Technologist
Designed a bespoke treasure hunt around
Coventry
Recorded audio files with instructions in
Italian (wav files using Microsoft voice
recorder)
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9. Research Project (2)
Students required to practise four skills
following written and audio prompts triggered
by their location
Augmented Reality “Treasure Hunt” experience
Students move from location to location based on
instructions, answering questions
Different routes, instructions and questions
Mobile device requiring camera, GPS and
gyroscope/digital compass support
Reponses include text messages, photos,
audio and video
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10. Mobile phones are becoming context-aware,
with GPS positioning, recognition of objects
by infrared or wireless tags, and automatic
interpretation of images. They are offering
opportunities to support new forms of
learning through contextual support for field
trips, location-based guides, environmental
studies (Squire & Klopfer, 2007) and to assist
everyday learning activities (Vavoula &
Sharples, 2001).
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11. Use in testing
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12. Literature
Very little written on AR in HE context
Digital Literacies - (Conole and Alevizo, 2010)
MALL - (Kukulska-Hulme, 2006, 2009, 2011, 2012)
Language learning defined by time and place
Godwin-Jones, 2011) Apps, technological
developments and language learning
Traxler (2007) - Mobile learning, conceptualisation;
evaluation
Stockwell (2010) SMS, Vocabulary
Hurd (2005) Learner Autonomy
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13. Scalability
Audio files can easily be changed to any other
language
Possible to design an app to build an app?
4G should improve speeds and battery life should also
improve
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14. Positive Aspects
Improves learners’ digital literacy (Conole, &
Alevizo 2010)
Takes learning outside the classroom (Brown
2010)
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15. Negative Aspects
Time consuming
Still a new technology
Have to design for a variety of
devices
Relies on students having suitable
devices - BYOD
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16. Some Other Activities for
Augmented Reality Language
Learning
Role plays as tour guides (learners access
Wikitude for information)
AR Geocaching (hidden containers are virtual
/augmented reality).
Projects and fieldtrips (students explore and
collect data (text/videos/audios/images))
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17. ...the boundaries between
traditional roles (teacher and
learner) and functions (teaching
and learning) are blurring.
‘Teachers’ need to be learners in
order to make sense of and take
account of new technologies in
their practice. Conole and Alevizo
(2010) p. 44
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18. Any questions?
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19. References [online] available from
Avatar Languages (2009) Augmented Reality Language Learning
<http://www.slideshare.net/AvatarLanguages.com/augmented-reality-language-
learning-virtual-worlds-meet-mlearning > [20th December 2012]
Betham, H. and Sharpe , R. (eds) (2007) Rethinking Pedagogy for a Digital Age: Designing
and Delivering E-Learning. London: Routledge.
Bibby, S (2011) Do Students Wish to ‘Go Mobile’? An Investigation into Student Use of
PCs and Cell Phones. International Journal of Computer-Assisted Language Learning and
Teaching, 1 (2), 43-54
Brown, E (2010). Introduction to location-based mobile learning. In: Brown, Elizabeth ed.
Education in the wild: contextual and location-based mobile learning in action. A report
from the STELLAR Alpine Rendez-Vous workshop series. STELLAR Alpine Rendez-Vous
workshop. Nottingham, UK: Learning Sciences Research Institute, University of
Nottingham, pp. 7–9. [online] available from
http://www.lsri.nottingham.ac.uk/ejb/preprints/ARV_Education_in_the_wild.pdf [21st
Jan 2013]
Conole, G and Alevizo, P (2010) A literature review of the use of Web 2.0 tools
in Higher Education. HEA Academy. [online] available from
<http://www.heacademy. ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf> [28
October 2011]
Corrin, L. Lockyer, L. and Bennett, S (2010) Technological diversity: an investigation of
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students' technology use in everyday life and academic study. Learning, Media and

20. Godwin-Jones, R (2011) Emerging Technologies. Mobile Apps for Language Learning.
Language Learning and Technology 15 (2) pp2-11. [online] available from
<http://llt.msu.edu/issues/june2011/emerging.pdf> [10th July 2012]
Hosein, A, Ruslan, R. And Jones, C (2010) Learning and Living Technologies: A Longitudinal
Study of First-Year Students’ Expectations and Experiences in the Use of ICT. Learning,
Media and Technology 35 (4) pp. 403-418
Hurd, S (2005). Autonomy and the distance language learner. In: Holmberg, Boerje; Shelley,
Monica and White, Cynthia eds. Distance education and languages: evolution and
change. New perspectives on language and education. Clevedon, UK: Multilingual
Matters, pp. 1–19.
Kukulska-Hulme, A (2006). Mobile language learning now and in the future. In: Svensson,
Patriked. Fran vision till praktik: Sprakutbildning och Informationsteknik (From vision to
practice: language learning and IT). Sweden: Swedish Net University (N¨atuniversitetet),
pp. 295–310.
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21. Kukulska-Hulme, A. (2009) Will mobile learning change language learning? ReCALL 21 (2)
157-165.
Kukulska-Hulme, A and Jones, C (2011) The next generation: design and the infrastructure
for learning in a mobile and networked world. In: Olofsson, A. D. and Lindberg, J. Ola
eds. Informed Design of Educational Technologies in Higher Education: Enhanced
Learning and Teaching. Hershey, PA: Information Science Reference (an Imprint of IGI
Global), pp. 57–78.
Kukulska-Hulme, A (2012) Language learning defined by time and place: A framework for
next generation designs. In: Díaz-Vera, Javier E. ed. Left to My Own Devices: Learner
Autonomy and Mobile Assisted Language Learning. Innovation and Leadership in English
Language Teaching, 6. Bingley, UK: Emerald Group Publishing Limited , pp. 1–13. [online]
available from http://oro.open.ac.uk/30756/1/AKH_Emerald_chapter_FINAL.pdf [17th
January 2013]
O’Malley, C., Vavoula, G., Glew, J., Taylor, J., Sharples, M. and Lefrere, P. (2003) Guidelines
for learning/teaching/tutoring in a mobile environment. Mobilearn project deliverable.
[online] available from <http://www.mobilearn.org/download/results/guidelines.pdf >
[3rd December 2011]
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22. Simon, E.F and Fell, C.P (2012) Using Mobile Learning Resources in Foreign Language
Instruction [online] available from http://www.educause.edu/ero/article/using-mobile-
learning-resources-foreign-language-instruction [17th January 2013]
Squire, K., and Klopfer, E. (2007) Augmented Reality Simulations on Handheld Computers.
The Journal of the Learning Sciences, 16(3), 317-413.
Stockwell, G. (2010). Using Mobile Phones for Vocabulary Activities: Examining the Effect of
the Platform. Language Learning & Technology, 14(2), 95–110 [online] available from
<http://llt.msu.edu/ vol14num2/stockwell.pdf> [17th January 2013]
Traxler, J (2007) Defining, Discussing and Evaluating Mobile Learning: the moving finger
writes and having writ . . . . The International Review of Research in Open and Distance
Learning. [online] available from
<http://www.irrodl.org/index.php/irrodl/article/view/346/875> [8th December 2011]
Vavoula, G. N. and Sharples, M. (2001) Studying the Learning Practice: Implications for the
Design of a Lifelong Learning Support System. Proceedings of ICALT 2001 conference,
Madison, USA, August
2001. pp. 379-380.
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