Augmneted reality

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Technologie Business

Augmented Reality

Two forms of trigger
• Marker-based:

AR Applications

AR Basketball

DanKam – Color Blindness

Wikitude

Snapshop

Augmented Reality via markers
• Fixed markers(e.g. QR codes)
• Images (e.g. Google Googles)
http://www.youtube.com/watch?feature=player
_embedded&v=Hhgfz0zPmH4

QR Codes
HETA –
Chemical Industry

Applications in education

AR Codes used in education
Chemistry (beta)
http://www.youtube.com/watch?v=IpNrWKQFq
6Q
Chemistry – molecules
http://www.youtube.com/watch?v=gZxK6j4JTH
Q

3D models – marker based

AR String

Uses in education
http://www.youtube.com/watch?NR=1&feature=endscreen&v=UIij99gYQgM
History simulations

Augmented Interactive Digital
Text

Hidden reality
The printed content shows a blank area, that can only be seen by scanning it with
Layar

Complement print content

http://www.youtube.com/watch?v=frrZbq2LpwI

Two forms of trigger
• Global Positioning System (GPS)

Spatial Apps
Golfscape GPS Rangefinder

Theodolite

New York Nearest Places

Augmneted reality

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Distinctive Pedagogies for iPads

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'If you build it they will come' - engaging teachers with e-Content

'If you build it they will come' - engaging teachers with e-Content

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Dr. Kevin Burden (The University of Hull) argues that like many educational technologies in the past, whilst we know fairly well WHAT works when students have access to a mobile device, we have virtually no idea WHY it works. Design Based Research (DBR) offers an opportunity to unlock this mystery and in so doing help to replicate and extend the use of mobile technologies in ways which have not even been imagined yet

Doha College Mobile Learning Conference 2014: Learning from Research

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Distinctive Pedagogies for iPads

Distinctive Pedagogies for iPads

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'If you build it they will come' - engaging teachers with e-Content

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Doha College Mobile Learning Conference 2014: Learning from Research

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Pic07 Seg. Bienest. Oficinas

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HDR Photography Process

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Q rious about qr codes

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Augmented Reality-now and future

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QR Codes: What, Why, How & Where

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Augmented reality

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Augmented reality

Augmented reality

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QRCodes

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u to upload a document in exchange for another document on Scribd for free. Unless you have a document of value you’d like to contribute to the site, you can create any kind of document you want. If you have a word processor installed on your computer, like Word or Apple Pages, you can use that to create a short, meaningless document. Alternatively, you can use Google Docs to create a free document on your computer and download it to your device. u to upload a document in exchange for another document on Scribd for free. Unless you have a document of value you’d like to contribute to the site, you can create any kind of document you want. If you have a word processor installed on your computer, like Word or Apple Pages, you can use that to create a short, meaningless document. Alternatively, you can use Google Docs to create a free document on your computer and download it to your devic. u to upload a document in exchange for another document on Scribd for free. Unless you have a document of value you’d like to contribute to the site, you can create any kind of document you want. If you have a word processor installed on your computer, like Word or Apple Pages, you can use that to create a short, meaningless document. Alternatively, you can use Google Docs to create a free document on your computer and download it to your devic

web pentesting link and sources.pdf

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QR Codes & AR technology within the classroom

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Augmented Reality presentation of ARworks

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szabolcs budahazy

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Emerging technologies like QR Codes and Augmented Reality can help libraries extend services, widen access to resources, and promote events to users in exciting and innovative ways. Using simple and free technologies, QR codes can be created easily and embedded almost anywhere. These oddly shaped barcode-like icons are processed by camera phones to direct the user to online websites, videos, or they can simply provide more information. Augmented reality takes existing visual or video information and adds additional layers of computer-generated graphics, pattern recognition, and other visual effects. This session will highlight how other libraries are using these technologies to promote, market, outreach, teach, and engage with users in new and exciting ways. There will also be time for participants to discuss present and future applications of these tools, and other possible uses for enhancing resources and services in their institutions.

