Reflective Practitioners: Phases of AR in Education
Last evening I was engaged in a collaborative discussion on Twitter with two connected educators; Brad Waid and Kristen Eveland. We were discussing the possible phases of Augmented Reality (AR) in Education. The diagram above represents many of the ideas we brainstormed, and if you click on the image you’ll see a more complete PDF with one possible application of AR.
It’s important to point out that the phases are not intended to represent a hierarchy, and as such the “Awareness” level seemingly encompasses all of the phases. There is certainly a comingling between different phases; certain Augmented Reality apps are inherently more equipped to allow for “Creation” than others. However, I strongly feel that innovation is possible with most of the AR apps available to educators today.
What I valued most about our dialogue wasn’t the topic (although I LOVE the possibilities that AR presents). I appreciated the deeper reflection and questions that our exchange generated. Late in the evening on a Saturday night we were brainstorming the hows & whys of a game-changing tool. It was also clear that the comments that Brad and Kristen shared were in support of creating an engaging student learning experience.
Connecting with fellow educational leaders to reflect on our practice and discuss the purpose of what we are doing for our students is one of the many things I value in my Professional Learning Network (PLN). A special thanks to @TechBradWaid & @KEveland2 for their sharing.
What are your thoughts on the phases of AR in Education? What did we miss?
Posted on December 1, 2013, in Uncategorized and tagged AR, Augmented Reality, Aurasma, Brad Gustafson, Brad Waid, Collaboration, Education, Innovation, Kristen Eveland, PLN, Professional Learning Network, Reflective Practitioner, World Book Talk. Bookmark the permalink. 1 Comment.