RSA #3 Augmented Reality

Module Resource:

https://www.youtube.com/watch?v=PGu0N3eL2D0

Module Resource:

https://www.qualcomm.com/videos/augmented-reality-enhance-education-san-diego

Peer Reviewed Resource:

http://files.eric.ed.gov/fulltext/EJ991229.pdf

Peer Reviewed Resource: http://web.b.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?sid=0f37232a-00c1-4f53-87ea-272b0fd4a749%40sessionmgr112&vid=0&hid=105

Peer Reviewed Resource:

http://web.b.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?sid=61d91ed9-bdf1-4e3e-9413-dc51fd48c402%40sessionmgr114&vid=17&hid=105

Resource:

http://bestekinderapps.de/augmented-reality-apps-ipadiphone-ar-flashcards-10881

What is augmented reality? Ronald T. Azuma, a expert in the field of augmented reality, describes it by saying, “it allows the user to see the real world, with virtual objects superimposed upon or composited with the real world" (Thornton, T., Ernst, J. V., & Clark, A. C., 2012). In simple terms you look at the real world using some type of technology and see a virtual augmented environment.

Augmented reality helps engage students by allowing students to interact with content using multi-media devices (Mitchell, R., & DeBay, D., 2012). Augmented reality can be implemented in the classroom as a supplemental learning tool. It can help to model objects, demonstrate experiments, and represent 3D images. Augmented reality provides motivation to learn due to its unique delivery method and futuristic approach (Thornton, T., Ernst, J. V., & Clark, A. C., 2012).

What are the benefits to using augmented reality? Using augmented reality can eliminate the problem of geography. It can take you anywhere straight from your device. Students of any language or background can follow the visual content and are more likely to participate when using this type of resource (Qualcomm, 2013).  

What is needed in order to use augmented reality? MBD devices are preferred for augmented reality but any device with internet such as a phone or ipad will work for instructional use (Wasko, 2013). There are two developmental platforms available for creating augmented reality environments. The two platforms are called ARIS and FreshAir. ARIS is suggested for laptop use while FreshAir is suggested for phone and tablet use (Wasko, 2013).

Augmented reality can take an otherwise dull or boring concept to learn and make it exciting. For example Kinder Lernen Mit, created an augmented reality app for helping students learn the alphabet. When the student hovers the screen over the flashcard with a letter, an animal pops up that starts with that letter. It is a great way for student to make connections between what they are learning and prior knowledge. See figure one for a picture demonstrating the augmented flashcards (Alle Rechte vorbehalten, 2012).

 

 Figure One: Picture of augmented flashcards

Being the business applications and technology teacher at my school, I am always trying to stay current on technology effecting or advancing the business world. One way in which augmented reality has had to change my classroom is through marketing. I do an entire unit of business advertising and as the methods change so does my class.

Lego has created a augmented reality marketing Campaign that allows children to see what the finished product will look like when finished (Jshwbb, 2009). To expose our business students to this new form our marketing, we took our Future Business Leaders of America Club to the local Lego store. See figure 2 for a picture of another Stevenson High School business education teacher demonstrating the use of augmented reality in the store.

 Figure 2: Lego demonstration of augmented reality

Bibliography:

Alle Rechte vorbehalten. (2012, June 25). Ar Flashcards - Kinder lernen mit Augmented Reality Apps. Retrieved February 9, 2015, from Beste Kinder Apps : http://bestekinderapps.de/augmented-reality-apps-ipadiphone-ar-flashcards-10881

Jshwbb. (2009, September 27). Lego Augmented Reality . Retrieved February 9, 2015, from YouTube: https://www.youtube.com/watch?v=PGu0N3eL2D0

Mitchell, R., & DeBay, D. (2012). Get Real: Augmented Reality for the Classroom. Learning & Leading With Technology, 40(2), 16-21.

Thornton, T., Ernst, J. V., & Clark, A. C. (2012). Augmented Reality as a Visual and Spatial Learning Tool in Technology Education. Technology And Engineering Teacher, 71(8), 18-21.

