Learning Environments 2... · 0 learning environments module 2 teacher’s guide on virtual reality...

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0 Learning Environments MODULE 2 TEACHER’S GUIDE ON VIRTUAL REALITY IN SCHOOL EDUCATION FUTURE SCHOOLS USING THE POWER OF VIRTUAL AND AUGMENTED REALITY FOR EDUCATION AND TRAINING IN THE CLASSROOM VR@SCHOOL ERASMUS+ STRATEGIC PARTNERSHIPS FOR SCHOOL EDUCATION PROJECT 2018-1-RO01-KA201-049411

Transcript of Learning Environments 2... · 0 learning environments module 2 teacher’s guide on virtual reality...

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Learning Environments

MODULE 2

TEACHER’S GUIDE ON VIRTUAL REALITY IN SCHOOL EDUCATION FUTURE SCHOOLS USING THE POWER OF VIRTUAL AND AUGMENTED REALITY FOR EDUCATION AND TRAINING IN THE CLASSROOM

VR@SCHOOL ERASMUS+ STRATEGIC PARTNERSHIPS FOR SCHOOL EDUCATION PROJECT

2018-1-RO01-KA201-049411

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Contents

Introduction ......................................................................................................................... 1

Main objective of the module .............................................................................................. 1

General Description ............................................................................................................. 1

2.1 Virtual Learning Environments (VLE)............................................................................... 2

2.1.1 Definition ................................................................................................................ 2

2.1.2 How VLEs are used by students ............................................................................... 3

2.2 Personal Learning Environments (PLE) ............................................................................ 6

2.2.1. Definition................................................................................................................ 6

2.2.2. Characteristics ........................................................................................................ 7

2.2.3. Components of a PLE .............................................................................................. 7

2.2.4. Models of Personal Learning Environments ............................................................ 8

2.2.5. Creating a PLE: Where to Start ................................................................................ 8

2.2.6. Samples of diagrams of PLEs ................................................................................... 8

2.2.7. How PLEs customise learning .................................................................................. 9

2.3 Virtual Reality (VR) ....................................................................................................... 11

2.3.1. What is virtual reality? .......................................................................................... 11

2.3.2. Characteristics ...................................................................................................... 12

2.3.3. Types of virtual reality .......................................................................................... 12

2.3.4. What equipment do we need for virtual reality? .................................................. 12

2.3.5. Applications of virtual reality in education (types of VR activities) ........................ 14

2.3.6. Most Useful Apps for VR in Education ................................................................... 15

2.3.7. A useful virtual reality education and training platform ENGAGE .......................... 16

2.4 Augmented Reality (AR) ............................................................................................... 16

2.4.1. What Is Augmented Reality? ................................................................................. 16

2.4.2. How Augmented Reality Works ............................................................................ 17

2.4.3. Examples of AR applications ................................................................................. 18

2.4.4. AR in education featured 5 best augmented reality tech 2018 .............................. 20

2.4.5. What’s the difference Between Virtual Reality and Augmented Reality? .............. 20

Bibliography ....................................................................................................................... 21

Answers to the questions addressed in the module 2 ........................................................ 22

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Introduction

The benefits of advanced technology in education are limitless. Virtual reality, augmented

reality and virtual learning environment have enriched education. They allow students to explore the

world and travel without leaving the classroom; students can travel in time and space and witness

what happened in history or visit remote exotic places.

Students can also use virtual reality for their personal and professional development. VR can

provide them with useful information about interesting professions and careers, which helps them

with their professional orientation. It enables them to get in contact and communicate with young

people from different cultural backgrounds, visualise and consider what they have learned from

different points of view in a three-dimension view, which adds value to their learning time.

Main objective of the module

This module provides information on hot topics meant to enhance the teaching and learning

processes: Virtual Learning Environments, Personal learning environment, Virtual reality and

Augmented reality.

