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AUGMENTED REALITY FOR INTERPRETIVE AND EXPERIENTIAL LEARNING The goal of the ARIEL project is the creation of an exhibit platform that uses scientific visualization techniques to transform modern visitor interaction with traditional hands-on exhibits. The project will ultimately demonstrate an innovative solution to a key problem faced by science centers: the reinvention of the exhibit experience for visitors with changing 21st century learning expectations. The project has three main goals: to increase awareness of STEM content; improve 21st century learning skills; produce an evidence-based model for use of augmented reality activities within science museum settings. The project combines technological and pedagogical components in the AR fixed-station activities and the VR environment that exhibit multiple characteristics and constraints to engagement.

"University of Wisconsin - Stout This rubric may be used for self-assessment and peer feedback. Game Rubric Assessing Student Learning in Virtual Simulations and Serious Games"

"The Designing Education Lab (DEL), led by Professor Sheri Sheppard, investigates a broad range of engineering education topics, from the persistence of students and alumni in engineering fields to the impact of exposure to entrepreneurship on engineering students' career interests. DEL researchers are engaged in national and international collaborations with colleagues within and outside of engineering. Our activities and projects emphasize the relationship of research TO academic and professional practice by informing the redesign of engineering course pedagogy and curriculum and DISSEMINATION of findings in conference presentations, workshops, webinars, online resources, and publications."

"With a process in place to ensure you meet specific student needs, you can begin to proactively identify accessibility pain points and come up with a plan for addressing them"

"As recognition of the potential of instructional design to influence student experience and success grows, so do expectations placed on instructional designers themselves" (¶2).

"[I]f it becomes necessary to use remote synchronous class delivery, instructors should monitor how this mode of delivery impacts students, especially in the areas of participation and exam scores" (¶10).