Transcript http://www.nydailynews.com/news/world/ex-mr

Bigger than a Bully
in Augmented Reality
http://www.nydailynews.com/news/world/ex-mr-universe-manohar-aich-turns-100article-1.1041719
“Courage is fire, and
bullying is smoke.”
21 December 1804 –
19 April 1881
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bullying victimisation
exceeds 30% of
students (Hemphill et
al., 2011), while one in
five students have
admitted to engaging in
bullying behaviour.
Victims suffer increased
depression (Hemphill et
al., 2011), school
avoidance and higher
drop-out rates (Merrell
et al., 2008)
Bullies: future antisocial behaviour, such
as theft, binge drinking
and violence, which
lead to higher rates of
incarceration (Hemphill
et al., 2011; Merrell et
al., 2008).
“It is not for me
because I don’t bully
anyone” (81.9%)
“I know enough about
bullying already”
(22.9%)
“It is boring or I have
heard it all before”
(19.4%)
“Teachers have to do
it but they are not
really interested
in stopping bullying”
(14.5%).
Meta-analyses
• can influence knowledge and attitudes
about bullying, self-esteem, peer
acceptance, but have had little impact on
decreasing bullying behaviour (Merrell et
al., 2008).
• “intervention can succeed, but not enough
is know to indicate how and when” (Smith
et al., 2008, p. 558)
Salmivalli (1999)
- Group processes
Difficult to Stop
Aggressive Behaviour
- microsystem (such as
the family or
classroom)
mesosystem (two
microsystems in
interaction – school
and family);
exosystem (external
environments which
indirectly influence
development, e.g.,
parental workplace);
macrosystem (the
larger socio-cultural
context).
Ecosystems Theory - Bronfenbrenner
(1979)
What Works
• Whole-school efforts that include school-wide
consequences for bullying behaviour and match
teaching training with classroom curricula (Vreeman
& Carol, 2007)
• Mobilise social pressure again bullies (Rigby & Slee,
1991)
• Awareness and adult involvement are essential
(Whitted & Dupper, 2005)
• Teaching victims assertiveness skills (McFadden,
1986)
Recommendations (Boulton & Boulton,
2008)
• “new” activities – (cartooning, technology,
role-playing, video recording etc….)
• Outside speakers usually increase
enthusiasm
Unit Overview
AR
What is AR:
Augmented reality (AR)
allows virtual imagery to
be overlaid onto a realworld environment in real
time (Azuma, 1997).
Virtual Reality:
computer-generated virtual environment
Augmented Reality:
uses imagery and information to extend
the real environment
Resources
biggerthanabully.com (Password: AngryAnt2012)
- Has cartooning videos and book discussion videos
- Has programs for teachers and workbooks for
students
Aurasma Lite (app store)
1. Download Aurasma Lite
2. Subscribe to Verona School
3. Hold iPad over images
Benefits of AR
• Differentiation – students at different stages
of unit
• Engagement – novelty factor
• Video modelling in authentic environments
(Cumming, 2008; Gresham, 1998)
Combining Multimedia Technology With
Social Skills Instruction
Goldsworthy, Barab, and Goldsworthy (2000)
suggested that multimedia technology may be
the answer to the challenge of motivating
students to fully participate in social skills
instruction.
Combining Multimedia Technology With
Social Skills Instruction
Goldsworthy, Barab, and Goldsworthy (2000)
suggested that multimedia technology may be
the answer to the challenge of motivating
students to fully participate in social skills
instruction.
Role Playing
• Activity 1:
• In groups of 3-4: create a bullying scenario and record it using an
iPad
• After recording scenario link it to a marker
• A second group of students will view the other group’s bullying
scenario on location (pushing, name-calling etc…) and role-play
an effective solution to the scenario (confronting the bully, not
laughing)
• Record and tag their scenario with a mark
• As a class the teacher can view and discuss the scenario with
students to reflection and
As a class, the teacher can view and discuss the
scenarios with the students to facilitate reflection
and consolidation of skills. This will also
encourage the use of evaluation, a higher-order
skill in Bloom’s Taxonomy. Using authentic
locations will further facilitate the transfer of
classroom learning to authentic situations where
the behaviour is most likely to take place
(Gresham, 1998; Rosenbaum et al., 2007).
After creating their own picture books based on the cartooning tutorials
delivered via AR:
• students will have the option of tagging their pages with videos of
themselves discussing the issues and themes of book or information,
such as statistics or webpages related to the issues discussed in their
book.
• After viewing, other students can leave comments in the form of video
tags or even suggest webpages that relate to the content of the books.
• As a class, students and teachers may also send messages to the
author, Robert Patruno. The use of AR will allow students across the
district to share their stories across schools and collaborate on
solutions to the bullying epidemic. In this way, the pedagogy will be
student-centred with technology used to enhance the social and
collaborative nature of effective learning.
Research Goals
• Peer Relations (Students, Staff, and Parents)
• Handling of Bullying (Teachers)
• Pro Victim Survey
1. What is the current situation?
2. What can we do?
3. What was there an effect?
4. What can we do to make it better?