Posted tagged ‘medical education’

The paradox of augmented reality

27 May 2013

Sydneysider Scott O’Brien is back in town after an extended stint in San Francisco. Scott is the Co-founder & CMO of Explore Engage, a digital media company that is attracting serious attention for its augmented reality eyewear.

I caught up with Scott in the harbour city and asked him the following questions…

  • What are your favourite examples of augmented reality? (0:08)
  • What are you working on at Explore Engage? (2:20)
  • How does your eyewear differ from Google Glass? (3:05)
  • Is augmented reality worth the hype? (3:54)
  • What opportunities exist for the finance sector? (5:04)
  • What opportunities exist for workplace education? (6:14)

I was impressed with the examples of augmented reality cited by Scott.

Medical education has long been the poster boy of salivatingly engaging content, and the tradition continues with this emerging technology. Daqri’s 4D Anatomy app showcases the visualisation capabilities of the medium, while the Australian Defence Force not only targets a real-world need with their Mobile Medic app, but also incorporates it into their recruitment process.

Ingress Enlightened logo

Google’s Ingress is an augmented reality MMOG that exemplifies the gamification capability of the medium. Two factions fight for control over the real world by capturing virtual “portals” that are represented by public landmarks such as statues and fountains.

The fact that Ingress was developed by Google’s internal startup, Niantic Labs, is enlightening (excuse the pun). Augmented reality is still an emerging technology in which experiments must be undertaken and failures borne. It is by learning from the results, and responding to them via adaptation, that you increase the probability of break-through success.

I am also fascinated by Google’s marketing strategy with Ingress. The game is in “closed beta” mode, which means you need an invitation to play it. Reminiscent of Studio 54, only the members of the “in” crowd have the privilege of enjoying that which is denied to others. Google deepens the mystique by seemingly neglecting to promote the product – instead relying on organic growth of the subculture.

On the subject of Google, I think Scott’s differentiation between Google Glass and Explore Engage’s Augmented Reality Eyewear is an important one. While Google Glass has augmented reality capability, it is essentially a wearable computer with which digital information is conveniently presented in front of the wearer’s eye. In contrast, the Explore Engage eyewear is specifically designed to integrate digital information with the real-world background. There is no better example of the latter concept than BMW’s Augmented Reality Glasses – which aren’t Explore Engage’s by the way, but are oh so sexy all the same.

While I’m on my definitions soapbox, I’ll take this opportunity to point the finger at Star Chart. This is a wonderful (and free) app, but its so-called “augmented reality mode” is no such thing; it does not lay its stellar information over the night sky! In contrast, Sun Seeker lays the sun’s trajectory over the real background. In other words, it augments reality.


In terms of ROI, 2.5 million downloads of Transformers 3’s Defend the Earth speaks for itself. The return on Audi’s Virtual Q3 is less obvious, but that’s because it’s less about car sales and more about engaging consumers and associating the brand with innovation. How do you evaluate that? By analysing car sales of course, after the Q3 finally lands on Aussie shores.

While the Commonwealth Bank should be applauded for their Property Guide app, which combines geolocation with big data to provide something truly useful to their prospective customers, I must say as someone in the financial services industry: the general lack of financially oriented augmented reality apps represents a typical lack of imagination in the sector. Worse still, the examples highlighted by Infosys’s whitepaper are almost exclusively home finders and ATM locators, which means they’ve merely copied each other. Yawn.

As I am concurrently in the education profession, however, I must also recognise that the potential for augmented reality remains largely untapped. Scott’s examples attest to the power of the medium in terms of visualisation, gamification and performance support – which are factors that make education in the workplace engaging and effective. So what are we waiting for?

I think the mobility of the technology also remains under exploited. For example, how about an architecture tour of your local city in which details of buildings are highlighted when you point your mobile device at them? Or even better, when you look at them through your AR-enabled glasses?

And Scott’s mention of avatars adds more fuel to the fire of possibility. I imagine learning interventions in dangerous environments (such as mining sites) in which training can be undertaken in context, minus the threat to life or limb. Unlike in a simulator or a virtual world, the training is done at the workplace.

Therein lies the paradox of augmented reality. By complementing the real world with artificiality, it makes the learning experience more authentic.


Doctoring the Informal Learning Environment

3 May 2011

Anne Marie Cunningham is a GP and Clinical Lecturer at Cardiff University, Wales. She authors the blog Wishful thinking in medical education, which she uses to advance thinking about the training of student doctors.

Recently Anne Marie blogged Location and Learning (which I have reproduced here) and she asked me whether or not I consider her central idea an example of an Informal Learning Environment (ILE).

My short answer is “yes and no” – which I will explain – but for the moment please read Anne Marie’s idea for yourself…

Hospital corridor

In the last few weeks I’ve been thinking about how we can support the learning that takes place when medical students are on placement.

We know that entering wards can be a daunting experience for students. They don’t feel part of a team. They don’t know who everyone is. They don’t understand what is happening. They don’t want to interrupt nurses attending to patients or junior doctors catching up with paperwork at desks. They see other members of the team wandering in and out of the ward but they don’t know what their role is. They don’t recognise the social worker or the pharmacist or the OT. They might not even know what their own role is. They miss out on opportunities to attend meetings and teaching sessions because they don’t know they are happening.

In fact they spend too long waiting around for someone else to turn up to teach them, and on activities that have little educational value. They generally have a haphazard learning experience.

