experiences in AR (ie in real life) are certainly very immersive, however there is littleflexibility because of the time, effort and money needed to change location and because of thelimited opportunities to shape one’s environment in the real world (at least, compared to a virtualworld). Using Wikitude we are able to have truly information-rich, immersive experiences,although these will be limited to real life locations.
experiences in AR will be extremely real, but limited to the people actually present in thereal life location. Geo-tagged twitter would allow microblog-conversations with others will bebased on locally relevant and perhaps time-specific topics. This would open the door to morecasual, fleeting and yet focused communications – and this could well open up new ways toengage learners in active communication.
experiences can be gained through microblogging, blogging, commenting on blogs,instant messaging, photo-sharing, immediate podcasting/vodcasting and wiki participation.
experiences in ARLL are already better documented than the other three experiencesRavi Purushotmahas outlined an ARLL game activity and theLocal Games Lab describes an AR
game for non-language learning.Holden and Sykes are currently researching this gaming aspect
Methods for Augmented Reality Language Learning
Approaches to VWLL seem to focus on constructivist-based methodologies such as TBL andDogme. The question is how these approaches can guide us with using ARLL.
TBL seems particularly applicable to ARLL, especially with the 24/7 access to location-specific knowledge. Indeed location-based social networking offers opportunities for collaborative tasks using information gap activities.
Dogme is at first glance less applicable to ARLL than VWLL, especially whenconcentrating the ARLL on Wikitude, which draws attention to the access to knowledgemore than it enables conversations. However, geo-tagged twitter services such asBrightKite could well be woven into a Dogme style lesson. Microblogging is by nature afar more conversant form of blogging and would allow learners to choose to engage withothers according to what is relevant to them. It is therefore potentially a very engagingway to communicate.
Activities for Augmented Reality Language Learning
Drawing on both TBL and Dogme, I offer here some possible activities or types of activities for ARLL. Some make a more passive use of the information available through Wikitude; whileothers involve more the pro-active creation of content.
Role plays as tour guides, where learners access Wikitude information on the fly. This‘speed-dating’ equivalent of role play would likely focus on fluency.
Quests on location, where the students search for ‘treasure’ or even each other based ontasks set by the teacher.
AR Geocaching, where the hidden containers could be virtual (augmented reality).ConventionalGeocaching is a high-tech treasure hunting game using GPS to locate
hidden containers (geocaches). The experiences are then shared online.
Projects and fieldtrips, where students collect data (text, videos, audios and images)while physically exploring a location.
Blogging, Microblogging and Wiki participation, where students interact with these web2.0 tools to share ideas and content. This could be part of a project or fieldtrip. Geo-tagging the content could then enable it to feedback into the location-specific body of knowledge.