Clyde Street

Learning, Teaching, Performing

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Augmented Reality Links

A Diigo alert today took me back to Jodi Harrison’s post from September. In it Jodi links to an Online Universities post about augmented reality.

Of the twenty links shared in the Online Universities’ post, I was particularly interested in:

The School in the Park Project (San Diego) that “shifts the location of “school” from a traditional classroom setting in an inner-city school, to the resources and educational opportunities available at museums in Balboa Park”. The School in the Park Project works with Qualcomm, the developers of the Vuforia augmented reality platform.

Gwynneth Jones’ QR scavenger hunt post that contains a host of ideas to facilitate discovery. I like the potential of QR Voice.

Google’s Project Glass (with this recent video) and through a tangental link Throwable Ball Camera.

Comments on the two posts led me to:

FreshAir and Layar and the discussion of geolocation-based Augmented Reality and vision-based Augmented Reality.

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QR Code Update: December 2012

I have written a number of posts about Quick Response (QR) Codes in the last two years. One of the posts has been one of the most popular posts on Clyde Street.

I have a QR Code for Clyde Street on the front page of the blog.

grabRecently, I have been interested in Vocaroo’s use of a QR Code to link audio recordings. Earlier this year I used Daqri QR Codes to share augmented information with students.

Perhaps it is my fascination with orienteering that has led me to think QR Codes have real potential to enrich personal learning journeys. I just like the idea that resources can be shared in a minimally intrusive way.  (There was a lot of publicity about this example from a building roof top.)

This morning, I was delighted that a Diigo Teacher-Librarian alert took me to Andrew Wilson’s recent paper, QR codes in the library: Are they worth the effort? Analysis of a QR code pilot project.

Andrew notes in the Abstract:

The literature is filled with potential uses for Quick Response (QR) codes in the library setting, but few library QR code projects have publicized usage statistics. A pilot project carried out in the Eda Kuhn Loeb Music Library of the Harvard College Library sought to determine whether library patrons actually understand and use QR codes.

ucniss-qrAndrew reports that:

There is no way to describe the usage statistics as anything but extremely disappointing. None of the three on-line resources were viewed via QR codes more than five times each over the course of the entire semester, and the actual utility of those page views was minimal, at best. Of the three sites, only the “Finding Concert Reviews in Periodicals” appears to have been accessed for use, as the other two research guides had only single page-views, and no recorded time on the sites themselves. Legacy and current usage statistics indicate that the sites are being used, with anywhere from 31 to 53 site visits over each of the past two academic semesters, but once the data is examined at the platform level, mobile usage was negligible in comparison to conventional on-line access.

 Notwithstanding these results I like Andrew’s evaluation of the potential of QR Codes.  He observes:
Despite their ubiquity in the public space, a significant portion of the population appear not to know exactly what they are, or even what the term “QR Code” means. Further, while polls of Harvard’s student population, particularly undergraduates, indicate a high percentage of smartphone usage, there is still a disconnect between the smartphone hardware/software and how they apply to QR Codes.
7913818456_7a4588999a_bAndrew concludes:
Much of the argument in favor of QR Codes in the library (or virtually any other setting) comes down to a simple cost/benefit analysis. And in this case, as long as a few simple rules are followed, the cost of employing QR Codes is so low that any benefit derived from them outweighs the minimal effort involved. There is a reason that QR Codes have become so ubiquitous in print advertising, points-of-sale, and other venues: they are so easy to use, and cost so little in terms of resources, time, and money,that despite low acceptance by the public, it is a technology simply too easy to ignore.
I think QR technology is important and I am delighted that Andrew’s paper provides some usage data in the context of a detailed literature review.
Many years ago when I lived in Devon in the United Kingdom I wanted to explore the delights of letterboxing on Dartmoor. I see QR codes as contemporary letterboxes and ideally suited to treasure hunts. Augmented reality opportunities make these codes very powerful.
Photo Credit
Observation Posts and Datums 1 (Polhigey, CC BY_NC_SA 2.0)

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A Small (Augmented) World

Each Saturday morning we have a family visit to Dojo Bakery in Braidwood.

In the lane on the way to Dojo we usually see Bronwyn and Helen.

This morning I found Helen using Augmented Reality to share information about a Wynlen House course.

Helen was using this picture to link to augmented reality resources

She was scanning the picture with her iPad and sharing a video story with visitors to her stall:

The small world?

Helen was practicing skills she had learned at an augmented reality camp facilititated by Danny Munnerley and Rob Fitzgerald at the University of Canberra in the InSPIRE Centre. Helen is using Aurasma as her augmented reality application.

The Camp was a two day event. The themes for the camp were Hijack, Confront, Promote, Inspire, Inform and Annotate. Campers:

  • gained a general awareness of the AR environments
  • developed practical skills in building AR
  • designed learning opportunities for their own use
  • worked collaboratively to develop ideas for AR in education
  • shared ideas and learned from each other
  • built a relationship with the ARstudio to further develop ideas
  • had fun and listened to cool music whilst they worked

I was delighted to see Helen’s innovative use of the skills she had acquired at the Camp. She exemplified for me the benefits of ubiquity and the layering of information.

I have been using Daqri as my augmented reality application. When I upgrade my phone I will be using Aurasma too.

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Exciting Learning

Stephen Parker’s Don Aitkin Lecture prompted me to think about exciting learning.

Stephen used two videos in his talk.

The first was a Ken Robinson video.

The total views for this video were 509 (morning of 9 December).

The second video was Live Augmented Reality for National Geographic.

The total views for this video were 48,687 (morning of 9 December).

Whilst thinking about the videos in Stephen’s talk I received a link from Michael de Percy to this video.

It has received 242,053 views (morning of 9 December).

I am thinking that the downhill journey shown in the third video is a great metaphor for exciting learning and contemplating the partnerships that learners and teachers (guides) can develop.