General Description

This module will:

Enable teachers to deepen their knowledge about Virtual reality and Augmented reality with

a view to using them in their classes.

Enable teachers to define and describe what personal learning environments are and how

they customise learning.

Provide teachers with suggestions on how to use Virtual Learning Environments with their

students.

Module key elements:

Personal learning

environment

Virtual learning

environments Virtual reality Augmented reality

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2.1 Virtual Learning Environments (VLE)

This chapter introduces a concept which gains

ground in education nowadays. A Virtual Learning

Environment is a system which delivers learning

materials to students via the internet andcomprises a

set of tools for assessment, student tracking,

collaboration and communication.

2.1.1 Definition

A VLE is a computer-simulated space in which people can meet others to interact and work

together. It is a web virtually based learning system that provides teachers and students with a set of

teaching and learning tools designed to enrich students’ learning experience by including computers

and the Internet in the learning process. The VLE tools enable teachers to create online tests, quizzes

and other class content including presentations, lesson plans, and homework assignments. A VLE

package can include curriculum mapping, student tracking, online support for both teachers and

students, online communication (e-mail, chat) and links to outside curriculum resources and tools.

The most commonly used platforms of a VLE include Moodle, Blackboard and Google

classroom whose features can be extended by using tools from external links. Thus, when the VLE

platform does not have the necessary features students need, the teacher can insert links to other

tools and resources (Padlet, Kahoot, Edmondo, Empatico etc).

To create your own VLE with Google Classroom for your class, go to this link and watch the video

tutorial with Stephani Hepburn, Creating a Virtual Learning Environment with Google Classroom 2018:

https://www.youtube.com/watch?v=f2nNp8qDg4Y

VLEs support 21st century skills, such as:

Cultural and global awareness: Students get in contact with a wide network of students and

information.

Time management: Students are required to meet deadlines.

Communication technology literacy: Students use technology to do a task.

Problem solving skills: Students are required to do a task in order to be assessed.

Self-direction: Students are able to work at their own pace.

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Question 1

A VLE is:

a) a learning system that provides teachers and students with a set of teaching and learning

tools

b) a web virtually-based learning system that includes the use of computers and the internet

and provides teachers and students with a set of digital teaching and learning tools

c) a learning system that integrates the use of computers into the learning process

2.1.2 How VLEs are used by students

A VLE motivates students to explore the online learning environment. Students can access all

the materials (course information, online video clips, additional links, digital readings PowerPoint

presentations, quizzes, tests etc.). They can download them, open the files and do the tasks. They can

use these materials as sources of inspiration to look for other resources.

Thus, Google Classroom provides students with instant access to all the materials that the

teacher uploads (edu.google.com). It is easy to use. The teacher creates a class and invites students

to join by sending them an invitation via Gmail.

Schoology (https://www.schoology.com) is similar to Google classroom; it is free to use and

allows students to access materials and links, download and submit assignments, get assessments,

track progress, etc.

Padlet (https://padlet.com) (external tool) is a digital dashboard that allows students and

teachers to post photos, videos, text files, links, etc. Padlet motivates students to work together as a

team.

Edmodo(https://new.edmodo.com) is another

external tool which provides a digital classroom environment

and gives access to many resources. It resembles the social

media networks we are familiar with. So it encourages

collaboration and communication with other users in the

network.

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VLE enable users to enhance their online socialisation. Students use the tools to work as group

members on collaborative assignments. Students learn how to form effective learning teams and

communicate with each other online. Besides Google classroom, Schoology students can use social

networking tools, such as Facebook and Twitter.

Question 2

Google Classroom enables teachers to:

a) access information

b) create an online class

c) assess themselves

A VLE promotes information exchange and meaningful interactions. Students interact with

resources in the VLE, other learners and their teacher. They can access all the materials at school or

at home synchronously or asynchronously at their own pace. They can use digital messages, social

media or dashboards (padlets) to communicate. Students can ask questions individually and have the

teacher tailor their answer according to a particular need.

