DescriptionSocial Augmented Reality – enhancing context dependent communication at work
The context, the temporality and the physical artefacts are aspects to take seriously when designing, supporting and studying informal learning at work. Using augmented reality has been seen as benefit, to enhance guidelines in workplaces, in easing out maintenance work but even more when enhancing embodied and context-bound informal learning aspects. Spatial mobility is emphasised as a powerful component, which can and is combined with temporal mobility for meaning-making. Although, the importance of context, embodiment and temporality has been recognised, the definitions and relations have reminded unclear and fragmented – these aspects are often forgotten in practice and when designing tools for learning, not to mention informal learning.
Our theoretical framework for understanding embodiment and its role in informal learning taking into account embodied aspects, has derived from readings of Peirce and Dewey, namely, from the pragmatism ideas on reflection during action and on sharing of experiences. The framework is further refined by Dourish's (2004) and Clark's (1997) ideas on embodiment, extension of mind and situation-specific nature of representations. These are backed by cognitive science, where language is seen to prompt multimodal imagination which re-enacts concrete experiences (Schilhab 2013).
We have build on the grand thinkers and recent research on embodied interactions as well as on the observations in the field trials for designing the social augmented reality prototype. The prototype is aimed into construction sector for enhancing informal learning. Method used has been research-based design. Our first concept prototype is Social AR tool, where workers can relate to an issue in their physical work environment and share it remotely and immediately with their peers by using the Social AR interface. By attaching a layer of personal observation on top of a live video recording of the physical objects of interest, the workers can directly and efficiently clear a doubt, solve a problem, warn about safety, create instructions or communicate a proposal. In this kind of physical work, supporting embodied interaction becomes essential.
In this paper, we shall discuss the theoretical background on embodied interactions for supporting informal learning through context-bound communication channel. We present and discuss the information we have received from the field, which has led us to the concept design. Lastly, we describe our first concept design for supporting and enhancing context dependent communication at work for informal learning.
|Period||15 Sep 2015|
|Event title||Awareness and Reflection in Technology Enhanced Learning : Education Technology Enhanced Learning|
- SoAR, AR,