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In the past 20 years the use of technology in the classroom has gained in prevalence due to innovations in technology that have been made suitable for teaching. Second language (L2) acquisition is uniquely suited for incorporating various forms of technology because of the nature of the tools, like language, primarily being used for communication. In the last 10 years researchers have been gaining interest in the educational uses of virtual reality and augmented reality.
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Augmented reality is the use of digital devices (e.g., smart phones, tablets, mobile devices, wearable technology) to inlay digital information onto the physical world. For example users Google Glass, by Google was able to view contacts of emails, through the eyewear, while still viewing the physical world.
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There are multiple tools currently available for using the augmented reality for educational purposes. The addition to just one of these to the toolkit of language educators may have a positive impact for L2 learners of all ages and backgrounds. This workshop will serve as an introduction to one such tool, Aurasma, and how it can be implemented into the L2 learning environment. Like with the use of any technology, please use discretion.
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Additional technology can be fun, engaging, and motivational, but the implementation of new technology into the classroom just for the sake of using it is not encouraged. Aurasma, should be used in conjunction with the language learning ecology. This is to be used as a template for implementation of Aurasma into a L2 curriculum. Users should refine and tweak this for their own purposes.
chapter
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This two-day workshop is designed for second language (L2) instructors ( from here on referred to as students) who are interested in seeing the possible benefits of adding augmented reality into their teaching toolkit. The students will learn the basic functionality of Aurasma, and be shown examples of how Aurasma has been used in the classroom. After seeing some of the functionality of Aurasma, students will break of into teams.
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In these teams, students will collaborate on building a lesson plan using Aurasma as a tool for instruction of the topic of their choice (vocabulary, first conditionals, conversational skills, etc.)
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By the end of the workshop, the students will have created a lesson plan for implementing Aurasma and share it with their peers.

Outline of Instruction
- Day One
- Introduction to Augmented Reality(AR)
- History
- Current trends
- Language learning and AR
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- Introduction to Aurasma
-Core functionality
-Example One
-Example Two
- Exploration (Hands on)
Example One
Example Two
- Grouping
- Creating a Prototype
-Day Two
- Sharing (play test)
- Refining
- Presentation
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Resources:
1. Augmented Reality Potential and Hype: Towards an Evaluative Framework in Foreign Language Teaching
Jessica Salmon1 & Julianne Nyhan2
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2. Emerging Technologes Contributing, Creating, Curating: Digital Literacies for Language Learning, Robert Godwin-Jones
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3. AUGMENTED REALITY IN EDUCATION – CASES, PLACES,
AND POTENTIALS
Matt Bower, with Cathie Howe, Nerida McCredie, Austin Robinson & David Grover
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4. Augmented Education: How can augmented reality be incorporated into pre- service teacher education to help K-12 students?
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5. Aurasma for the Classroom
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6. Aurasma: Augmented Reality for Your ClassroomBy Ann Elliott on November 11, 2014
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Notes on Using Thumbscribes

Thumbscribes limits my word count making it difficult to write in length.
This limit could be seen as a benefit, if instructors want to encourage brevity in responses. (Get to the point)
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In constructing a workshop (WS) for using language learning tools, it may be easier to use a different tool.

Additionally using thumbscribes as a solo author forces me to use two accounts. Logging in and out. I opened up an additional browser in order to be simultaneously logged in t o the two accounts.
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I am beginning to like the way Thumbscribes forces me to be short. I can keep my thoughts clear, and there is less of a chance for me to stray off topic.