We will, if the authors (Laurence Johnson, Alan Levine, Rachel Smith, and Sonja Stone) of the 2010 Horizon Report are as accurate as they have been in the past, soon be as proficient in and comfortable with simple augmented reality, gesture-based computing, and visual data analysis as we currently are with other more familiar educational tools and trends.
The report itself suggests that simple augmented reality, “the concept of blending (augmenting) virtual data—information, rich media, and even live action—with what we see in the real world, for the purpose of enhancing the information we can perceive with our senses,” will reach maturity as an educational tool within two or three years. Simple augmented reality, the writers note, “is older than the term itself,” having first been used more than 40 years ago. As is often the case, however, diffusion of innovation has occurred gradually and appears to be working its way into educational settings for “discovery-based learning.” Current applications already include augmented reality in showing learners how to repair cars, interact with books and other physical objects, and work in collaborative learning environments.
Right behind augmented reality is gesture-based computing, according to our Horizon Report colleagues: “In schools where the Microsoft Surface has been installed in study areas, staff report that students naturally gravitate to the devices when they want to work together to study collaboratively.” Those familiar with TED talks have already seen the MIT Media Lab demonstration of the Sixth Sense gesture-based system which shows where we might be headed with this technology, and Georgia Tech University researchers “have developed gesture-based games designed to help deaf children learn sign language,” the Horizon Report writers note.
We come full circle in our exploration of overwhelming amounts of information when we reach the final of the six trends explored: visual data analysis, a way to “make it possible for almost anyone with an analytical bent to easily interpret all sorts of data.” Tools including Many Eyes, Wordle, Flowing Data, and Gapminder are already available to trainer-teacher-learners, and they are helping us spot patterns which might otherwise remain hidden.
“The promise for teaching and learning is further afield,” the Horizon Report authors tell us, “but because of the intuitive ways in which it can expose intricate relationships to even the unitiated, there is tremendous opportunity to integrate visual data analysis into undergraduate research, even in survey courses.”
What this suggests, of course, is that those of us involved in workplace learning and performance need to see the simple augmented reality writing on the virtual wall: if students—future employees in the workplaces that we serve—are already using these resources in their educational endeavors, we are going to have to be equally adept at and comfortable with these tools if we’re going to be prepared to meet their workplace learning needs.