ELI 2012 Annual Meeting
Special Collections Using Augmented Reality
to Enhance Learning and Teaching
(SCARLET)
Matthew Ramirez
Project Overview
Aims
» Use AR to add value to the learner experience.
» Produce a methodology that other Special Collections
libraries can follow, making these resources accessible for
research, teaching and learning.
Challenges and considerations
» Students must consult rare books within the controlled
conditions of library study rooms.
» The objects are isolated from the secondary, supporting
materials and the growing mass of related digital assets.
» What application does AR have to the wider audience?
» How does use of AR enhance Learning & Teaching?
» Differentiation and blended learning (Jo to write)
Educational Context in the UK
» Tuition Fees increased in most UK universities to
£9000 per year.
» Students require more demonstrative input and
contact time from academics.
» Universities have to offer more supported elearning materials supplementing contact time.
» Students expect increased differentiation in
learning styles in contrast to traditional didactic
approach.
Stakeholder Roles
»
SCARLET is unique in that it has a multi-disciplinary team working to
achieve aims with a focus on student learning
Mimas
To evaluate learning with students
Mimas
Project Management and AR
technology
John Rylands Library
Access and technical integration
with digitised content and special
collections
Academics
Award winning academics from
Humanities faculty to develop and
deliver content
Team SCARLET
Introduction to AR
» Augmented Reality (AR) is a term for superimposing
computer graphics over a live view of the real world
» Can be delivered on a desktop, television, mobile
device etc.
Examples of AR
» In televised sporting events real-time analytical
information is displayed offering insight into a
player, time left, league tables etc.
AR Student Benefits
» Combining the magic of seeing and handling
primary sources with leading-edge technology to
support research-led teaching.
» Surround objects with interpretative and
contextual material.
» Bridging the gap between tutor-mediated
seminars and independent learning.
» Using blended learning methodology.
» Users retain information when actively involved in
a learning experience.
Mobile Usage
» Morgan Stanley forecast that by 2014 mobile
internet usage will overtake user access through
traditional desktop means.
SCARLET Content
Bringing Special Collections to life using AR
GLUE-ing information to images
Storyboarding – Phase 1 development
» The GLUE object or visual reference should be kept
with the Edition, in this case Dante’s Landino but can
also be copied for student to take away.
» User journey should be self contained to browser app.
GLUE Object
Landing page
Webpage
Content Acquisition
Landing Page
» Title
» Short Description
» Audio (Optional)
» Video Walkthrough (Optional)
» Email (Optional)
Web page
» Links to associated resources
» Short piece of text to accompany links
» Images (Optional)
» RSS Feeds - Twitter, blog, news etc. (Optional)
» Learning/Research Activities
Overview – Phase 1 workflow
GLUE Object
Landing page
Webpage
Student Learning Materials
Initial Evaluation objectives
» How effective is the AR app in allowing a more
direct comparison of the 10 selected objects
(Dante) in contrast to previous methods
employed?
» How does the AR app assist in demonstrating an
understanding of the changing media used for
textual transmission.
» How can feedback be used to inform the next
development phase?
» Does AR add value to students study and assist
with learning outcomes?
User Journey
http://teamscarlet.files.wordpress.com/2011/09/userjourney.png
User Journey video
http://youtu.be/UzI1dtSQ7ac
Feedback - Positive
» Technology was easy to use.
» Provided a central reference to library systems
and external resources.
» Beneficial for initial planning of essays and basic
knowledge acquisition.
» Video introductions related to specific objects
were most valuable asset in the delivery.
Feedback - Negative
» Resources were already available online
(Blackboard)
» Students felt divorced from physical object, linking
to web app diluted the experience
» Activity was prescribed and not aligned with some
users research methods consulting physical
secondary texts.
Feedback – Lessons Learned
» Use of AR should be more contextual and linked
to the object.
» Best used in short byte size learning chunks
» Must deliver unique learning values different from
online support (e.g.VLE).
» User should become less conscious of the
technology and more engaged with the text.
» Users learn in different ways and AR may not be
appropriate to all students.
» Evaluation needed from other user groups and
course areas.
Next Steps
Next Steps
» Develop materials overlaid on the physical
resource for other courses (Milton, Ancient
Egyptian papyri).
» Work with library to promote public engagement.
» Investigate funding opportunities in other subject
areas.
» Disseminate tool kit at project end.
Other subject applications
Project Communication
» Project blog at http://teamscarlet.wordpress.com/
where all members of project contribute on all
aspects (academic, technology, pedagogy, special
collections.
» Twitter @team_scarlet
» Email: matthew.ramirez@manchester.ac.uk
» Publications
» CILIP Update magazine (February 2012)
» SCONUL Focus (February 2012)
Thank you