Each student begins with creating and sharing a Google map and calendar for their trip, which is then shared with my cooperating teacher and myself. Both of which, will be used to create a complete trip map with placemarks and a daily itinerary that explains what and where they are for each day of the trip. The next step is creating a fact outline for the country they are traveling to. This piece helps students conduct research about their country, so they can learn different types of information about it. To quote one student, "The fact outline is kinda fun. You just find new facts and get smarter."
After the fact outline is completed the students move onto the next assignment, which is creating a digital story, using an iPad and the Puppet Pals app, to take us through a day in their country's capital city. Once the students have created their digital story they upload their video to the school YouTube channel, and the link the video to their home place mark on their travel map. Since each student in the class is researching and learning about one individual country, I wanted to find a new and exciting way to share all of their videos with one another so that they can explore and learn about what other countries have to offer and what their classmates created.
This is where augmented reality and the Aurasma app come into play. Instead of just having the students watch each others' videos on YouTube they can now link there video to different images in the classroom. Right now for the trip planning unit, our classroom is covered in postcards and other souvenirs from all around the world. Using the Aurasma app the students are now able to link their own video to an image or object in the classroom. Once all of the videos are linked up to different images, the students will then explore the room with the app and view each others' videos.
Here is a walk-through of how I used the Aurasma app in the classroom.
This is a new and exciting way for the students to experience a history classroom, and embodies what I call iHistory. Other possibilities include linking student explanations to primary source documents so they can show their understanding about the document, you can link videos to pictures or text from the textbook, or even attach the videos that you would show in class to different images so that the students can explore them at their own pace. This tool is extremely adaptable and can be worked in any type of classroom. I am currently helping set up student book reviews to a student recommended literature board in the library, explanations of student artwork which are tied directly to their piece for an art show, and videoing math problems being worked out so students can explore the process of different math problems.
Here is the tutorial I made to show students how to link their video to an image.