scholarly journals Directar: Teaching the basics of Cinematography Using Augmented Reality as Learning Tool

2021 ◽  
Author(s):  
Gonzalo Andres Bastidas Arteaga
Keyword(s):  
Augmented Reality ◽  
Learning Experience ◽  
Visual Language ◽  
Abstract Concepts ◽  
Learning Tool ◽  
Hands On ◽  
Hands On Learning ◽  
The Creation ◽  
Nursing Training

This paper examines the development of an augmented reality app that will be used as a tool for people interested in learning the conventions of cinematography. Augmented reality has demonstrated its value in various aspects of education, from helping highschoolers learn abstract concepts of chemistry, to medical and nursing training. DirectAR merges augmented reality with tried and tested visual language concepts in order to give its users a hands-on learning experience. This is possible due to the creation of AR characters that serve as models with which users of this app are able to grasp concepts by actually putting them into practice

scholarly journals Directar: Teaching the basics of Cinematography Using Augmented Reality as Learning Tool

2021 ◽  
Author(s):  
Gonzalo Andres Bastidas Arteaga
Keyword(s):  
Augmented Reality ◽  
Learning Experience ◽  
Visual Language ◽  
Abstract Concepts ◽  
Learning Tool ◽  
Hands On ◽  
Hands On Learning ◽  
The Creation ◽  
Nursing Training

This paper examines the development of an augmented reality app that will be used as a tool for people interested in learning the conventions of cinematography. Augmented reality has demonstrated its value in various aspects of education, from helping highschoolers learn abstract concepts of chemistry, to medical and nursing training. DirectAR merges augmented reality with tried and tested visual language concepts in order to give its users a hands-on learning experience. This is possible due to the creation of AR characters that serve as models with which users of this app are able to grasp concepts by actually putting them into practice

Vmware as a Practical Learning Tool

2011 ◽  
pp. 338-354 ◽  
Author(s):  
Eduardo Correia ◽  
Ricky Watson
Keyword(s):  
Operating Systems ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Tool ◽  
Large Computer ◽  
Computer Laboratory ◽  
Hands On ◽  
Active Directory ◽  
Hands On Learning ◽  
Windows Server

Providing a dedicated lab to each group of students in order to gain hands-on learning experience is not always possible due to budget and space constraints. For example, in one class of 20 students, each student requires at least three computers with each computer capable of running three operating systems, such as UNIX, Linux, and Windows Server 2003. This requires a large computer laboratory with 60 computers in total. In addition, it is difficult to manage the laboratory to accommodate students from other classes. For example, once one class leaves the laboratory, another class of 20 students needs to start immediately with each person configuring Windows Server 2003 Active Directory on four computers. This requires another large computer laboratory with 80 computers. This chapter presents VMware as a teaching and learning tool to overcome the problems mentioned above. Under VMware, students do not require administrative privileges on physical machines. Consequently, they have complete freedom to experiment within their own virtualised environments.

Applying Kolb’s Model to a Nontraditional Preservice Teaching Practicum

2017 ◽  
Vol 40 (3) ◽  
pp. 249-263 ◽  
Author(s):  
Amy Burns ◽  
Patricia Danyluk
Keyword(s):  
Preservice Teachers ◽  
Abstract Concepts ◽  
Multiple Sources ◽  
Teaching Practicum ◽  
Preservice Teaching ◽  
New Concepts ◽  
Concrete Experience ◽  
Hands On ◽  
Bachelor Of Education ◽  
Hands On Learning

This article reports on the initial findings of an ongoing study that will see six preservice teachers placed in a nontraditional practicum placement as part of their bachelor of education program. Reported here is the examination of emergent professionalism of the initial two preservice teachers during their nontraditional practicum placement on a housing construction site. Emergent professionalism is enacted when teachers shift their concerns from self to other, as described by Fuller. The findings are then examined from the perspective of Kolb’s experiential learning model, including the concrete experience, observation of and reflection on that experience, formation of abstract concepts based upon the reflection, and testing of the new concepts. As a result of this analysis, new insights are shared regarding the ways in which preservice teachers develop their emergent professionalism through examination of the environment, multiple sources of feedback, interdisciplinary lessons, and a hands-on learning environment.

Integrating Educational Robotics to Enhance Learning for Gifted and Talented Students

2015 ◽  
pp. 1467-1495
Author(s):  
Amy Eguchi
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
Gifted And Talented ◽  
Educational Robotics ◽  
Learning Tool ◽  
Us Economy ◽  
Hands On ◽  
Hands On Learning ◽  
Talented Students ◽  
Robotics In Education

Using educational robotics as a learning tool fosters gifted and talented students' learning, helping to instill the qualities necessary for them to be successful 21st century citizens and innovators who can profoundly affect the future US economy. Educational robotics provides a stimulating hands-on learning environment in which students constantly encounter problems that trigger inquiries, inspiring them to develop new solutions, test them out using the physical robots, and reiterate the process until they successfully solve the problems. Although educational robotics is considered “the most perfect instructional approach currently available” (Gura, 2013, para. 2), just bringing the tool into a classroom does not necessarily create the learning transformation that we wish to witness. The chapter presents the theories behind ideal Robotics in Education (RiE) approaches, introducing tips to ensure effective student learning and to maximize the potential of able students to display giftedness.

