Augmented Reality in Education the way to Collective Intelligence
Augmented Reality refers to a term specifically used for a live, and direct or indirect vision and outlook of a physical and real world environment whose components are augmented by virtual computer produced imagery (Kaufmann, 2003). It is concerned to more common idea called intruded reality in which a view of reality is personalized or adapted possibly even moderated rather than augmented by a computer. The technology performs tasks by improving individual current perception of reality. In the Augmented Reality, the augmentation is traditionally in real time and in semantic context with environmental components, sports scores on TV during a match is the example of it. With the help of advanced Augmented Reality technology including computer vision and object recognition, the information about the environmental real world of the user turns out to be digitally usable and interactive (Kaufmann, 2003). Unnatural and artificial information about the objects and environment in it can be saved and retrieved as the layer of information on top of the real world view. Augmented Reality can also be used in the field of education to create and develop virtual objects in exhibitions and museum, theme park attractions and games (Kaufmann, 2003).
In today’s world, merger and combination of physical and digital worlds is an emerging frontier. Augmented Reality is considered as the technology between Virtual Reality and telepresence (Kaufmann, 2003). Whereas the Virtual Reality shows the environment as completely synthetic and the telepresence makes it as completely real. In Augmented Reality the user watches the real world augmented with virtual objects.
Augmented Reality is a system that is composed of three major objects (Villano, 2008). It is the combination of virtual and real world; it is interactivity in the real time and Registration in 3D. Though the field of Augmented Reality has presented for just over one decade yet the growth and the progress in the last few years has been tremendous (Villano, 2008). Since the field of Augmented Reality has grown rapidly. Several discussion and seminar specialized in this field were started, including the International Workshop and forum on Augmented Reality, the International forum on Augmented or Mixed Reality, workshop for the Designing Augmented Reality Environments.
Since Augmented Reality has been used in the education field, it leads to Collective Intelligence among the students. In educational level Augmented Reality applications are used as a tool of learning, for this purpose students are divided into groups for using application and ultimately form a Collective Intelligence. There are many applications used for learning especially in the field of medical. By the use of Optical see-through HMD, students use the Collective Intelligence.
Apparently, collective intelligence includes another dimension as it adds new collective characteristics of human intelligence. Since societies have been transformed into networked societies it has become vital to prepare students for Collective Intelligence (Fletcher, 2004). The Collective Intelligence competencies can be developed to students. Classroom is considered as the first place where Collective Intelligence is addressed and developed. Education has always been considered as an individual task but this thought is change now. The education process is now performed through collective intelligence for this collective task and activities are planned to developed collective intelligence and knowledge. In modern world, the invention of new technology has eased the undertaken of Collective Intelligence (Fletcher, 2004).
Actually the collective intelligence among students was universally accepted that teachers play a critical and key role in the development of students’ achievement in educational institutions. But in emerging societies of 21st century it is less accepted that teachers play key role as knowledge workers, showing understandings of how new knowledge is developed and what it looks like (Fletcher, 2004). The related issue that how education process actually occur as productive, professional learning communities, and how the teachers busy in their own learning processes, is at best indistinctly understood. The researches have been made to establish new insights into the motivations of how teachers play role in the process of successful revitalization creates new knowledge and makes significant new meaning. Recent literature related to the Collective Intelligence, concepts of learning communities, and distributed leadership included a multi-perspective measurements (Davies, 2004). At educational level, Collective Intelligence is found to be utilizing for the Students as a class room learning experiences; the form of Collective Intelligence is also seen in the form of learning communities build within the campuses, sharing experiences, ideas and knowledge (ELI, 2005). The main objectives they are formed is to use wide range of distinctive educational constructs, alignment of key organizational components and a school wide approach to learning and teaching, engaging the professional community of education in the development of important new knowledge in the form of vision, values and pedagogical frameworks (Davies, 2004).
In classroom, Collective Intelligence is used by adopting problem solving method for the subjects; students are provided with the problem related to their subject to solve (Davies, 2004). List of possible solutions are also included along with the problem. Students are obliged to rank the solutions in the order that they could be utilized to solve the problems. Later on they are divided into groups of 4 or 5 to discuss their rankings in order to have group discussion. As a result of the Collective Intelligence the group behavior of students is observed.
When they have finished with their discussion they are then given the information needed to get a score for both their individual and group rankings. If they have performed successfully in the group, their group scores would be higher than the individual scores. The teacher then explains the dynamics of each group. Collective Intelligence in student leads the role of leaders. Brighter and lower students both share their intelligence in different ways for the group.
But it is observed that most learning is based on the concept of competition that goes on in the classroom. The work being done is graded and compared to others. Learning, thus, turns out to be both a narrow and competitive activity. It is justified that young people are being prepared for the competitive world. To some extent it is right, but in fact as adult people spends more time working in a cooperative manner. This way of learning emphasis on individual work and creates many problems for them in the future. Over the years interviewers have been looking for individuals who can perform successfully in groups. Most organizations now interview candidates for the posts by hiring them in group projects and asking them to solve the problems concerning to the job they have applied for.
References:
Davies, T., 2004. Changing Schools of Thought: Back to the Future. Research in Education, No. 71. [Online] Available at: www.questia.com. [Accessed 06 Jan 2011].
ELI, 2005. Educause Learning Initiative 7 Things You Should Know About Augmented Reality. Augmented Reality Advancing Learning Through IT Innovation. [Online] Available at: http://net.educause.edu/ir/library/pdf/ELI7007.pdf. [Accessed 06 Jan 2011].
Fletcher, G., 2004. Integrating Technology Throughout Education. THE Journal, Vol. 32, No. 3. [Online] Available at: www.questia.com. [Accessed 06 Jan 2011].
Kaufmann, H., 2003. Collaborative Augmented Reality in Education. [Online] Available at: http://www.ims.tuwien.ac.at/media/documents/publications/Imagina-AR_EducationPaper.pdf. [Accessed 06 Jan 2011].
Villano, M., 2008. When Worlds’ Collide an Augmented Reality Check: Researchers Are Ramping Up Traditional MUVEs, Developing Games That Require Students to Uncover Solutions in Spaces Where the Real Mingles with the Virtual. THE Journal, Vol. 35, No. 2 [Online] Available at: www.questia.com. [Accessed 06 Jan 2011].
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