Qualcomm. (2013, June 7). Augmented Reality to Enhance Education in San Diego. Retrieved February 9, 2015, from Qualcomm: https://www.qualcomm.com/videos/augmented-reality-enhance-education-san-diego

Wasko, C. (2013). What Teachers Need to Know about Augmented Reality Enhanced Learning Environments. Techtrends: Linking Research And Practice To Improve Learning, 57(4), 17-21.

 

RSA2: Project-Based Learning

Resource:

http://www.edutopia.org/project-based-learning

Module Resource Link:

http://www.teachthought.com/learning/project-based-learning/13-timeless-project-based-learning-resources/

Module Resource Link:

https://www.youtube.com/watch?v=LMCZvGesRz8

Peer Reviewed:

 http://files.eric.ed.gov/fulltext/EJ1017548.pdf

Peer reviewed: 

http://web.a.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?sid=95fcd6cd-c806-441b-8cc5-edaf407db91e%40sessionmgr4004&vid=12&hid=4209

Project-based learning is when students work to solve real world problems. This process if often completed in groups to encourage collaboration. Edutopia studies have shown completed reports that show “students who use project-based learning remember the material much longer and have healthier attitudes toward education” (Dauphin, 2013). The process of using project based learning gives students the opportunity to gain problem solving skills by applying the to real life problems (George Lucas Educational Foundation, 2015). This is similar to the skills students will be expected to demonstrate in their future careers.

The tree major learning components that occur in project-based learning include collaboration, critical thinking, and communication (Buck Institute for Education, 2010). Collaboration and communication refer to the parts of project-based learning when students are working in groups and dividing up tasks to solve real world problems. An important part of building critical thinking skills in project-based learning is incorporating student choice. This can be done when they present their findings. They can choose to create a report, presentation, or video (Buck Institute for Education, 2010).

Project-based learning is usually completed in partner or groups. Lu and Law’s study demonstrated the importance of peer feedback in project based learning. While completing peer feedback as part of the project-based learning process, students learn to reflect on their own work. Peer feedback can be broken down into six categories. Those categories include problem identification, question, suggestion, explanation learning, explanation person, and personal experience (Ching, Y., & Hsu, Y., 2013).

Although project-based learning is mostly completed in partners or groups, it is important to assess each students learning. One way to check for individual understanding throughout the project-based learning process, is by giving an open book exam or small projects within the full-scale project (Kunberger, 2013).

The transition from a tradition lecture classroom to using project-based learning can be difficult. The focus needs to shift from how to teach the material, to how do students learn best. There are many resources available to help aid teachers in properly making the transition from a traditional classroom to project-based learning classroom. Some resources for teachers are outlined in the graph below by their name and what they can be used for.

Resource	Description
Edutopia	Reach on blogs on PBL
Buck Institute for Education	PBL projects, research, and inspirational videos
Project-Based Learning Online	PBL handbooks
Project-Based Learning Checklist	Checklist to help guide students using PBL
Global School Net	Resources for cross-cultural PBL
Online Internet Institute	Professional development suing workshops and courses
PBL Exemplary Projects	Resources for assessing project, reach on PBL, and example projects
Internal Teach Elements: Online Professional Development Courses	Video courses
Houghton Mifflin’s Project-Based Learning Space	Project-based learning descriptions and overview of issues
High Tech High	Project-based learning success stories
PBL Lab	Sharing platform for post secondary students wanting to use project-based learning
ThinkQuest.org	Library of projects
YouTube	Library of videos

Figure one: Project based learning resources

Bibliography

Buck Institute for Education. (2010, December 9). Project Based Learning: Explained. Retrieved February 3, 2015, from YouTube: https://www.youtube.com/watch?v=LMCZvGesRz8

Ching, Y., & Hsu, Y. (2013). Peer Feedback to Facilitate Project-Based Learning in an Online Environment. International Review Of Research In Open And Distance Learning, 14(5), 258-276.

Dauphin, S.  (2013).  12 timeless project-based learning resources.  Retrieved from:http://www.teachthought.com/learning/project-based-learning/13-timeless-project-based-learning-resources/

George Lucas Educational Foundation. (2015, February 5). Project-Based Learning. Retrieved February 3, 2015, from Edutopia : http://www.edutopia.org/project-based-learning

Kunberger, T. (2013). Revising a Design Course from a Lecture Approach to a Project-Based Learning Approach. European Journal Of Engineering Education, 38(3), 254-267.