scholarly journals TEACHING THE FUNDAMENTALS OF CIVIL ENGINEERING MATERIALS THROUGH EXPERIENTIAL LEARNING

2017 ◽  
Author(s):  
Joshua Woods ◽  
Natalie Mazur ◽  
John Gales
Keyword(s):  
Experiential Learning ◽  
Environmental Sustainability ◽  
Civil Engineering ◽  
Experimental Testing ◽  
Learning Experience ◽  
Reinforced Concrete Beam ◽  
Learning Activity ◽  
Hands On ◽  
Hands On Learning ◽  
Engineering Materials

This study presents an overview of a civil engineering materials course curriculum at Carleton University developed by the authors. The curriculum aims to move away from traditional civil engineering materials courses, which focus heavily on concepts related to material science, and instead concentrate on concepts that are more relevant to today’s practicing civil engineers. The rationale, application, and analysis of the integration of these concepts through an advanced application of case-based and experiential learning is discussed. Central to this new course curriculum is a hands-on experiential learning activity on the construction and experimental testing of reinforced concrete beam specimens in lab sections of approximately 25 students. The goal of the lab is to provide students with a hands-on learning experience and use this as a tool to cover advanced topics related to civil engineering; for example, environmental sustainability and resilience. The assessment of the students’ understanding of the concepts taught in class were performed through the use of an anonymous questionnaire distributed at the end of the course and through traditional examination and assignments. Results of the survey were compared between classes who engaged in the advanced experiential learning laboratory and those who did not. The results demonstrate that after introducing experiential learning into the course curriculum, students were more likely to form an educated opinion on the potential sustainability of a material. Experiential learning is shown to be a valuable tool for engineering education that, when used efficiently, can seamlessly incorporate newly emerging engineering concepts to ensure that graduating students are equipped with the knowledge and tools they require to be competitive in the job market. The relation of the course to contemporary accreditation of Graduate attributes is discussed at length along with critical information regarding the effectiveness of balancing student engagement in STEM subjects.

scholarly journals Studienlandschaft Schwingbachtal: an out-door full-scale learning tool newly equipped with augmented reality

2015 ◽  
Vol 12 (11) ◽  
pp. 11591-11611 ◽  
Author(s):  
A. H. Aubert ◽  
O. Schnepel ◽  
P. Kraft ◽  
T. Houska ◽  
I. Plesca ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Field Work ◽  
Landscape Scale ◽  
Full Scale ◽  
Learning Tool ◽  
The Real ◽  
App Development ◽  
Field Instrumentation ◽  
Hands On ◽  
Practical Field

Abstract. This paper addresses education and communication in hydrology and geosciences. Many approaches can be used, such as the well-known seminars, modelling exercises and practical field work but out-door learning in our discipline is a must, and this paper focuses on the recent development of a new out-door learning tool at the landscape scale. To facilitate improved teaching and hands-on experience, we designed the Studienlandschaft Schwingbachtal. Equipped with field instrumentation, education trails, and geocache, we now implemented an augmented reality App, adding virtual teaching objects on the real landscape. The App development is detailed, to serve as methodology for people wishing to implement such a tool. The resulting application, namely the Schwingbachtal App, is described as an example. We conclude that such an App is useful for communication and education purposes, making learning pleasant, and offering personalized options.

scholarly journals Re-orientation of Science and Mathematics Teachers Instructional Strategies for Information Communication Technology Integration

2015 ◽  
Vol 7 (3) ◽  
pp. 1338-1346
Author(s):  
Rose Atieno Mutende
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Information Communication ◽  
Qualitative Research Design ◽  
Hands On ◽  
Hands On Learning ◽  
Service Training ◽  
Ict Infrastructure ◽  
And Mathematics ◽  
Science And Mathematics Teachers

This article reports on a study which explored teachers re-conceptualization and re-orientation process during their in-service training for ICT-pedagogy integration in teaching and learning. The qualitative research design was used for the study. It was found that there was a limited ICT infrastructure as well as inadequate technological access and reliability, the participating teachers were engaged in authentic hands-on learning experience and that the teachers engagement in the learning activities demonstrated they had not developed expertise in ICT usage for teaching and learning. It was therefore recommended that opportunities to acquire professional ICT integration skills for both teachers and trainers be expanded. 

Structure and Delivery for Mobile Learning Experiences

2020 ◽  
Vol 10 (1) ◽  
pp. 15-33 ◽  
Author(s):  
Hugh Kellam
Keyword(s):  
Mobile Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Design Stage ◽  
Learning Context ◽  
Effective Feedback ◽  
Hands On ◽  
Hands On Learning ◽  
Informal Structure ◽  
And Control

The purpose of this article was to identify, implement, and evaluate the effectiveness of best practices from the mobile learning literature for the structure and delivery of mobile learning. Mobile learning activities were deployed in a videoconference equipment training course which was accessed by physicians, nurses, and healthcare professionals at medical organizations across Ontario. With regards to mobile learning delivery, user flexibility and control were identified as critical when utilizing a mobile learning experience to apply knowledge in a specific learning context. Avatar hosts were also identified as effective feedback and guidance mechanisms. The informal structure of mobile learning proved to be ideal for contextual, hands-on learning of specific workplace skills, supported by the baseline and summative knowledge provided by the online learning course. This study found that the structure and delivery of mobile learning must be considered during the instructional design stage in order to provide practical learning experiences and reliable learning outcomes.

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