Let the ocean be your classroom: supporting environmental inquiry with augmented reality

Purpose & objective

The purpose of this workshop is to introduce educators to best practices for using augmented reality (AR) in the classroom through hands-on experience with an augmented reality map. Participants will be invited onto a giant floor map and to try its augmented reality companion app. They will explore and discuss how The Ocean, Freshwater, and Us map can be used to take students on a captivating field trip by combining powerful storytelling techniques with immersive technologies. The interactive map project aims to empower educators with the tools and resources needed to provide students with experiential learning opportunities that enhance their understanding of the ocean ecosystem, freshwater resources, and the critical role humans play in conserving these environments. Participants will actively brainstorm ideas and share resources for using AR in the classroom, as well as for taking action for the environment with their students.

Objectives:
-Participants will acquire a foundational understanding of augmented reality (AR) technology and its potential applications in education.

-Participants will experience The Ocean, Freshwater, and Us AR field trip, gaining a firsthand appreciation of its immersive storytelling capabilities.

-Collaborative brainstorming sessions will yield a variety of innovative ideas and strategies for integrating AR-based ocean and freshwater education into classrooms.

-Educators will leave the workshop with a comprehensive set of resources, including lesson plans and teaching materials, to support the effective implementation of AR-enhanced learning experiences.

By the end of this workshop, participants will be prepared to integrate augmented reality technology into their classrooms, inspire students to take action to protect our oceans, freshwater resources, and the planet as a whole.

Facilitator guide for analogue activities:
This facilitator guide is part of the kit that comes with the Ocean, Freshwater, and Us map and is available for free on Canadian Geographic’s website. The guide serves as a comprehensive resource to help educators engage students in meaningful discussions and activities centered around ocean and freshwater ecosystems, fostering a deeper understanding of their importance and the role humans play in preserving these vital resources. https://cge-media-library.s3.ca-central-1.amazonaws.com/wp-content/uploads/2022/07/26094636/Ocean_Teachers_Guide_EN_Interactive.pdf

Take Action Toolkit:
Ocean School’s Take Action toolkit is a tool for educators and students to identify and execute environmental action projects. The toolkit provides step-by-step guides for taking action, tips for taking action, and templates. The kit is modelled on participatory action-planning models used around the world.

The toolkit includes guidelines for
-Writing a letter to a politician
-Creating an infographic
-Creating a poster
-Organizing a beach clean-up
-Creating a social media post
-Creating a social media campaign
-Creating a video

https://oceanschool.nfb.ca/media/take-action-toolkit

Outline

Session Plan for "Let the ocean be your classroom: supporting environmental inquiry with augmented reality"

Duration: 60 minutes

Activity 1 (10 min) - Introduction and Project Overview:

-Presenters will kick off the session by providing a brief history of the project and its collaborators, including the Canadian Ocean Literacy Coalition, Canadian Geographic, and Ocean School.

-Presenters will share the goals and objectives of the augmented reality app.

Activity 2 (15 min) - Augmented Reality Field Trip:
-The presenters give a brief demonstration of the augmented reality app, highlighting its features and functionality, as well as some best practices for using it in the classroom.

-Participants will have the opportunity to look at a sample physical toolkit from Canadian Geographic, and explore the gym-sized floor map themselves, using the app to experience the interactive augmented reality elements.

-Presenters will be available to assist participants and answer any initial questions.

Activity 3 (10 min) - Q&A Session:

-Participants will have the chance to ask the facilitators questions about the project, the technology, and its potential applications, as well as using it in the classroom.

Activity 4 (15 min) - Feedback and Brainstorming:
-Participants will be divided into smaller groups and invited to visit different poster stations placed around the room.

-Each station will have a specific theme related to the project, such as using AR in the classroom, curriculum connections, ideas for app content, ocean and climate education.

-Attendees will be encouraged to provide feedback, share their insights, and brainstorm innovative ideas for utilizing the resource in various contexts. They will share their ideas by adding sticky notes to posters at each station.

Activity 5 (10 min) - Sharing and Synthesizing Ideas:
-The presenters will gather the contributions and ideas generated at each station, and invite participants to summarize the key points and innovative suggestions shared at their stations.

Activity 6 (10 min) - Wrap-up and Next Steps:
-The session will conclude with a summary of the insights gained during the workshop.

-Attendees will be informed about how they can continue to contribute, get involved, and stay updated on the project's progress.

-Any remaining resources will be shared and teachers will be invited to join the teacher advisory group for Ocean School and the app.

Supporting research

Here are five academic articles that present best practices in using augmented reality in science and social science contexts:
Anil, Ö., & Batdi, V. (2022). Use of augmented reality in science education: A mixed-methods research with the multi-complementary approach. Education and Information Technologies, 28(5), 5147–5185. https://doi.org/10.1007/s10639-022-11398-6

This research examines augmented reality applications in Science Education using the Multi-complementary Approach (McA). It provides a comprehensive view of the effectiveness of AR in science education.

Goff, E. E., Mulvey, K. L., Irvin, M. J., & Hartstone-Rose, A. (2018). Applications of Augmented Reality in Informal Science Learning Environments. Journal of Science Education and Technology, 27(5), 433–447. https://doi.org/10.1007/s10956-018-9734-4

This article focuses on the use of augmented reality in studies that investigate its role in promoting content knowledge, engagement, and interest in exhibit-based informal learning environments.

Scavarelli, A., Arya, A., & Teather, R. J. (2020). Virtual reality and augmented reality in social learning spaces: a literature review. Virtual Reality, 25(1), 257–277. https://doi.org/10.1007/s10055-020-00444-8

This literature review explores virtual reality and augmented reality in social learning spaces, such as classrooms and museums. It provides a theoretical foundation for future virtual reality/augmented reality educational frameworks.

Xu, W.-W., Su, C.-Y., Hu, Y., & Chen, C.-H. (2022). Exploring the effectiveness and moderators of Augmented Reality on Science Learning: A meta-analysis. Journal of Science Education and Technology, 31(5), 621–637. https://doi.org/10.1007/s10956-022-09982-z

This article discusses the use of augmented reality in the science curriculum to help students comprehend abstract and complex concepts. It also explores possible moderators such as differences in disciplines, educational stages, types of AR, display devices, intervention duration, group size, and instructional strategies.

Zhang, W., & Wang, Z. (2021). Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review. Sustainability, 13(22), 12646. https://doi.org/10.3390/su132212646
This paper presents the results of a systematic review of empirical studies that used VR/AR to improve K-12 science teaching and learning.