Dropbox(https://www.dropbox.com) stores files and folders on students’ devices; they can be

easily accessed from their Dropbox account when connected to the internet.

Students can connect with other students around the world through Empatico(https://empatico.org).

Explain Everything(https://explaineverything.com) is a digital tool that allows students and

teachers to collaborate on an interactive whiteboard; it encourages group activities through its drag-

and-drop options.

A VLE promotes knowledge construction. Students may be asked to consider different

viewpoints and perspectives, draw on practical experiences, do research and present their products

and findings.

Prezi(https://prezi.com) is a digital software for creating

interactive presentations.

Scratch(https://scratch.mit.edu)allows students to create engaging games, animations,

interactive art, stories etc.

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Piktochart(https://piktochart.com) is a great digital tool

which can be used by both educators and students to create

infographics, presentations, posters, and other visual materials.

Visme(https://www.visme.co) provides all kinds of

templates and graphic resources to help visualize any kind of data

or assignment. You can insert videos, make animations, insert links,

etc.

StoryJumper(https://www.storyjumper.com) is an app for creating storybooks. It allows for a

collaboration of multiple students on a single storybook. Students collaborate on a storybook can

video chat which makes StoryJumpergreat for project work.

Question 3

Prezi helps students to:

a) reflect on their new experiences

b) visualize their assignment

c) create interactive presentations

A VLE promotes development. There are tools which encourage students to develop self-

insight, enhance critical thinking skills, reflect on their new experiences or take responsibility for their

own learning.

Quizlet (https://quizlet.com)allows students to learn a subject and assess themselves.

Everyone can create their own study set or choose an already existing set.

Socrativeis (https://socrative.com) isanother digital tool which helps students to get

assessment and immediate feedback.

Kahoot (https://kahoot.com) is a learning tool that allows teachers and students to create fun

games in order to test knowledge and engage the entire class.

Puzzlemakeris (http://puzzlemaker.discoveryeducation.com) a puzzle-generating tool which

creates a range of engaging activities: word search, criss-cross, Maths puzzles etc.

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Question 4

A VLEonly enables students to:

d) access, exchange information, socialize, collaborate and communicate, and co-create

knowledge

e) visualise any kind of data or assignment

f) assess themselves

2.2 Personal Learning Environments (PLE)

This chapter introduces

Personal Learning Environments, which

are systems that help students organise,

control and manage their learning.

2.2.1. Definition

A Personal Learning Environment (PLE) is “a system that helps learners take control of and

manages their own learning. It is a set of tools, resources of information, web connections and

activities that each person uses to manage his/her own learning” (Mark van Harmelen, 2006).

You can watch Steve Wheeler’s Personal learning environments on YouTubefor a very

convincing introduction to PLE.The need for a Personal Learning Environment comes from the fact

that learning is a continuous lifelong process and learners need tools to support and manage this

continuous learning. A Personal Learning Environment enables users to organise their learning

process and to set their own learning aims taking into account their interests and priorities.

The principles of a PLE are the ability to create, share ideas, join groups, collaborate and

publish content that will be available to the other users who will use this material to increase their

knowledge. A lot of individuals will take part in this collaborative learning by adding information and

giving their opinion about different topics, experiences and ideas.

Question 5

A Personal Learning Environment helps students:

a) to organise, to take control of and to manage their own learning

b) to support their peers

c) to use the internet

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2.2.2. Characteristics

Firstly, the design of a PLE allows users to consume, create and publish digital tools and

resources. They can also organise, download or adopt this content to meet their learning aims and

needs.

Secondly, PLE differ from user to user. Thus, every user has a different set of tools and

resources depending on their needs, learning objectives and priorities.

Thirdly, a PLE is based on sharing resources which users can edit, modify and publish. Most

common resources are reviews, weblog postings, notifications, bookmarks, comments, social

networks, knowledge bases and other communication tools.