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As mobile devices continue to shrink in size and cost their functionality and potential for learning is expanding, mediated through their various affordances which include more powerful multimedia, social networking, communication and geo-location capabilities. Hence educators and researchers are increasingly seeking ways to exploit the appeal and growing ubiquity of mobile devices and the learning which is associated with it (m-learning), although their use and appropriateness in formal contexts, such as schools is relatively unknown and under-theorised (Churchill, Fox & King, 2012; Johnson, Adams & Cummins, 2012). Research is therefore needed to design, develop and test effective mobile pedagogies based on evidence of how they contribute to quality learning across the curriculum, informing teacher practice, policy makers, curriculum developers and teacher education (Goodwin, 2012; Pegrum, Oakley & Faulkner, 2013). Mindful of these interests and challenges, this presentation explores how teachers are conceptualising and designing learning scenarios for students which exploit the pedagogical features of m-learning, and in particular the opportunity to design more authentic learning contexts which bridge the gap between formal and informal learning, in and beyond schools (Herrington, Mantei, Herrington, Olney & Ferry, 2008). It draws upon an initial analysis of data from a world-wide survey, which focused on the distinctive mobile pedagogies used by educators across different phases and sectors of education, and reports upon research in progress with teachers and trainee teachers to design and test more effective learning scenarios (Kearney, Schuck, Burden and Aubusson, 2012).

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Conventional accounts of authentic learning focus on contextual factors: tasks, processes, how situated the learning is and the extent to which learners engage in simulated or participative real-world activities. This paper theorises how ubiquitous mobile technologies are fracturing the boundaries that demarcate traditional accounts of authentic learning affording new opportunities to reconceptualise what authenticity means for learners when they use a boundary object such as a mobile device. Whilst some of this has been captured previously with terms like ‘seamless’, ‘contextualised’ and ‘agile’ learning this paper argues that the concept of authentic mobile learning is a highly fluid construct which will continue to change as the technologies develop and as the pedagogical affordances become better understood by educators and end-users. The paper offers a three-dimensional model of authentic mobile learning and argues that further empirical research is required to understand what is authentic mobile learning from the perception of learners.

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Current research into the use of mobile devices and tablet computers like the iPad indicate there are multiple opportunities to support and enhance learning and we already know a considerable amount about what works in classrooms when these devices are deployed. However it is still unclear why or how these technologies make a difference and this presentation argues that design based research (DBR) would help practitioners and researchers gain a better understanding about the design principles required to develop effective and meaningful learning sceanrios using mobile technologies

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Augmneted reality

1. Augmented Reality

2.

3. Two forms of trigger • Marker-based:

4. AR Applications

5. AR Basketball

6. DanKam – Color Blindness

9. Augmented Reality via markers • Fixed markers(e.g. QR codes) • Images (e.g. Google Googles) http://www.youtube.com/watch?feature=player _embedded&v=Hhgfz0zPmH4

10. QR Codes HETA – Chemical Industry

11. Applications in education

12. AR Codes used in education Chemistry (beta) http://www.youtube.com/watch?v=IpNrWKQFq 6Q Chemistry – molecules http://www.youtube.com/watch?v=gZxK6j4JTH Q

13. 3D models – marker based

15.

16.

17.

18. Uses in education http://www.youtube.com/watch?NR=1&feature=endscreen&v=UIij99gYQgM History simulations

19.

20. Augmented Interactive Digital Text

21.

22.

23.

24. Hidden reality The printed content shows a blank area, that can only be seen by scanning it with Layar

25. Complement print content

26. http://www.youtube.com/watch?v=frrZbq2LpwI

27.

28. Two forms of trigger • Global Positioning System (GPS)

29. Spatial Apps Golfscape GPS Rangefinder

31. New York Nearest Places

Notes de l'éditeur

http://www.youtube.com/watch?v=gTU73_i8AOg