EXP: Exploring the potential of mobile augmented reality for scaffolding historical inquiry learning

在这个网络学习中：在教育EXP项目中，研究人员正在解决如何以及出于什么目的可以使用增强现实（AR）技术来支持批判性探究策略和过程的学习;这个问题正在历史教育和SCIM-C（总结，情境化，推断，监测和确证）框架的背景下进行探索。 正在设计和开发一个综合硬件/软件平台，以支持SCIM-C教学法。学生们使用带有增强现实的移动终端来增强他们在当地历史遗址的“实地”体验。除了体验网站的存在，AR技术正在建设中，允许他们从多个社会角度查看和体验网站，并查看其在多个时间段的结构和使用。学生还可以使用移动终端在本地站点收集、注释和组织数据，应用程序将根据数据在站点的收集位置来组织数据。附加的台式机和笔记本电脑软件支持探索，操纵和分析数据，以及写作和讨论，以支持讲述网站的故事。研究重点是AR应用程序和相关技术的设计，以支持各种学科的实地调查，其中随着时间的推移分析变化很重要（例如，历史文化研究，地球科学，生态科学），并了解如何使用增强现实的观点可以提供促进调查过程，并促进了解如何在很长一段时间内非常小的变化可能会增加到非常大的变化。学习如何批判性地思考，分析来源，并建立一个基于证据的帐户是中央的各种学科。然而，学习者很难理解这种探究过程的重要性，理解专家如何参与探究，并掌握自己实践这种探究所需的策略。该项目的目的是探索如何使用增强现实（AR）技术为学习者提供几个历史时期的具体生活体验，并支持他们的推理，因为他们理解了这个地方的故事以及影响其历史的因素。研究人员认为，同样类型的具体经验与过去和同样类型的帮助，使随着时间的推移变化的意义是必要的，以了解许多科学，以及，他们希望，关于使历史过去足够具体以供高中生掌握的知识，也适用于使自然世界的历史足够具体以供高中生支持他们对自然世界的理解。地质年代、地质过程和进化过程等概念。

In this Cyberlearning: Transforming Education EXP project, reserachers are addressing how and for what purposes Augmented Reality (AR) technologies can be used to support learning of critical inquiry strategies and processes; the question is being explored in the context of history education and the SCIM-C (Summarizing, Contextualizing, Inferring, Monitoring, and Corroborating) framework developed for inquiry history education. A combined hardware/software platform is being designed and developed to support SCIM-C pedagogy. Students use a mobile device with augmented reality to augment their "field" experience at a local historical site. In addition to experiencing the site as it exists, AR technology is being built to allow them to view and experience the site from several social perspectives and to view its structure and uses over several time periods. Students also use the mobile device to collect, annotate, and organize data at the local site, and the apps organize that data according to where it is collected at the site. Additional desktop and laptop software supports exploration, manipulation, and analysis of the data and writing and discussion in support of telling the site's story. Research focuses on the design of AR applications and associated technologies to support inquiry based in field work for the variety of disciplines where analysis of change over time is important (e.g., historical-cultural studies, geosciences, eco-sciences) and on understanding how to use the perspectives augmented reality can provide to promote inquiry processes and to promote understanding of how very small changes over long periods of time may add up to very large changes.Learning how to think critically, analyze sources, and develop an evidence-based account is central to a variety of disciplines. However, learners struggle to grasp the importance of such inquiry processes, to understand how experts engage in inquiry, and to master the strategies needed to practice such inquiry themselves. The purpose of this project is to explore how augmented reality (AR) technology can be used to give learners concrete experiences of life during several historical periods and support their reasoning as they make sense of the story of the place and what influenced its history. The researchers posit that the same types of concrete experiences with the past and the same types of help with making sense of changes over time are necessary to understand many sciences as well, and they expect that what is learned about making the historical past concrete enough for high schoolers to grasp will also be applicable to making the history of the natural world concrete enough for high schoolers to support their understanding of such concepts as geologic time, geologic processes, and evolutionary processes.