Finally, a PLE encourages users to share their experiences with others for co-creation of

knowledge.

All these characteristics of the PLE design can be achieved using a combination of devices

(laptops, mobile phones and portable media devices), applications (newsreaders, instant messaging,

browsers and calendars) and services (bookmark services, weblogs, and wikis).

Question 6

A PLE:

a) always looks like a diagram

b) is different from user to user

c) is similar to all users

2.2.3. Components of a PLE

Every PLE includes a Personal Learning Network (PLN), which consists of the tools, the mental

processes and the activities that allow the user to share, to reflect and to discuss within a community.

Tools, mechanisms and activities to read, share and reflect with users of a digital community:

Tools: blogs, wikis, newsletters, web pages, video channels, social software, online activities,

social networks etc.

Mechanisms: research, curiosity, initiative, synthesis, reflection, organization, structuring,

analysis, dialogue, capacity of decision and consensus, etc.

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Activities: conferences, lectures, watching videos, reading articles and newspapers, listening

audio-programmes; creation of a conceptual map, publish an own video, discuss articles in a

social network; meetings, forums, discussions, congresses etc.

2.2.4. Models of Personal Learning Environments

In a generic model the PLE uses tools that allow the learner to gather information, process

information and act on the learning. Its main strands are:

collect their learning resources

connect, collaborate with other learners (manage and create relationships, connections)

share, communicate ideas, convey information, ask questions, reflect, respond, comment and

clarify

reflect, create, generate ideas, research, write, bring content into being

2.2.5. Creating a PLE: Where to Start

Begin with a model

Decide on areas of focus

Determine which digital tools to use (to collect, communicate, share, collaborate with others,

create)

Establish time to develop the PLE(in future)

Create a diagram of the PLE

2.2.6. Samples of diagrams of PLEs

Diagrams (mapping) help users visualise their learning environment so that they can easily

structure, present, and share their digital information with others. You can use for instance mapping,

which provides a flexible visual environment for structuring, presenting, and sharing digital

information. Watch the video: Concept Mapping.

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Personal Learning Environments may have different forms. Watch the following videos and

see for yourself:

Large, M., Personal Learning Environment

Garcia, E., My Personal Learning Environment

Also, have a look at these sites to see examples of teachers’ and students’ PLEs:

A student’s PLE, https://www.tes.com/lessons/DL5z957odZlrSA/personal-learning-

environment

Teachers’ PLEs, http://edu-mooc.blogspot.com.es/2014/04/mi-ple-personal-learning-

environment.html

Question 7

A PLE uses tools to:

a) access, exchange information, socialize

b) collect, connect, share and create

c) assess students

2.2.7. How PLEs customise learning

Students are able to ask questions to clarify issues they did not understand or collaborate with

their peers or teacher in class or at home, through a dashboard (Padlet, Tricle). This may lead to a

decrease in the number of students coming to class unprepared or upset because they could not

complete an assignment.

Padlethttps://padlet.com/elza_gheorghiu/g1hcd3xax8oe

Students learn to collaborate and connect with both the teacher and their peers; students

learn to interact with each other in a collaborative and respectful way in order to learn; they become

more confident, develop their interpersonal skills in the virtual space, which leads to peer interactions

in the classroom and the development of social and emotional learning skills.

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Tricider, Brainstorming and Voting Amazingly Easy (https://www.tricider.com)

A PLE leads to great teacher/student interest in the benefits of using technology in the

classroom; it helps build tech skills as well as digital citizenship skills.

A PLE creates opportunities for students to practice, at their own pace, in a

way specific to their needs.

Tinycards by Duolingo is a fun flashcard app that helps you memorize

anything for free, forever

(https://tinycards.duolingo.com/decks/MYghXwt6/robotique)

A PLE creates opportunities for students to show their learning; they can use a class blog to

post their work done in class which can then be viewed by

parents.

