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The story-based, participatory AR games developed by the ROAR team are played on Apple iPhones and Android-based smartphones and use GPS technology to correlate the students’ real world location to their virtual location in the game’s digital world. As the students walk and run around their school grounds, a map on their handheld displays virtual objects and characters (fig. 1 and 2) who exist in an AR layer superimposed on real space. When students come within approximately 30 feet of these digital artifacts, the AR and GPS software trigger video, audio, and text files, which provide academic and problem solving challenges as well as narrative, navigation, and collaboration cues. Figure 1: Live-view of digital objects on school grounds Figure 2: Map-view of player’s position and digital objects on school grounds

This Aboriginal pedagogy framework is expressed as eight interconnected pedagogies involving narrative-driven learning, visualised learning plans, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community. But these can change in different settings.

Every place, every People, has its own unique pedagogies. These 8 simple ones are merely a starting point for dialogue. Each school engages in a different way, and produces its own unique frameworks for Aboriginal education through dialogue with the community about local ways of doing things

Research into games for educational purposes reveals some interesting trends. Early studies of consumer games helped to identify the aspects of games that make them especially engaging and appealing to players of various ages and of both genders: the feeling of working toward a goal; the possibility of attaining spectacular successes; the ability to problem-solve, collaborate with others, and socialize; an interesting story line; and other characteristics. These qualities are replicable, though they can be difficult to design well, and they can transfer to games featuring educational content.

Daily text messaging among American teens has shot up in the past 18 months, from 38% of teens texting friends daily in February of 2008 to 54% of teens texting daily in September 2009.

Text messaging has become the primary way that teens reach their friends, surpassing face-to-face contact, email, instant messaging and voice calling as the go-to daily communication tool for this age group.

Library users will be the first to benefit from the brand new “Bucks Mobile” app which is now available for nearly all mobile devices.  Bucks Mobile is compatible with Android, BlackBerry, J2ME, Palm OS, Symbian S60, Windows Mobile and iPhone.  Most users can get the app by visiting http://bucks.boopsie.com from their mobile device (iPhone/iPod Touch users must visit Apple’s App Store).

You can use “Bucks Mobile” to find materials in the Bucks County Community College library, locate services, connect with staff and more!  You’ll be able to: Search the BCCC library catalog—Enter search terms such as keywords, author or title. Find a BCCC library near you with the Library Locator Call a BCCC library Map a route to a BCCC campus location

Brooklyn Campus of Long Island University is expanding a program it implemented earlier this semester to provide its students with Apple iPads.

The institution's initial iPad pilot program began delivering free iPads to all full-time incoming freshmen and undergraduate transfer students this semester. Preparations for the program included a $100,000 investment in its wireless infrastructure, beefing up the number of access points at six locations in the process. About 3,500 students received iPads during the initial phase of the program.

Now the Brooklyn Campus is expanding that initial pilot to all of its students, though it will not be supplying the devices completely free. The university said it will provide iPads at a discount to full-time students who did not qualify for the initial pilot, charging sophomores, juniors, and seniors $250 for an iPad, underwriting the rest

In this near-future scenario, just one of many possible applications for the technology, the concept of augmented reality makes air travel more bearable. More than just a series of visual cues, the technology can even combine auditory sensors and other stimuli to make high-tech data part of your everyday life. Like robotics, there’s a visceral and physical representation of the underlying artificial intelligence involved. And with real-world implications that range from expediting everyday business travel to fueling potential military research, facilitating heightened responses in emergency scenarios and powering the world’s most immersive video games, augmented reality will forever change how we think about data and how we process information.“Augmented reality will ultimately become a part of everyday life,” explains Sam Bergen, an associate art director for digital innovation at the ad agency Ogilvy and Mather. “Kids will use it in school as a learning tool – imagine Google Earth with AR- or AR-enabled text books. Shoppers will use it to see what products will look like in their home. Consumers will use it to visually determine how to set up a computer. Architects and city planners will even use it to see how new construction will look, feel, and affect the area they are developing.”

Using your Oyster Card and Bike Key, Chromaroma lets you play the city as you travel. It tells you stories,gives you points, and visualises your movementson an interactive map of London.

From ambient play which enhances the journeys you already take, to more exploratory fare that will take you to places perhaps you didn't know existed.