What is Augmented Reality and Osmo Monsters?
Augmented reality is defined as a system that allows real and virtual objects to co-exist in the same space and be interrelated in real time (Azuma, 1997). Osmo is an augmented reality technology learning device that attaches to an iPad. Osmo blends hands-on learning with digital games and apps to enhance the learning experience in math, science, literacy, and art (The Smarter Learning Guide, 2023). Osmo Monsters is an application that is collaborated with Osmo, the game allows students to create aminated stories using their own drawings. Each item is drawn and imported into the iPad using a mirror reflection on the camera (Tangible Play, Inc. 2021).
(Images from classroom, Madeline Hulme)
How can it be used in the classroom to foster creativity?
Osmo Monsters can be used in the classroom to support visual learning and allows students to; identify digital systems and explores how instructions are used to control digital devices STe-7DI-T (Science & technology NESA, 2017). This technology would be specifically useful for an early stage 1 pr stage 1 class as it is easy to use. Osmo monsters fosters creativity as students can choose how they want to conduct their animated story and how they want to draw their images. Whether that be using whiteboards, textas, or crayons. This creativity supports the outcome of identifying digital systems within the syllabus as students will learn how to use Osmo Monsters and allow their creative ideas to come to light.
Pedagogical Reflections
Osmo monsters relate to game-based learning within pedagogies in augmented reality. Game-based learning involves creating a digital narrative. Within this, students are placed in a role where they can provide authentic resources and embed contextually relevant information (Squire & Jan 2007). Osmo Monsters allows students to create their own narrative through animation whilst using contextually relevant information, whether this be what they are learning in class. For example, a stage 1 class could apply this to visual arts lessons.
Limitations
Affordance may become a limitation as the basic model for an Osmo Kit starts at roughly $70 AUD. Schools also need access to iPads which is not always a luxury some schools can afford.
References
Azima, R (1997). A survey of augmented reality. Presence, 6(4), 355-385.
2023 The Smarter Learning Guide https://smarterlearningguide.com/osmo-review/#:~:text=What%20is%20Osmo%3F,%2C%20art%2C%20coding%20and%20more.
Osmo 2021 Tangible Play, Inc. What Is the Osmo Monster Game? https://support.playosmo.com/hc/en-us/articles/115009377747-What-is-the-Osmo-Monster-game-
NSW Education Standards Authority (NESA) (2017). Science & Technology K-6. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/tas/science-and-technology-k-6-new-syllabus
Squire, K., & Jan, M. (2007). Mad City Mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5-29
Hi Madeline,
Thank you for this blog post – I loved reading through your understanding of Augmented Reality Technology! Your opening to this blog post was clear and valid discussing what AR is and how Osmo Monsters is a form of AR. You clearly identified Osmo Monsters as your chosen piece of technology for this post, however, it would have been nice to see other comparisons of AR for contextual purposes. Whilst you were able to link the use of Osmo Monsters to a classroom setting with a syllabus link – there was no lesson plan explaining that syllabus dot point. You then went into how Osmo Monsters can be used to foster creativity in the classroom, this explanation could…
Hi Madeline,
Awesome blog post! The connection you have made between the Augmented Reality technology and how to use it in the classroom was very effective. I appreciate how Osmo monsters can be used for students to create their own animated story, and the many possibilities that students can come up with as they can draw their own images. Further depth of research would have been favorable and more engaging to read about, with the use of support.
Eva Kostopoulos 02/04/23
What a wonderful read!
I loved that you defined AR and effectively described Osmo Monsters and how it fits into AR. Using Osmo Monsters in the tutorials, I was quite confused about how this would foster creativity in the classroom as in my experience with the technology, it essentially tells you what to draw. So you have done a great job at opening my mind to the possibilities of using Osmo Monsters in the classroom!
It is great you have discussed some advantages and disadvantages of the technology. Further analysis of the pedagogical implications of Osmo Monsters and AR would have been beneficial to add and interesting to hear about.
Overall, this is a great blog post!
Zoe Lennon (46615687)
Your blog is really well written, well done! I appreciate that you mentioned the limitations of the tools, as well as how it can be used in the classroom! It's also great that you included some evidence of your experiences using Osmo Monsters too!
I like how you included how the tool itself fosters creativity in students, but I would've loved your interpretations on how a teacher can slightly modify the way the tool is used in order to further foster students creativity!
Regardless, you've written a wonderful blog post. Great job!
28/03/2023
Amazing blog!!! I loved how you mentioned a lot of things about how this technology tool can foster a lot of creativity in students, about how it will tend to cause students think of a story and create some sort of storyline in their mind. I also really like how you've mentioned about how students will tend to be creative about how they draw the items that will go into the application. I think your argument would be stronger about this technology tool fostering creativity in students if you mentioned a few other strong ways in which this tool truly inspires creativity in students' minds and a few other ways in which it will cause students to think and be…