AR Digital Storytelling
Technology has made it's presence known in the classroom and it's here to stay. But what if education went really, really virtual? In Jason Ohler's article, he tells of an ARt gallery (no, that's not a typo). ARt is an augmented reality art gallery. By using real life artwork and programming "triggers" for digital devices to read, a hybrid of virtual reality and real life is created! This is a revelatory tool for digital storytelling. Not only can an artist (the student) create an interactive experience with their art but also use a visual trigger to prompt an overlay that shows the creative process behind making that piece of art!
I absolutely think tools such as AR are worthwhile and can only improve education. As Ohler comments, "Once you understand AR's fundamentals, you begin to see its potential applications all around you." (2014, p.21) Coming from a Language Arts background, the students could use augmented reality software to do group projects on book reports. The students could have the characters in the story talk with one another about events in the story. Another option would be to have a hand-drawn picture of a pivotal scene with a quick-response (QR) code that when read, prompts a video of the author talking about the mechanics/motivation of that particular scene.
I think AR will most improve education by providing the tools for students to completely redesign how we're using it. Currently, as Ohler states, we are "using a new medium to explore a blend of new and old expression, but we are just scratching the surface of the kinds of art we can make that is unique to the AR world." (2014, p.19) The generation of students using AR technology as a norm in the learning process will invent entirely new ways of using that technology. The true, positive outcome of technology in the classroom is innovation!
Backchanneling with Middle Schoolers
Michael Mills and Jessica Herring in Benton, Arkansas are using "backchanneling" in their Benton Middle School classroom. What is backchanneling? It's a "streaming conversation -- public or private -- that you and your students can have while another activity is going on." (Mills, 2014, p.30) The students received an QR code to access TodaysMeet though a browser on their device (this particular exercise was BYOD-- Bring Your Own Device). While viewing a video adaptation of Ray Bradbury's "The Pedestrian," students could comment in the chat with their predictions, commentary and questions. All students were assigned pseudonyms so only the teachers could see who was making which comments.
Backchanneling is an interesting method of streamlining the discussion. The teachers in the article said that "using personal technology to discuss their predictions and thoughts engaged [students] in a richer, more enthusiastic way." (2014, p.31) If being able to comment on their own electronic device is generating conversation, then I encourage it. Looking at the opportunities backchanneling provides, it's easy to see how this can lead students to receiving feedback on content of their own. For instance, if a student is going to present a Youtube video where the assignment is to change/continue a characters plot line, students can have their own devices and comment/ask questions while the video is being played for the class. Backchanneling is a tool to be used in conjunction with technology for digital storytelling. Backchanneling can improve education by providing live commentary on events happening in the present. It also can cut out the waiting time if a student has a question. We've all been there where we forget the question we had! Overall, background discussion provides for constant discussion which in turn helps close any gaps in student comprehension.
**NOTE: "Creatical" is owed to Jason Ohler. Please see resources below.
Resources:
Ohler, J. (March/April 2014). Beyond the gallery wall. Learning & Leading with Technology. 41(6). Retrieved from http://www.learningandleading-digital.com/learningandleading
Mills, M. (December/January 2014). Backchanneling with middle schoolers. Learning & Leading with Tecnhology. 41(4). Retrieved from http://www.learningandleading-digital.com/learningandleading
Wow, AR in the classroom?! That's an insane concept to wrap my head around. I feel like it we be a really good way to explore historical events or maybe delve deeper into science; such as virtually exploring the inside of a cell or what it would be like to walk on the moon. And with using AR in the classroom there will be definite innovations to come from different ideas of teachers and students. Looking forward to see where this goes.
ReplyDeleteSide thought, the use of AR could definitely be of use to help kids with sensory issues such as sensitivity or de-sensitivity without effecting any of the other students.
I really like the idea of back-channeling because it gives students a way to communicate with their teachers and not interrupt the class or risk not asking for help because they might feel embarrassed. Would definitely want to see an example of this used in real time.
Hey Gina! These articles look so interesting. I have read a lot of different materials from Ohler, I like his perspective on education and, especially in your blog, I like what you have retained from reading his article. It is kind of funny, but I feel like, from what you have written above, that you are saying we should teach technology in the public school classrooms because early exposure is the only way that technology will be improved in our future. The reason why I think it’s “funny” is because most teachers say we must include technology in the classroom because it is a useful tool, or, because it’s here we might as well use it. There is usually no regard to the future, in terms of the lasting affects a student’s exposure to technology could be and what expansions the student my create to strengthen technology in the future based on their foundational learning in primary school.
ReplyDeleteYou write, “The generation of students using AR technology as a norm in the learning process will invent entirely new ways of using that technology.” I feel like this is a very precise observation and one of the huge motivators teachers should have for designing technology based curriculum. In order for students to be successful innovators they must be given the tools, resources and space to learn and experiment. Virtual reality is still a developing concept in the tech world. Many books, movies, TV shows and more depict a world where humans are able to project themselves completely into a virtual worlds where seemingly everything is possible. This technology does not exist yet (?) but as Ohler suggests there is so much potential with it and just by introducing students to the real concepts (building blocks) behind the technology, a teacher could inspire them to work on or create the next step(s) towards fully emerged virtual reality.
The second article is also interesting because it feels like the teacher is trying to move the students communications into an online forum. Something like Reddit or Yahoo Answer, where students and comment and post with each other in a community space but privately. If the teacher is the only person who can see the actual names of the students when they participate in the forums then students are all of the sudden free to express their opinions, ask questions, answer questions and talk without the fear of judgement. The constant dialogue has been a major theme in our society since the creation of online journals such as Livejournal, because people are able to be in constant communication with one another in any internet accessible place. This cultural phenomenon could be used positively in the classroom by what the author suggests. And you write, “Backchanneling can improve education by providing live commentary on events happening in the present. It also can cut out the waiting time if a student has a question.” Time is the enemy of the teacher. If there is any way for productive learning time to be increased, it is worth a shot!
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