A PLE offers a variety of choices for students to decide

which digital tool to use, which is relevant to their learning and

meets their comfort level. This will increase their motivation

and engage them more in learning.

A PLE provides students with engaging ways to learn and practice the content, such as game-

based learning tools, which help increase students’ motivation to study: Kahoot!, Quizlet, Quizizz, Tiny

cards etc. Each of these offers different ways to learn in class as well as at the student pace.

Kahoot

(https://create.kahoot.it/details/animals/27dca275-491e-

47b6-bbb5-3d282f14db1c)

A PLE provides options for interactive lessons, through which students can watch videos and

respond to questions to check for understanding (EDPuzzle and Playposit, Formative –free for

assignments and assessment and Nearpod – the silver level is free). These tools provide immediate

feedback for students that promotes student learning.

A PLE provides opportunities to create stations in the classroom where the teacher divides

students into small groups with a different activity prepared for each station. Stations in class create

opportunities for students to interact with one another and for the teacher to work closely with each

group and each student.

A PLE provides students opportunities to look back at what they have done and how they have

progressed (which helps get better and set new learning tasks).

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Question 8

PLEs customize learning by:

a) using a model

b) providing a template

c) creating opportunities for students to practice, at their own pace, in a way specific to their

needs

2.3 Virtual Reality (VR)

This chapter introduces a fascinating

concept of Virtual Reality which shrinks time and

space; students are immersed in a believable

virtual world and learning happens while

exploring it.

2.3.1. What is virtual reality?

Virtual reality is a reality generated by computers which enables you to experience and

interact with a 3D world. To do this you only need to put on a head-mounted display and some form

of input tracking. The display will typically be split. This creates a stereoscopic 3D effect with stereo

sound and together with the technology and the input tracking will contribute to your feeling of

immersion in a believable virtual world. VR will make you feel dizzy. You turn your head and the world

turns with you, so the illusion created by computers is plausible and stimulates your curiosity to

explore the new world which lies before your eyes.

Our senses play a major role in everything we know about the surrounding reality. Our reality

is based on and shaped by the information we get from our senses and brains. Our perception of

reality will change in response to the information we give our senses. Therefore, even if our senses

were presented with made-up information in a computer-generated virtual environment, from our

perspective it would be perceived as real. Virtual reality entails presenting our senses with a

computer-generated virtual environment that we can explore in some fashion.

Question 9

Virtual Reality is:

a) a combination of reality and computer-based images

b) a reality generated by computers which enables you to experience and interact with a 3D

world

c) a display on the computer screen

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2.3.2. Characteristics

Virtual reality is essentially:

1. Believable, plausible: You are fully immersed in the virtual world and really feel like you are

there.

2. Interactive: As you move around, the VR world moves with you; it changes to match your new

move.

3. Computer-generated

4. Explorable: A VR world is a large 3D world which needs to be explored.

5. Immersive: VR engages both your body and your mind. It appeals to all your senses.

2.3.3. Types of virtual reality

1. Fully immersive

In order to enjoy a complete VR experience, you need three things:

a) Abelievable and richly detailed virtual world to explore (a computer model or simulation).

b) A powerful computer that can sense your moves and adjust the virtual reality accordingly and

instantly.

c) Your full immersion achieved by means of hardware linked to the computer. This is possible

with the help of a head-mounted display (HMD) with two screens (one for each eye), stereo

sound and one or two sensory gloves.

2. Non-immersive

A non-immersive virtual reality may be a highly realistic flight simulator on a home PC with a

very wide screen, with headphones or surround sound and a realistic joystick. Exploring a detailed 3D

new building or 3D reconstructions of former historical cities may be other examplesof non-immersive

VR; they provide you with a richer experience than a film.

3. Collaborative

You do not get a full immersion with "Virtual world" games such as Second Life and Minecraft

either although they are interactive, plausible and explorable. What they offer you is the opportunity

to collaborate with other people and share experience in real time.

