Module 2 Assignment Augmented Reality

Augmented Reality allows each individual to interact and connect in their own personal way with more depth and breadth of content. There is also a level of proficiency developed due to the real time, real world interactions (Lee, 2012) Although there is confusion for some about the difference between augmented reality and virtual reality it a a matter of real versus simulated worlds. Virtual reality doesn't need to in any way connect with the real world and is imagined. Augmented reality operates in real time and involves superimposing an image, video , or other enhancement over a real object. Augmented Reality displays can include projections, handheld, head mounted, glasses, contacts or retinal displays. The most appropriate for an educational setting is probably projection or handheld. In a Bring Your Own Device(BYOD) educational environment handheld displays are the most logical as it will allow students to engage with the content at their own pace. For whole class instruction projections seem to be the most logical display method. 

• Obsolete
• Accountability for bullies
• There is the potential for displaying information about a victim without it being visible to anyone who doesn't have a cell phone. Information could include pictures or even a "Kick me" sign.This is a similar concern to the new After School app that allows students to anonymously post anything about their schools including disparaging information about other students with no repercussions or oversight.
• privacy when utilizing facial recognition
• Depending on the display method used by looking at someone a full profile could be viewed which has potential safety concerns especially for youth who are not always good about controlling what they put out about themselves.
• one on one job coaches for people with intellectual disabilities (Qualcomm, 2015)
•  AR technology can potentially  allow people with intellectual disabilities to access videos with steps for assignments. I see this as beneficial when I look at the students I work with who often can't remember lists beyond the second step. With an immediately accessible video they could be more independent and by extension develop a better sense of self.
• Reverse
• learners being able to only see 1 dimensional artifacts
• Augmented reality enables students or anyone in the audience to see different views of an object and experience depth that they previously would not have been able to access without physically being in a museum or holding the artifact.
• insular existence of people with disabilities 
• People with disabilities such as deafness could for example wear glasses that will project captions.(Wassom, 2012)
• wear and tear on items
• If the items do not need to be touched than they can be preserved for longer periods of time. One of the struggles of sharing historical artifacts is that they can be affected by light and the oils in our hands. This technology allows for the artifacts to be shared without those concerns. 
• Enhance
• schools and locales with limited budgets can still interact with museum objects
• As budgets are continually cut 
• ability of people with physical disabilities to be independent (Wassom, 2012)
• ARapps created by the Vodaphone Spain foundation include EasyUse, Who is Who, and Follow My Steps. EasyUse provides simple instruction manuals to run machines and equipment that Is part of their work environment. The apps can be accessed by job coaches through a web based editor to incorporate new equipment, update information about old equipment, or add more detailed graphics if necessary all aiding individuals in becoming more self sufficient. Who Is Who is a superimposes pictures of employees, names, and their titles over the work spaces that they are connected to. Follow My Steps aids in the commuting process of getting from home to work with step-by-step directions.(Qualcomm, 2015)
• Rekindle
• interactivity in education
• Future applications for education include the use of augmented reality to create interactive literary works. Through a mixed method study the researchers engaged audiences in the creation of a visual poem that imposed digital artwork onto literary works. (Lin, Hsieh, Liu, & Chuang, 2012)  Solak & Cakir, (2015) conducted a research study that supported second language learning through the imposing of sound animation, pictures.

Brown, P. (2015, November 2). How to transform your classroom with augmented reality. Retrieved December 24, 2015, from edSurge: https://www.edsurge.com/news/2015-11-02-how-to-transform-your-classroom-with-augmented-reality

Lee, K. (2012). The future of learning and training in Augmented Reality. InSight: A Journal of Scholarly Teaching, 7, 31-42.

Lin, H.-C. K., Hsieh, M.-C., Liu, E. Z.-F., & Chuang, T.-Y. (2012). Interacting with visual poems through AR-based digital artwork. The Turkish Journal of Educational Technology, 11(1), 123-137.

Perez-Lopez, D., & Contero, M. (2013). Delivering educational multimedia contents through an augmented reality application: A case study on its impact om knowledge acquisition and retention. The Turkish Journal of Educational Technology, 12(4), 19-28.

Qualcomm. (2015, July 10). Entrepreneurship- Augmented Reality Assists Workers with Intellectual Disabilities. Retrieved December 24, 2015, from Qualcomm Web site: https://www.qualcomm.com/company/wireless-reach/projects/spain-augmented-reality

Solak, E., & Cakir, R. (2015). Exploring the effect of materials designed with augmented reality on language learners' vocabulary learning. The Journal of Educators Online, 13(2), 50-72.

Wassom, B.(2012, March 29) Will the law require Augmented Reality for the Disabled? Wassom.com. Retrieved December 24, 2015, from http://www.wassom.com/will-the-law-require-augmented-reality-for-the-disabled.html