This week in MindLab, one of the areas we investigated was virtual and augmented reality apps. I had heard of both, but only really played around with one app, Aurasma, rather than be a creator of an augmented reality. In case you're a little unsure of the difference I'll paste in the definition, and go over a few of the apps.
Aurasma
The augmented reality apps we tried out in class were Aurasma, Quiver, Anatomy 4D and Elements 4D. With Aurasma, once you've downloaded the app onto your phone, you follow or subscribed to creator of an aura you would like to view (in the video below the creators would be the newspaper company, Kellogs etc), then hold your phone camera over an image and witness an alternative image or video appear!
Google Cardboard
| During class we accessed virtual reality simulators through the use of Google Cardboard's virtual reality goggles. They came as a flat pack and were fairly easy to assemble using a few bits of velcro, two magnets, and a rubber band. Your phone slips inside and is held secure by the velcro as you utilise the apps that create a three-dimensional image. |  |
The app I played with using Google goggles was Google Cardboard - a super low-cost alternative to virtual reality headsets. The video below gives a basic explanation of how it works.
Using Google Cardboard and Aurasma at MindPlus
We were asked to consider ways that we may be able to use Virtual or Augmented Reality in our classroom or school? What would it add? How would it change the learning? In terms of my current class, 16 students showing many signs of giftedness, there are a few ways I can think where both Aurasma and Google cardboard goggles could be introduced. The best way to analyse which activities would be most effective is to use either the SAMR or TPACK models. I'll save this for my next post!
RSS Feed