4. Web-based

Recently, the Web gave us new ways to access real realitythrough social media (looking for

information, shopping, sharing ideas and experiences etc). Probably the future of VR will be Web-

based and collaborative.

2.3.4. What equipment do we need for virtual reality?

What do you need to get immersed in VR?

a) A head-mounted display (HMD)/a headset (HMD)

A typical HMD has two tiny screens that show different pictures to each of your eyes, so your

brain creates a realistic 3D (stereoscopic) perspective of the virtual world. A blackout blindfold is also

embedded to block out all other light and eliminate distractions from the real world). The head, eye

and motion tracking systems in VR headsets detect and follow the movements of your

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head, eyes and body to sides and angles and then adjust images accordingly. These devices are getting

more and more affordable: Google has developed an affordable, low-cost pair of cardboard goggles

with built-in lenses that turn a smartphone into a HMD. The equipment gets wired into a powerful

workstation or supercomputer.

The differences between VR and a common computer experience lie in the nature of the input and

output. A common computer uses a keyboard, mouse and speech for input, whereas VR uses sensors

which detect how your body is moving. A PC displays output on a screen (or a printer), VR uses two

screens (one for each eye), stereo or surround-sound speakers, and maybe some forms of haptic

(touch and body perception) feedback.

b) Data gloves

These enable you to manipulate virtual objects. They

are ordinary gloves with sensors wired to the outside to

detect hand and figure motions.

c) Wands

A wand is a stick with embedded position or motion

sensors you can use to touch, point to or interact with a virtual

world.

d) Immersive rooms

An alternative to HMDs is a room/

a hall where changing images are

projected on its big wall. As you move in

the room, the images change accordingly.

Flight simulators with images of

landscapes, cities, and airports use this

technique.

Question 10

VR equipment is made up of:

a) a Head-mounted display (HMD)/a headset (HMD) and data gloves and wands

b) a computer, internet connection

c) cardboard goggles

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2.3.5. Applications of virtual reality in education (types of VR activities)

Virtual Reality used in education can help students get better and more profound insights into

the world around them and thus understand it. VR inflames their imagination. Virtual Reality allows

students to travel in time and space and enjoy unimaginable experiences. Your students will be

engaged and inspired by breath-taking scenes from around the world, gain an understanding of

physics by flying a balloon, experience the moon surroundings or explore the human body in VR.

1. Virtual field trips

https://www.discoveryeducation.com/community/virtual-field-trips/

http://ditchthattextbook.com/2018/10/12/20-virtual-field-trip-ideas-and-activities-for-your-

classroom/

https://eduscapes.com/tap/topic35.htm

Virtual field trips have become popular applications of VR

technology for learning. Google Expeditions can virtually transport

students in time and place. VR also enables visualisation at the

atomic or molecular scale. An example is The Google Expedition app,

which is free to download on IOS or Android; what students need are

some low-cost cardboard headsets that can be attached to a

smartphone.

2. Language immersion

https://immerseme.co/#explore;

https://www.fluentin3months.com/smartphone-immersion/;

https://virtuallyinspired.org/portfolio/monash-university/

Virtual immersion is one of the next best ways to learn a language. A large number of new

language learning apps use VR simulations. They are so good that they can trick the brain into thinking

the experiences are real. The app allows students to connect with other users from all over the world

and communicate while playing games and interacting with other students in a virtual world. An

example is Unimersiv, which can be used together with the Oculus Rift headset

(https://www.youtube.com/watch?v=bCjWlPkJ19E ).

3. Skills training

https://www.youtube.com/watch?v=LcD1VgOljLg

https://www.youtube.com/watch?v=PToEedE3H6k

https://www.youtube.com/watch?v=4om8g0u9a4M

https://www.youtube.com/watch?v=EXYzj6qwCCk

Students can learn and practice their skills by using

virtual reality hands-on simulations. They get engaged in

realistic scenarios without running any risk of practicing an

unfamiliar skill in an uncontrolled real-life situation. Flight/

driving training is a classic application of virtual reality.