Miller, A. (2014). Project-based learning and the common core: Resource roundup.   Retrieved from:http://www.edutopia.org/project-based-learning-common-core-resources.

RSA1: Professional Learning Communities

Resource link 1:

http://nkutech4k12transformation.pbworks.com/w/page/21381468/Wiki Planning and Development Materials

Module Resource link 1:

http://blackboard.cuchicago.edu/bbcswebdav/pid-1435469-dt-content-rid-5597031_2/courses/8249.201530/Week1-reading-DuFour-professional-learning-community-EDT6030-v14.pdf

Module Resource link 2:

https://www.youtube.com/watch?v=iyMgfR5m0_s

Peer Reviewed Article Link 1:

http://files.eric.ed.gov/fulltext/ED544210.pdf

Peer Reviewed Article Link 2:

http://files.eric.ed.gov/fulltext/EJ972454.pdf

Professional learning communities have moved from what do we need to teach to how do we know students are learning (DuFour, 2004). This requires teachers to collaborate about what they are using their classrooms and the effect in which it is having. 

Professional learning communities can also occur online. If you are a singleton teacher, the only person teaching a class, it can be difficult to find someone to collaborate with. This is when online Professional Learning Communities become useful. These are often times called Hybrid professional learning communities (Blitz, 2013).

Professional Learning Communities are designed for some type of teacher learning. Making those professional learning communities available online expands the amount of learning that can take place. Now the reach is worldwide, and can give support, feedback and advice (Trust, 2012).

Professional learning communities have barriers that occur and stop a team from successful accomplishing their goals. Some of those barriers include conflicting schedules, physical proximity, and access to resources (Maddin, 2012).

There are many online professional learning communities that already exist for professionals. One is called The Teacher Learning Community. It is a website that allows for learning programs, webinars, shared resources, and collaboration among educators.  These resources can help you by using how-to videos or having live chat sessions with experts in different fields (SimpleK12, 2011).

Another online professional learning community available to educators is Edmodo. Edmodo is considered a social media site for educators that have a similar platform look to Facebook. There are conferences offered though Edmodo as well as excess to shared educators libraries (Trust, 2012).

All of these resources are great tools of using and creating an online professional learning community, but to an extent they all can cost money. If a teacher were looking for a free way to collaborate with other professionals online and create a professional learning community of their own, a Wiki would be a good choice.

 Wiki’s help to eliminate any geographical concerns as well as the other barriers listed above. Using a wiki as a professional learning community will allow for you to show how you have evolved and changed over time (Maddin, 2012). This can be helpful when keeping track on dates goals were written, or when data was collected. Wiki’s can be edited by anyone, which also embraces the idea of collaboration.  Anyone using the Wiki can also include videos, links, files, and comments.

The benefits of using an online professional learning community over a traditional one include less disruption of class time, making meetings more efficient, saving trees, and having access to this information anytime you have Internet (Maddin, 2012).

The resources specified not only provide you with information on why having a professional learning community is important but how creating one online can be effective. There are many resources available for creating online professional learning communities but some of my suggestions based on my research would be Edmodo or Wiki.

Bibliography

Blitz, C. (2013). Can online learning communities achieve the goals of traditional professional learning communities? What the literature says. Institute of Education Sciences , 1-26.

DuFour, R. (2004, May). What Is A Professional Learning Community? Educational Leadership , 6-11.

Maddin, E. (2012, May N/A). Wiki Planning and Development Materials. Retrieved January 29, 2015, from Technology for K-12 Transformation: http://nkutech4k12transformation.pbworks.com/w/page/21381468/Wiki%20Planning%20and%20Development%20Materials

SimpleK12 (Director). (2011). Teacher Learning Community - Teacher Professional Development [Motion Picture].

Trust, T. (2012). Professional Learning Networks Designed for Teacher Learning. Journal of Digital Learning in Teacher Education , 133-138.