But placements are very rich environments with many unique opportunities to learn. So what can we do?

Imagine instead that before coming to the ward the students had access to a network which let them find the profiles of all the staff who worked on that ward. They could see the timetables for teaching. They could even see what the last students who had been on this placement had seen and learnt. They can select what they would particularly like to gain from the placement, and this will become part of their profile which will also be available to all the staff on the ward.

The network will also contain links to information about initiatives that are happening in the ward to address patient safety and quality improvement. The students can see if there are opportunities for them to get involved in this work and learn about the input their colleagues have had in the past.

When they turn up on the ward the students check in. They can see the profiles of the staff who are working there and when they should be finishing, when they will be on call and what clinics or theatre sessions they will be doing that week. Their calendar updates with activities that are happening that day that they should know about.

The network that they are tapping into is the same one that all the staff in the hospital use to keep themselves up to date. The students can record their learning and their thoughts about how the ward works. Their input is valued by the staff on the ward and their fellow students from other disciplines.

Do you think this will happen soon? Why hasn’t it happened already? And how could patients use this network?

[Source: Location and Learning]

Light bulb

What a wonderful idea!

Given the realities of the workplace for student doctors, shifting the pedagogy – if ever so slightly – from formal to informal sounds long overdue.

I certainly support the idea of staff profiles. If they include the name, photo, role, expertise, work roster and contact details of each staff member, the student can identify the right SME for their problem and avoid wasting precious time on a wild goose chase.

I also support the idea of the student having their own profile, and connecting it to a personal blog. The blog provides the student with a vehicle to express what they hope to gain from their placement, record their experiences, reflect on what they have learned, and even voice what they have struggled with.

Other students could read the blog to find out how their fellow student is faring, and perhaps make a social connection. The administrators and teaching staff could also read the blog to evaluate the student’s experience and remedy any problems.

Using laptop

In addition to profiles and blogs, I would also suggest facilitating an open discussion forum. Unlike a blog (which may or may not be read by others) a discussion forum enables the student to push a question to the crowd, thereby leveraging the collective intelligence of the hospital.

Senior doctors and nurses could participate in the forum to contribute their expert knowledge and lead the students in the right direction. Of course the student can also share their knowledge by answering someone else’s question, and they can learn incidentally by reading the questions and answers of others.

The discussion forum would also be a suitable vehicle for promoting the various initiatives that Anne Marie speaks of, providing reminders about upcoming teaching sessions, advertising project opportunities, and sharing other hospital-related news.

Doctor with iPad

Having said that, I think a big missing piece of this puzzle is a wiki or some other form of bulk content repository.

I would imagine that in a big institution like a hospital, knowledge is distributed everywhere – on scraps of paper, in folders on shelves, on a poster in the canteen, in people’s heads – which makes it really hard to find (especially when you need it). A wiki enables the hospital to centralise that content so that it can be retrieved quickly, easily and on‑the‑job via a mobile device.

I’m salivating over the thought of the kinds of resources it might contain!

Essentially, then, I would base the hospital’s ILE on three core components:

1. Wiki – the first port of call,
2. Discussion forum, the second port of call, and
3. Staff profiles, the third port of call.

Of course I recognise the importance of formal learning too. I’m not suggesting the hospital ditches face-to-face instruction, for example, with 3D animation. On the contrary, I believe formal and informal modes of delivery complement each other. The trick is determining which is best in each situation, and it might involve a combination of both – why not run a face-to-face demonstration and make the animation available in the wiki for future reference?

In the hospital, then, formal teaching sessions remain a core component of the student’s learning environment. They require support resources such as timetables, agendas and follow-ups.

Taking this one step further, the student’s shifts in the ward may also be considered a core component of their learning environment, as they are instances of on-the-job training. They require support resources such as a roster and perhaps an online check-in facility.

So Anne Marie’s wishful-thinking learning network for student doctors could look something like this:

Hypothetical medical learning environment

As you can see, the interface segregates learning from its management.

The former comprises the ILE (wiki, discussion forum and staff profiles) plus elements of the FLE (work shifts and face-to-face teaching sessions). This zone is where the student goes to learn something.

The latter zone comprises the remaining components of the FLE. This is where the student attends to administrative matters (calendar, floor maps, 60-day checklist), assessment (quizzes, assignments, due dates, grades) and performance management (PMA, development plan, 360° feedback, performance appraisal, manager’s reports).


As an organisation shifts its pedagogy towards the informal end of the learning continuum, its ILE and FLE increasingly represent the distinction between the act of learning and its management.

However, organisations are rarely so extreme in their learning model, and some (like hospitals) probably never will be because formal instruction is so crucial.

So I see nothing wrong with “doctoring” the ILE by associating it with formal elements. ILEs and FLEs are flexible concepts that should be manipulated according to the contexts in which they will be used.

Doctor with iPad

I know if I were a student doctor, I would completely immerse myself in this learning environment. I would get myself an iPad and carry it with me at all times as an indispensable learning aid.

I would check in every day. I would look up what was going on. I would attend teaching sessions. I would search content. I would browse. I would post queries. I would discuss. I would contact SMEs. I would blog. I would read other people’s blogs. I would check out my fellow students’ profiles and perhaps meet up for lunch.

The more I think about it, the more I am convinced this idea is bigger than any individual hospital. It is something the Health Department should implement across the sector. Now.