Augmented Reality Lesson

For this week, I decided to create an augmented reality assignment using Aurasma.  My plan was to use it for the factoring unit and use this as a discovery activity.  The students would do stations and are allowed to move around the room to each of the 4 stations as they wanted.  At each station, I would post up 4 of the trigger images and below the triggers, I would post the required problems.  Here are my 4 trigger images:
This one has an image version of a linked webpage.  If you click on the image, it will take you directly to the website.  CC-BY-NC-SA 3.0
This trigger links to a YouTube video describing the process.
[Braintofu Farfetch125]. (2011, May 19).  Factoring by Grouping - kids algebra basics [video file]. https://www.youtube.com/watch?v=KFWXSjPn87I
This trigger links to a video I created explaining the process.
This trigger links to an image with examples that I created describing the process.

The students would use these triggers at each station to complete the stations assignment.

 I also created one last trigger image that I would print out and give to students to allow them to check their answers once they finished their assignment.  I had some issues getting this trigger to work properly so I settled on creating a clickable image to send the students to a Google docs link to the answer key.
The image it links to is below:

 Learning objective:  Students will collaborate with other students to interpret the different methods of polynomial factoring.

 This lesson allows the student to take in the information at their own pace with the given information.  I look at it as if it is an immersive webquest.  I tried to keep the design elements in mind although I feel the difference of two squares image and the GCF image are quite busy.  I linked the GCF image to the website where the information was found because of how busy it was.  The two videos keep the visual and auditory skills separate so students can ingest the material multiple ways.  I think using videos may be a better option for all 4 triggers for the sake of the students.  

 Once I got the ball rolling on how this technology works, it was quite easy to use (aside from the failed trigger).  One drawback would be not every student having access to a device that can use this medium.  Our school is a ChromeBook school and this technology requires an Android device or an iPhone/iPad.  This is definitely a cool concept.  I could totally see myself utilizing this in the future.  It does take a bit of time to create the content but once it is made, you can continue to edit/use it for the future.

Comments

  1. Cheryl BardenJune 4, 2017 at 8:17 PM

    I love the idea of stations. This is not only using their brains to work the problem and their creative side with using the app but also by moving around, they are physically engaged. The more senses you employ in each activity, the more likely they will retain what they are learning at a deeper level. This is a great way to utilize this technology.

    ReplyDelete
  2. UnknownJune 10, 2017 at 9:03 AM

    I love that you're using this as a way to do stations! I use stations in my classroom all the time and kids love to get up and move around. It's a great way for students to move at their own pace and have more time working in spots they need the most help on. Great job!

    Sarah Lutsic

    ReplyDelete
  3. UnknownJune 18, 2017 at 9:55 PM

    The use of segmented learning and pre-training is key to your lesson. The idea is sound as long as students are familiar with Aurasma. I could see you utilizing the technology in collaboration work as well with the limited access to technology. I to face the same dilemmas at my school. Experimentation with these technologies could lead to beneficial outcomes based on your reflections and adaptations after your implementation.

    ReplyDelete

Post a Comment

Popular posts from this blog

Quadratics Unit Padlet

Click here for Padlet Use in the Classroom Typically, this unit requires a lot of note taking and practice.  It spans several days and the students spend an exorbitant amount of time listening to me rather than focusing on the task at hand.  With this padlet, I could essentially "set my students free" in a Web-Quest style lesson.  Giving the students a goal with practice problems, the students could peruse the padlet in pairs or groups to find solutions to the questions given.  This frees me up to be able to provide extra support to those who need it. Learning Objectives Several learning objectives are achieved in this padlet. -I can analyze the graph of a quadratic and identify it's parts. -I can create a graph of a quadratic based on the parts of a parabola. -I can solve a quadratic equation. -I can evaluate the different methods for solving and appropriately select the method best suited for the problem. Copyright Since the goal of this padlet is mainly t...
Read more

Using Video to Convey Information

Evaluating a Video Teaching math can get very dry.  Students can be easily driven to boredom with skill and drill style practice but they can also get very bored with activities.  It seems like anything that is done consistently can result in a response of "I'm tired of _______!"  The use of the occasional video will shake things up and help refocus students, especially visual learners.   I am reviewing a video that I have used in my classroom.  The video can be found here: Scientific Notation .  The video offers an introductory overview of Scientific Notation.  This concept falls within our unit on exponents and operations with exponents in 8th grade math.  This video is available through PBIS media and available on YouTube.  My school does not block YouTube but it does flag videos as either appropriate or not appropriate.  When using this video, it is best to use it as a way to begin the unit on scientific notation.  Studen...
Read more