LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Hobbs, M.; Holley, Debbie (2016)
Publisher: IATED Academy
Languages: English
Types: Unknown
Subjects:

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
There is a particular challenge with engaging technically motivated STEM students with ‘softer skill’ development, despite clear evidence from employers that these skills are highly desirable. In the UK, Higher Education Institutes response has been to require undergraduate courses to contain an element of Personal Development Planning (PDP)[1]. Our paper directly addresses the issue of trying to engage students from Computer and Gaming courses with their PDP. Previous experiences of teaching these cohorts traditionally report low attendance and poor completion rates, impacting on first year/second year progression. This study reports on work reframing the curricula for this essential aspect of the student learning experience, by offering the students realistic and authentic tasks by ‘flipping’ the classroom. This requires them to work in small groups, selecting, designing and then creating an augmented reality artefact using ‘Aurasma’[2], a free software tool for developing augmented reality objects. We note that the co-design process of curriculum development has enhanced student engagement; student completion rates have significantly increased, and class attendance improved.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • [11] Brown, E., Hobbs, M., and Gordon, M. (2008). A Virtual World Environment for Group Work, International Journal of Web-Based Learning and Teaching Technologies, 3(1): 1-12.
    • [12] Vygotsky, L.S. (1978). Mind in Society. The development of higher psychological processes (Cole, M., Ed.). Cambridge MA: Harvard University Press (Original work published 1930).
    • [13] Shawky, D., Said, T., Badawi, A., Hozayin, R. (2014) Affordances of computer-supported collaborative learning platforms: A systematic review, Interactive Collaborative Learning 2014 International Conference pp.633,651. doi:10.1109/ICL.2014.7017846.
    • [14] Lin, T, Duh, H., Li, N., Wang, H., Tsai, C. (2013). An investigation of learners' collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system, Computers & Education, Volume 68, October 2013, Pages 314-321, ISSN 0360-1315, http://dx.doi.org/10.1016/j.compedu.2013.05.011.
    • [15] Azuma, R. T. (1997). A survey of augmented reality. Presence-Teleoperators and Virtual Environments, 6 (4), 355 - 385.
    • [16] Liarokapis, F. and Anderson, E.F. (2010). Using augmented reality as a medium to assist teaching in higher education.Proc. of the 31st Annual Conference of the European Association for Computer Graphics (Eurographics 2010), volume Education Program : 9-16.
    • [17] Kaufmann, H., & Schmalstieg, D.:Mathematics and geometry education with collaborative augmented reality.Computers & Graphics, 27(3), 339-345 (2003)
    • [18] Ibáñez, María Blanca, et al.: Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers & Education71: 1- 13 (2014)
    • [19] Yuen, S., Yaoyuneyong, G., and Johnson, E. (2011). Augmented reality: An overview and five directions for AR in education. Journal of Educational Technology Development and Exchange4.1 : 119-140.
    • [20] Carmigniani, J., & Furht, B. (2011) Augmented reality: an overview. In Handbook of augmented reality (pp. 3-46). Springer New York.
    • [21] EdTechReview (2015). Review on Augmented Reality [Online] http://edtechreview.in/trendsinsights/insights/1503-teaching-with-augmented-reality-it-s-here.
    • [22] Chen, B., Seilhamer, R., Bennett, L., Bauer, S. (2015). Students' Mobile Learning Practes in Higher Education: A Multi-Year Study. [Online] http://er.educause.edu/articles/2015/6/studentsmobile-learning-practices-in-higher-education-a-multiyear-study.
    • [23] Farjana Z. Eishita and Kevin G. Stanley. 2010. THEEMPA: simple AR games using layar. InProceedings of the International Academic Conference on the Future of Game Design and
    • [24] NMC 2014, Horizon Report, 2014 Higher Education Preview, NMC. [online] Available at
    • [25] Bloxham, J., 2013. Pedagogical arguments for Augmented Reality as an educational tool. JISC, RSC blog. [online] Available at
    • [26] Wu, H., Wen-Yu Lee, S., Chang, H. and Liang, J., 2013. Current status, opportunities and challenges of augmented reality in education. Computers & Education, Vol. 62, pp. 41-49.
    • [27] Coimbra, T., Cardoso, T., Mateus, A. (2015) Augmented Reality: An Enhancer for Higher Education Students in Math's Learning?, Procedia Computer Science, Volume 67, 2015, Pages 332-339, http://dx.doi.org/10.1016/j.procs.2015.09.277.
    • [28] Martín-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M., and Mora, C. 2015. Augmented reality to promote collaborative and autonomous learning in higher education. Comput. Hum. Behav. 51, PB (October 2015), 752-761. DOI=http://dx.doi.org/10.1016/j.chb.2014.11.093
    • [29] Blippar (2015). Blippar for Education. [Online] https://blippar.com/en/learn-more/blippar-foreducation/
    • [30] HEA (2015). Bring Your Own Device, HEA Frameworks &Toolkits. [Online] https://www.heacademy.ac.uk/enhancement/starter-tools/bring-your-own-device-byod
    • [31] Cohen, L, Manion, L, and Morrisson, K (2011) Research Methods in Education (eds) 7th edition Abingdon and New York: Routledge
    • [32] Rashid, O., Mullins, I, Coulton, P and Edward, R (2006). Extending Cyberspace: location based games using cellular phones Computers in Education, Vol. 4, No1.
    • [33] King, A., (1993). From Sage on the Stage to Guide on the Side, College Teaching, Vol.41, No.1.
    • [34] Educause (2012. 7 Things you should know about flipped Teaching, Educause Learning Initiative. [Online] http://www.educause.edu/library/resources/7-things-you-should-know-aboutflipped-classroom.
    • [35] Trello (2015). Trello website. [Online] http://www.trello.com.
    • [36] Lee, C.D. and Smagorinsky, P. (2000) Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry. Cambridge, England: Cambridge University Press.
  • No related research data.
  • Discovered through pilot similarity algorithms. Send us your feedback.

    Title Year Similarity

    Using Aurasma to Promote Literacy in Deaf Students

    201570
    70%

Share - Bookmark

Cite this article