In a previous blog, I have discussed WHY we should use augmented reality in schools (
) and the good folks from Harkham Hillel Hebrew Academy have given us a fantastic example of HOW to do it!! (Not to mention a perfect example of 21st Century Learning)
Firstly, kudos to the people who made this happen: Rabbi Boruch Sufrin (@rabbisufrin), the Head of School; Rabbi Michael Cohen (@theTechRabbi), the Director of Educational Technology; and Rabbi Zach Swigard (@ZachSwigard), Middle School Teacher Extraordinaire. These folks are beyond amazing!!
So, are you ready... then fasten your safety belts as we are about to take a real cool trip!!
We start off our journey with Rabbi Michael Cohen who is the author of the "
The Invisible iPad." Michael has been teaching his students how to use Google Sketch to give form to their ideas and concepts. You know, the "hey, I would love to build..." thing that kids do. Well, using Google Sketch, students can now give shape and image to these ideas. To watch them put their vision into a (digitally) tangible form is beyond amazing! So what classroom based exercise do we use that will effectively permit this model/tool of expression?" To see, let's hop over to stop two of our whirlwind tour...
We are now in the middle school classroom of Rabbi Zach Swigard. Here the students are learning about the construction of the Mishkan - the tabernacle - mentioned in the Jewish Torah (Bible). There are exact descriptions and measurements on the design and construction of the structure itself as well as the vessels that were used inside it. Even so, there is a lot of detail left to the imagination. This is the perfect environment to use Google Sketch. First though, there is a little work to do...
Students examine each of the different opinions on HOW each vessel of the Mishkan was created and then, using the skills taught by Rabbi Cohen, sketch it up! It is beautiful to see the groups of students scouring the biblical text (written in Hebrew with comments in Aramaic I might add) and then discussing what each description and measurement actually means. From this collaboration, they then express their learning by doing a scale 3D drawing. OK, cool, we now have a drawing, but how do the students SHARE this knowledge in a way that will build interest and retention of concepts?
For the SHARING part of our trip, we pull a fast right turn and stop back in the laboratory of Rabbi Michael Cohen where the 3D scale drawings that each group created are inserted into Augmented Reality. Using the Daqri 4D Studio for Education, the Google Sketch is "married" to a "launch pad" for the Virtual Reality element. Now, using the Daqri app, we can see the students' 3D creation interacting in our world!
I know... you are saying "Yossie, stop the delay! We want to see the final product NOW!!!" Sure, I get your impatience, but before I give you the links that will allow you to experience what the students created, we have to make one more quick stop - the office of Rabbi Sufrin, Head of School.
Rabbi Sufrin is a quite of an expert on Blended Learning in Jewish Days Schools. (
Here is a link to a webinar that he hosted for Digital JLLearning Network and EliTalks) He really understands the philosophy and need for effective use of technology in the classroom as a tool to achieve curricular ends, and not having technology for the sake of having technology. So, in a recent meeting, Rabbi Sufrin gave us a challenge. He said that traditionally, students sit in class while their teacher explains all about the different vessels of the
Mishkan. The teacher then has the students read the differing opinions on the details and the construction. But Rabbi Sufrin said that he wants students to, in groups, delve deeply into this topic without the teacher telling them what to do! He wants the students to really finesse the fine points of the commentary without the teacher presenting the information "on a golden platter." Once each student has an idea of the WHAT each vessel did and HOW it was built, then student (or groups of students) must show that they truly understand the essence of what they learned. Of course, Rabbi Sufrin pointed out, if we can achieve that, then the student will not only remember the details of the
Mishkan, but they will carry the knowledge of HOW to learn, and HOW to express that learning, forever.
What do you think? To see the final results from the students, first load the Daqri app to your smart device, then print out the launchpad graphics from
this link. Point the working app at the launchpad and have fun!!
What are your opinions? Please let us know through comments on the blog page.
Regards....
Yossie
(Oh, yes... can anyone guess why I called this the "long-shorter" path to learning? Use the comments section on the blog page!)
