I read an intriguing post over at Boing-Boing last week which explained how to create a set of augmented reality overlays for a magazine. Layering digital information over real-world objects (via a mobile phone display) is one of those striking “World Of The Future” developments that seemed like a pipe-dream in childhood.
This got me thinking about applications for this kind of technology in education; a multi-multimedia resource could potentially be achievable, albeit with some hefty coding input.
I imagined a hard-copy hand-out (do people still do those?) that had video and other applications woven through it but it struck me that the amount of effort required for this to actually happen would probably out-weigh the benefits: a multitude of person-hours in developing might be more profitably used in actually teaching the content to the learner. You would also need to factor in the ubiquity of SmartPhone ownership and the student downloads of AR reader – how big would your potential audience be?
I wasn’t really deterred by these thoughts – just trying to get it to work once would be an exciting achievement – but then I saw the reviews of the specific AR browser (required to create this project) in the Android Market and was horrified by the hostility of some of the comments. It appears that once downloaded, the browser is essentially uninstallable, constantly searching for updates and hogging power from the battery – the final nail in coffin for me.
With advent of the iPhone and the emergence of Android, mobile phones are truly fully fledged computing devices with a telecommunications system seemingly bolted on. Throughout my time as a Learning Technologist I’ve always wondered how to develop a culture whereby students use the phones as a cornerstone to learning in college but this hasn’t really kicked-off. The infographic below paints a different picture however and the question I have to ask myself is: do we as an institution not have a sufficient infrastructure for these activities to take place or do UK students not use their Smartphones in the same way?
Not that I’m counting, you understand…
We’re now over 4 weeks into the new academic year and the change in the educational landscape has been marked in such a short space of time. The use of our VLE/MLE has recorded its highest number of individual users since we’ve been using Moodle and this is – in part – due to integrating the ULCC’s Personal Learning Plan plug-in. We’ve been running with this system for the past 12 months and – as ever – there were concerns about how the system would cope rolling over from one academic year to the next. Thankfully the plug-in has coped and there has been a smooth transition despite the changes made to the format of our eILPs.
The keenest change we’ve all experienced has been the reduction in course hours – there is evidence here that the use of ILT has increased steadily and that course materials are finding a home in Moodle and that where staff would provide personal support in the past, students are now being directed towards the VLE.
The challenge now is to find time for staff to develop their own skills and really push the technology at their disposal – unfortunately this skills development time is non-existent and, as we all know, creating truly interactive and engaging online materials takes a lot of time and effort. It makes you wonder if the balance will ever be restored.
Just blundered across this via Mashable which has been collated by OnlineEducation.net from several reports. In terms of provenance, it may not be wholly reliable but it does provide a snapshot of attitudes to technology in education by students.