Towards an Open Learning Environment via Augmented Reality (AR): Visualising the Invisible in Science Centres and Schools for Teacher Education

Abstract

The pedagogical principle of this research was making the invisible observable by Augmented Reality [AR]. Small-scale exhibits are bridging the gap between formal education and informal learning. The data (292 teachers) was analysed research tool New Educational Models or Paradigms (NEMP) with 27 items. Three dimensions: a) The “identity” of ICT/AR -education, b) Changes in the learning environment, and c) the Innovative approach applied in the process. The main outcomes were 1. From a teacher-controlled learning towards a pupil-orientated learning; 2. Connecting of ICT-AR with and between learning environments; and 3. Changes in roles and responsibilities of students and teachers.