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Bigger than a Bully in Augmented Reality. http://www.nydailynews.com/news/world/ex-mr-universe-manohar-aich-turns-100-article-1.1041719. “ Courage is fire, and bullying is smoke .” 21 December 1804 – 19 April 1881.

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Bigger than a bully in augmented reality

Bigger than a Bullyin Augmented Reality

http://www.nydailynews.com/news/world/ex-mr-universe-manohar-aich-turns-100-article-1.1041719


Courage is fire, and bullying is smoke.”

21 December 1804 – 19 April 1881


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 anti-social 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
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
Ecosystems Theory - Bronfenbrenner (1979)


What works
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
Recommendations (Boulton & Boulton, 2008)

  • “new” activities – (cartooning, technology, role-playing, video recording etc….)

  • Outside speakers usually increase enthusiasm



AR

What is AR:

Augmented reality (AR) allows virtual imagery to be overlaid onto a real-world environment in real time (Azuma, 1997).


Virtual Reality:

computer-generated virtual environment

Augmented Reality:

uses imagery and information to extend the real environment


Resources
Resources

biggerthanabully.com (Password: AngryAnt2012)

  • Has cartooning videos and book discussion videos

  • Has programs for teachers and workbooks for students

    AurasmaLite (app store)

  • Download AurasmaLite

  • Subscribe to Verona School

  • Hold iPad over images


Benefits of ar
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
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 instruction1
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
Role Playing Instruction

  • 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
Research Goals cartooning tutorials delivered via

  • Peer Relations (Students, Staff, and Parents)

  • Handling of Bullying (Teachers)

  • Pro Victim Survey

  • What is the current situation?

  • What can we do?

  • What was there an effect?

  • What can we do to make it better?


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