Page 7 - Campus Technology, April/May 2017

INTERACTIVE LEARNING
When we first started TalkTech, it was all about learning which technologies students use and for what purpose. When do they use e-mail? Or blogs? Or Skype? Or instant messaging? As the use of these technologies became more commonplace or in some cases obsolete, we noticed that the students’ means of online communication shifted from laptops to mobile devices, and from the web-based bulletin boards we had provided to their own Facebook groups and WhatsApp conversations.
To make things easier, all students who participate have to speak English. We surveyed our students and found out that they have similar technology backgrounds: Students from both schools regularly use the web, search engines, mobile devices and cloud storage or apps.
Once the ability to communicate was a given, we focused on having students use those tools to share their findings with each other as they studied an emerging technology. For the past few years, students had to work on a project studying the impact of various technology trends — cloud computing, big data and the Internet of Things.... In fall 2016, following the widely popular introduction of Pokemon Go! the previous summer, we thought we would have students look at augmented reality, to see how it is used in ways outside of the gaming industry — ways with which they might not be familiar. And with a number of tools to create augmented reality available, we thought it would be a good opportunity for students to learn more about these tools.
CT: In the fall 2016 project, what were some of the other reasons and ways you focused on AR? And did your students explore additional technologies beyond AR?
Frydenberg: In augmented reality, digital multimedia content is overlaid on some real- world image, to add context or information in a way that engages the viewer. For example,
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