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Students sit in a meticulous replica of a cockpit; changing images are projected onto giant screens to

give an impression of the views they would see from a plane. Other examples are: taking a trip to

space, landing a jumbo jet, making a parachute jump or carrying out brain surgery.

4. Architecture and design

https://www.youtube.com/watch?v=NbG206mNEjo

Virtual reality technology can be used in architecture and

design to dig into students’ creativity. The Oculus Rift hardware

enables students to use computer-generated 3D models and

construct 3D models of historical sites or future cities and then

visit them virtually.

5. Special education

https://www.youtube.com/watch?v=n87yaF37QEc

VR has successfully been used with special needs students.The Oculus Rift has stirred students’

imagination and given them visual insightsinto abstract or far-off items. Meditative virtual reality apps

like those that explore planets and stars tend to have a calming effect on students.

6. Distance learning

Virtual reality technology also has huge potential in the distance learning industry. VR

technology can motivate students to participate in online courses and improve their learning

performance.

7. Improved collaboration

Virtual reality technology has the potential to greatly enhance collaboration between teachers

and students, both in distance learning and classroom-based teaching. Research shows that virtual

and augmented reality simulations increase student motivation and improve collaboration and

knowledge construction.

8. Game-based learning

https://www.youtube.com/watch?v=etg0Kvi2pjg

Virtual reality will likely completely change the way games can be used for learning. Game-

based learning works because in increases engagement and motivation, and virtual reality can take

this to the next level.

2.3.6. Most Useful Apps for VR in Education

This is a list of the apps for VR in Education that are very popular with schools. All apps

mentioned are available both for the HTC Vive and Oculus Rift.

https://vr.google.com/earth/

https://irisvr.com/prospect

http://store.steampowered.com/app/386...

http://infectiousape.com/ - KingSpray Graffiti Simulator

https://vr.google.com/objects

https://www.tiltbrush.com/

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Question 11

Most common applications of virtual reality are:

a) a Head-mounted display

b) virtual field trips, skills training, game-based learning, distance learning

c) Padlet

2.3.7. A useful virtual reality education and training platform ENGAGE

ENGAGE is an advanced virtual reality education and training platform that makes it easy

to collaborate, create and learn in VR. Teachers can host meetings, presentations, classes and events

with people across the world. The tools are very easy to use and require no technical expertise. A wide

variety of effective and immersive virtual experiences can be created with an extensive library of

virtual objects, effects and virtual locations available on the platform.

https://engagevr.io

2.4 Augmented Reality (AR)

This chapter introduces another fascinating concept, Augmented Reality, which manipulates

reality and enriches it by displaying virtual scenes on top of real images.

2.4.1. What Is Augmented Reality?

Augmented reality combines reality and computer-based images to give viewers an enhanced

experience. A simple augmented reality use case is a user

captures the image of a real-world object and the device detects

a marker, which adds a virtual object on top of the real-world

object and displays it on your camera screen.

Augmented reality uses technology that projects or

overlays information (images or virtual objects) on real-world

scenes in real-time(what you're looking at). You can track your

surroundings with your phone camera and overlay additional information on top of it on the screen.

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https://www.youtube.com/watch?v=XX993jgeQ0M

The information you can overlay ranges from information

to holograms floating in the middle of a room.

AR uses computerised simulation and techniques such as

animation, image and speech recognition, head-mounted and

hand-held devices etc., in order to add a virtual display on top of

real images.

AR can be experienced through headsets or through displays on mobile devices.

AR technology can be used in a wide range of areas: medicine, military, logistics, design and

modelling, repair and maintenance, tourism, retailing, business and education.

