MIRACLE: Mixed Reality Interactions across Contexts of Learning
Mixed Reality Interactions across Contexts of Learning (MIRACLE) is a project funded by the Research Council of Norway and the University of Oslo. The project is organized as part of InterMedia's project portfolio. Project period: 1 Oct - 2010 - 31 Dec 2014.
During the last decade, information and communication technology (ICT) has become one of the most important drivers of change in all sectors of society. Globally, people are increasingly engaged in different kinds of mixed realities. In schools and museums, however, the potential of ICT has not been utilized. The potential for innovation and collaboration in and between these sectors has not been sufficiently taken up, neither technologically nor pedagogically. To enable innovation we need cross-disciplinary research and development aiming for pedagogically-informed design and disciplinary use.
It is possible to make ICT and the Internet more seamlessly integrated into activities, and in a sense, to furnish activities with a new layer of potential experiences. Making the experience and interaction with ICT more personalized, relevant, and tangible requires a need for research that designs, develops, and documents new forms of interacting with ICT.
MIRACLE delivers models of learning spaces where a mixed reality set up creates a learning experience that seamlessly ties together different settings: the school, the web, and the museum. The project provides knowledge and inspiration for designing an educational program that utilizes the Internet of the future. A mixed reality set up characterized by a rich amount of artifacts and digital representations in science are used to tie these settings more closely together. New interfaces are created to break down boundaries between virtual and real spaces for learning and communicating. New solutions for personalized technologies for collaboration and communication are offered for students, teachers, and museum curators to support conceptual understanding of science. Their activities are documented and thoroughly analyzed to increase our knowledge about the potential use of ICT in schools and museums and to identify what characterizes science learning and instruction when these kinds of environments are used for an educational purpose.