The term ‘augmented reality’(AR) refers to information about the real world that our senses can’t give us. But we can receive it electronically in real-time, often using internet-enabled mobile phones: a Commoncraft video gives a simple introduction to the topic.

my e-mail address!

QR (Quick Response) codes are one example of AR technology. These 2D graphics work in much the same way as bar-codes in supermarkets, and can be attached to buildings, art-works etc to provide information that can be ‘read’ by internet-enabled mobile devices with appropriate software. More information about QR codes, particularly in the context of learning resources, can be found in an RSC Wales Moodle area put together by Sam Oakley, and also a blog by Karl Drinkwater. Andrew Ramsden from the University of Bath has also recently looked at educational uses of QR codes – both those that have worked, and those that haven’t. QR codes also have important accessibility potential, and have featured in JISC Techdis HEAT projects.

 QR codes were just one of the topics covered in the presentation given by Steve Rose from the University of Exeter at the recent JISC/Escalate HE in FE conference at Warwick. He also outlined a similar process of image recognition employing MagicSymbol™ technology, but more appropriate for large display screens and/or projection. As with QR codes, a simple monochrome graphic is viewed- eg. by web-cam – and the output is a 3D image or video-sequence that may give the illusion of reality. MagicSymbols have been used to add features to toys – for example buildings growing out of piles of Lego™, and spiders on Top Trumps™ cards! They have also been used to provide information about  cars – colours, components, how they look whizzing around bends!

Layar example from http://eyetour.com

Steve also highlighted the use of AR browsers during his presentation: these are generally designed for mobile devices and create the same sort of effect as a sports results ‘ticker-tape’ on a TV screen, or data on altitude, speed etc superimposed on a pilot’s screen. They often provide location-based information eg. about  museums, restaurants, businesses. Some AR browsers, such as Kooaba, rely on image recognition, but there are also examples like Layar  which employ GPS and community-generated content. 

 iPhone applications such as ‘Nearest Tube’ (devised by Acrossair) also employ GPS, and ‘mash’ inputs from the phone’s camera, GPS and digital compass to detect the nearest tube station – this is then shown on the phone’s display. 

thanks to markstechnologynews

Because all these examples of AR increase the amount of available information, they provide considerable opportunities for teaching and learning – subject areas such as geography and tourism immediately come to mind, but all areas of study and practice could benefit. This is a rapidly developing area of technology : have you come across any other examples, and/or have suggestions about their use in education?

First, apologies to those of you reading this who don’t like to see ‘text speak’ used in this context. I admit that I am actually one of  those who generally prefer to write and punctuate text messages as I would any piece of writing but in the interests of the content of this blog post I wanted the title to be relevant and mildly engaging at the very least!

Today I wanted to share my thoughts about text messaging in an educational context … but what has prompted me to do this? Mobile phones are everywhere and although some of us use them (not just for making calls) much more than others, the fact that it is a technology that the majority of learners have and are familiar and comfortable with makes it seem like a ‘tool’ to be seriously considered to support learning, teaching and the general learner experience. My colleague Christine’s post in February about mobile phones being a blessing or a curse and my musings on the Horizon Report 2009 have already considered this topic but in response to several requests for more information about using SMS text messaging in an educational context and Christine’s most recent post where she mentioned our ‘text wall’ I wanted to say a bit more.

We (at RSC Wales) have been taking advantage of the fact that most people have mobile phones with them wherever they go by using a ‘text wall’ as a communication tool at events, workshops and staff development sessions to collect feedback and comments and to gather and then respond to questions. The main function (imo) of the xLearn text wall we are using (originally heard about through JISC TechDis) is as a tool to gather, in one easily accessible online place, text message communications. These ‘communications’ could be comments, thoughts, questions, responses to specific queries or even tasks … all things that we want to happen in a teaching and learning environment. This particular text wall can also be used to send texts to individuals or groups but this is not something we have felt the need to do to any great extent as of yet. Here is an example of the kinds of text wall communications we had with the delegates at our July 2009 event ‘Integration Learning Together’, where we used it as one way of collecting general responses to the day as well as gathering questions for Martin Dougiamas who was presenting to us (and receiving the questions directly through the text wall) live from Australia.

However, this is only one way that text messaging is being used/can be used in an educational context. A number of organisations are now using text messaging services like Edu txt or Janet txt to stay in touch with their learners … texting notices, timetables changes, etc … and interest seems to be increasing in this kind of service. In response to this interest I have gathered together some basic notes on the range of SMS/text message services that are now available for those in an education context. Here are my notes on the types of text messaging services that are currently being used within education.

I know that we all choose to use our mobile phones in different ways today and that many see mobile phones as a distraction to learning rather than as a handy tool … but I think that much as any tool generally has a primary purpose, we also eventually find other good uses for it (a ruler is to measure accurately but also to draw straight lines, track text as you read, mark the place in a book …) as we become more familiar with it. But then thinking about what I have just said, isn’t the primary purpose of a mobile phone to be able to communicate and stay in touch … and isn’t that what we want to do with our learners anyway?

This week Nielsen Online published its findings regarding mobile internet usage in the UK.

According to their research mobile internet usage increased by 25% (an increase from 5.8 to 7.3 million) between the second and third quarter of 2008. PC based internet usage grew by 3% in the same period.

Nielsen found that there is a higher concentration of younger users (aged 14-24) using mobile internet services compared to services accessed via a PC.

BBC news, Google Search, BBC Weather and Facebook are the most popular mobile sites indicating a need for fast access to resources and information.

It’s interesting to see that mobile internet usage is increasing so rapidly; Sometimes I hear the arguments that mobile internet access is prohibitively expensive or requires advanced handsets that many people do not have. All inclusive “web” deals, subsidised phones and faster mobile networks have chipped away at those arguments. Almost anyone can now have cheap and easy access to the information they want when and wherever they want it.

Many students I have talked to don’t consider their phone to be mobile technology, it’s just a part of their day to day life. A mobile is slipped into the pocket without any thought, just like putting on a pair of shoes before you go outside.

To read the full Nielsen report click here (PDF)