Question 12

Augmented reality:

a) combines reality and computer-based images to give viewers an enhanced experience of

their reality

b) transfers the viewer to another reality

c) always provides the viewer with gloves

2.4.2. How Augmented Reality Works

Augmented reality is live. It manipulates the real-world space the user sees.

One form of AR allows users who are watching a live recording on TV to see virtual elements

(such as football scores) overlaid on the game field.

This type of AR is common with sporting events.

Another form of AR is Google Glass, which looks like

a regular pair of glasses but includes a small device

on which the user can get GPS directions, check the

weather or send photos. The user looks at the

surrounding reality normally and in real time but the

device on his glasses overlays information to create

the augmented experience.

Sometimes a virtual object is placed

between the user and the real world; in this case

object recognition and computer vision is used and

the user can interact with the virtual elements. For

example, mobile apps allow users to select a virtual

version of something they're considering buying and

view it in the real space of their home through their

phone.

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Another form of AR allows users to scan a product or special

codes (such as UPC symbols) that use AR and get information about

it.

Question 13

Augmented Reality:

a) never enables the user to interact with the virtual elements

b) always uses holograms

c) always manipulates the real-world space the user sees

2.4.3. Examples of AR applications

AR applications can become the backbone of

the education industry. Apps embed images, text and

videos, as well as real–world curriculums.

With help of AR, students can access real-time

information of historical places just by pointing their

camera to objects.

AR can be used to translate text in other

languages.

Students can use AR technology to visualise

objects which cannot be observed otherwise. Students

can learn anatomy or perform surgery by using an AR.

AR technology can help them practice surgery in a

controlled environment.

Navigation applications use augmented reality

to help users (tourists or drivers) get to their

destination. The camera of the smartphone in

combination with the GPS enables users to see the

desired route in front of the car.

Augmented Reality can add value to a visit to a

museum or other historic sites. Using a smartphone

equipped with a camera, students can get information

about the places they visit as an overlay on their live

screen (GPS and image recognition technology are

used to look up data from an online database).

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There are applications that show what the location looked like in the past.

Students from vocational schools can develop their repair/ maintenance skills. Using a head-

worn display, they can see superimposed imagery and information are imposed on the problem parts.

The device provides them with useful information on the spot, suggests potential fixes, and point out

potential trouble areas. Students are suggested the necessary tools as well as the steps they should

follow. In addition, simulations can be used to train any students, significantly reducing training

expenses.

For students studying architecture and construction, AR helps them visualize their final

products during the creative process. AR enables them to visualise, for instance, the buildings they

have designed and make changes.

AR can help students studying astronomy or music. Students learning about astronomy might

see a full map of the solar system, or those in a music class might be able to see musical notes in real

time while learning to play a musical instrument.

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2.4.4. AR in education featured 5 best augmented reality tech 2018

SkyView uses GPS; it allows you see where stars, satellites, planets, and constellations are

located at that exact moment, both during the day, at night.

Google Translate is another example of an AR app useful for learning. With it, you can scan

text in a language you don’t understand, and it will translate it for you in real time.

WayRay- https://wayray.com/navion It is a virtual world that moves and changes with the

route helping students learn how to drivea car.

Question 14

Students from vocational schools:

a) can develop their repair or maintenance skills by using AR devices

b) do not need AR devices

c) can use AR devices onlyfor simulations

2.4.5. What’s the difference Between Virtual Reality and Augmented Reality?

Virtual Reality and Augmented Reality are “two sides of the same coin”. Augmented Reality

simulates artificial objects in the real environment whereas Virtual Reality creates an artificial

environment to explore.

Watch this video for clarification - Augmented reality vs. virtual reality: AR and VR made clear

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Answers to the questions addressed in the module 2

Question 1 – b

Question 2 – b

Question 3 – c

Question 4 – a

Question 5 – a

Question 6 – b

Question 7 – b

Question 8– c

Question 9 – b

Question 10 – a

Question 11 – b

Question 12 – a

Question 13 – c

Question 14 - a