TUTORIALS LIST

Applications of Digital Storytelling

Instructor

	David Kaufman Simon Fraser University Canada
Brief Bio David Kaufman has presented more than 200 lectures and workshops at universities in North America, Europe, Asia, Africa, Middle East and South America. He has published extensively with more than 100 published articles and three books to his credit, serves as a reviewer for many journals, granting agencies and professional associations, and has received more than $4 million in funding. From 2001 to 2008, he served as Director, Learning & Instructional Development Centre at Simon Fraser University and currently is a Professor in the Faculty of Education. He and his colleagues currently hold SSHRC research grants to investigate digital games and digital storytelling for seniors,.

Abstract

Digital storytelling represents an important opportunity for children and adults to be cognitively active and socially engaged as they become digital producers and increase digital literacy. At the same time, the digital stories created provide an opportunity for others to learn from the lived experience of the storytellers. This tutorial provides a theoretical and practical approach to digital storytelling. Although we focus on older adults in our own work, we have also extended this work to inter-generational designs and will discuss the many opportunities that digital storytelling provides for all ages.



Keywords

Digital Storytelling, Transmedia Storytelling

Aims and Learning Objectives

By the completion of this workshop, participants should be able to do the following:
• Discuss the theory and rationale for using digital storytelling
• Discuss the barriers and various ways to overcome these
• Design a digital storytelling workshop
• Begin to use WeVideo software to create a digital story
• Adapt the methods addressed in this session to participants of all ages

Target Audience

Open to all conference attendees

Prerequisite Knowledge of Audience

Basic computer competency

Detailed Outline

Tutorial Outline
2:00 – 2:30 Introductions & Warm up story activity
2:30 – 2:45 Overview of digital storytelling with example
2:45 – 3:15 Description of theoretical foundations
3:15 – 3:30 Design of a digital storytelling course
3:30 – 3:45 Break
3:45 – 4:30 Analysis of digital stories and debrief
4:30 – 5:00 Conducting research and evaluation

Secretariat Contacts
e-mail: csedu.secretariat@insticc.org

Augmented Reality in Education

Instructor

	Lucio Tommaso De Paolis University of Salento Italy
Brief Bio LUCIO TOMMASO DE PAOLIS had a Degree in Electronic Engineering from the University of Pisa (Italy) and is an Assistant Professor at the Department of Innovation Engineering of the University of Salento (Italy). His research interest concerns the study and the development of applications based on Virtual and Augmented Reality technologies in medicine and surgery and the development of human-computer interfaces for the interaction with virtual objects. De Paolis is the Director of the Augmented and Virtual Reality Laboratory (AVR Lab) at the Department of Engineering for Innovation of the University of Salento and the Responsible of the “Advanced Virtual Reality for Medicine” research group of the DReAM (Laboratory of Interdisciplinary Research Applied to Medicine) at the Hospital of Lecce. De Paolis is the Vice-President of the Italian Movement for Modelling and Simulation (MIMOS), the founder of AVR Med srl, a spin-off company of the University of Salento and the organizer of the International Conference on Augmented and Virtual Reality (SALENTO AVR – www.salentoavr.it).

Abstract

Classroom learning as we know has undergone several changes because the technology has made its way to the classroom, increasing the engaging and interactive elements that many students are benefitting from. Keeping in mind that nowadays many young people own smartphones and students are already familiar with various technologies, the use of computerized tools and apps make sense in a classroom setting. Augmented Reality (AR) and Virtual Reality (VR) are more prominent technologies in classroom and educational settings and the learning process could be completely transformed in the next years. The introduction of new and additional ways and methods will be possible due to the capabilities of these technologies to make classes more engaging and information more apprehendable. AR, by adding visual 3D objects in the real world, could support students with additional digital information about any subject and make abstract and complex concepts easier to understand; it could catch students’ attention as well as motivate them to study. AR is able to extend the visible without however replacing the reality with a completely synthetic environment; the real world is only a starting point from which exploration begins. Supporting textbook materials with AR examples adds another dimension to the learning process that will become a hybrid of the traditional approach and innovative practical illustrations. It can make the educational experience fun for young people and the possibility to interact with the 3D objects supports the paradigms of the “learning by doing” and “learning by playing” that permit a deeper understanding and simpler memorization of the concepts. In this way AR technology can be used as an edutainment tool that refers to any form of entertainment aimed at an educational role; it enhances the learning environment and makes it much more engaging and fun-filled. Educators know that the learning process should be all about creativity and interaction and the goal is to get students interested in a subject thanks to the visualization in real time of 3D virtual models that provide a new way to see, imagine, and learn different topics. Augmented Reality technology is also growing in terms of involvement in cultural heritage; recently several cultural institutes have started to adopt AR systems in order to provide a more interesting and educational experience to visitors. Thanks to its versatility, this technology is exploited both in indoor environments, such as museums, galleries, archives, both in outdoor environments, in particular public places with high historical, naturalistic, cultural value.

Keywords

augmented reality, education, cultural heritage

Aims and Learning Objectives

The talk will present a review of current AR applications in education and discuss benefits and limitations of this technology.

Target Audience

engineers, education experts, cultural heritage experts

Prerequisite Knowledge of Audience

none

Detailed Outline

- Virtual Reality, augmented reality and mixed reality
- Augmented reality in education
- Serious games and edutainment in education
- Augmented reality in cultural heritage
- Examples of applications
- Benefits and limitations of augmented reality in education

Secretariat Contacts
e-mail: csedu.secretariat@insticc.org