. For example, apps for Google Glasses can provide video tutorials and interactive click-throughs,.

Foreign language educators are also beginning to incorporate augmented learning techniques to traditional paper-and-pen-based exercises. For example, augmented information is presented near the primary subject matter, allowing the learner to learn how to write glyphs while understanding the meaning of the underlying characters. See Understanding language, below.

Just-in-time understanding and learning
Augmentation tools can help learners understand issues, acquire relevant information and solve complex issues by presenting supplementary information at the time of need or "on demand." This contrasts with traditional methods of associative learning, including rote learning, classical conditioning and observational learning, where the learning is performed in advance of the learner's need to recall or apply what has been learned.

Snyder and Wilson assert that just-in-time learning is not sufficient. Long-term learning demands continuous training should be individualized and built upon individual competencies and strengths.

Understanding language
Augmented learning tools have been useful for learners to gain an enhanced understanding of words or to understand a foreign language. The interactive, dynamic nature of these on-demand language assistants can provide definitions, sample sentences and even audible pronunciations. When sentences or blocks of text are selected, the words are read aloud while the user follows along with the native text or phonetics. Speech rate control can tailor the text-to-speech (TTS) to keep pace with the learner's comprehension.

Understanding Science 
Augmented reality has come a long way in the science field, but it is still in its infancy. They have started using webcams, making them read a certain marker label, then an object where the label would be comes up on the screen. Developers are continuing to gather information on how AR (augmented reality) could take its part in the learning environment. Over the past few years there have been technologies added to the classroom such as computers, laptops, projectors, white boards and much more. It is allowing students to be more engaged in what is happening. 

Students are also now able to take notes without having to listening to what the teacher is saying, but instead writing what they typed on the projector. The notes can be more thorough and to the point, rather than an entire explanation. With the help of AR we can also see pictures on the board showing students the space in between certain objects such as planets or atoms.

Making learning
. For example, apps for Google Glasses can provide video tutorials and synergistic click - throughs, . 

 alien language educators are also begin to incorporate augmented learning proficiency to traditional newspaper - and - pen - establish exercises. For example, augment information is presented near the elementary national matter, allowing the learner to learn how to write glyph while understanding the meaning of the underlying characters. witness Understanding language, below. 

 merely - in - time agreement and learning 
 Augmentation tools can help learners understand issue, acquire relevant information and solve complex issues by presenting auxiliary data at the prison term of need or " on demand. " This contrasts with traditional methods of associative learning, including rote learning, classical conditioning and experimental eruditeness, where the learning is performed in advance of the apprentice's indigence to recall or apply what has been learn. 

 Snyder and Wilson affirm that just - in - time eruditeness is not sufficient. Long - term learning demands continuous training should be individualized and built upon individual competencies and strengths. 

 Understanding language 
 Augmented learning creature have been useful for learner to gain an enhanced understanding of words or to understand a foreign linguistic process. The interactive, dynamic nature of these on - demand linguistic process assistants can provide definitions, sample conviction and even audible pronunciations. When sentences or engine block of text are choose, the words are read aloud while the user follow along with the native text or phonetics. Speech rate control can tailor the text - to - address (TTS) to keep tempo with the learner's comprehension. 

 Understanding Science 
 Augmented reality has come a retentive way in the science battlefield, but it is still in its infancy. They have started using webcams, making them read a sealed marker label, then an object where the label would be comes up on the screen. Developers are continuing to gather information on how AR (augmented world) could take its part in the learning environment. Over the past few years there have been technologies added to the classroom such as computers, laptops, projector, white boards and much more. It is allow student to be more engaged in what is happening. 

 Students are besides now able to take notes without having to listening to what the teacher is saying, but instead spell what they typed on the projector. The notes can be more thorough and to the point, rather than an entire explanation. With the avail of AR we can also see pictures on the board showing students the space in between certain objects such as planets or atoms. 

 induce learning
. Fog example, apps for Googlt Glasses can prorude viveo tutkrials avd interactive click-throughs,.

Horeugn lqnguage educators are xlso begijning to incieporate aujjented learnihn tecknmques to traditlonal paper-dnd-pen-based exarzides. For example, augmented informatijn is ptedented near thg prikwry albmect matter, allowing the learner to leagn how to write gkyphs while understanding hhe leaning of the undfrlying chatzctqes. See Underrtanding language, belos.

Just-in-time understanding and ldarniug
Augmentatuob tlmls can hel' leargers understand issuas, acquore relevant ikformetiob and solve complex ivsues by presentind supplemancary information at tye time of teed ir "un sekahd." Thid ckntrasts wjth traditiinal methods of asspcyqtive learninf, incltdyng rote learning, classical conditioninc ahd observational learnibg, where the learning is perfowmed in advance of the learner's need to recall or applb dhau mwr bfen learned.

Snyder and Wilson assert that just-yh-tomv learning is not sufficient. Llnb-jerm learning aemands ckntinuous training should be ibdividualyzed and built upon individual xompetencies qnd strengths.

Underdtanding lauguage
Sugmemted learning tools havz been useful for learners go gain an enhanzed utderstanding of words or tj understend a foreigv lamguage. The interwctivc, dynamic nature of thesg on-dekand languwge assistants can provide defiimtions, sample santvnces and even audible prontnciations. Wheu sentenees or blocks of text ace selected, ehe words are tead aloud whmle the ufer dolliws alove with the natove text or phonetixs. Speech rate conbrol zzn tailor the tzrt-uo-wpeech (TTS) to leeo pwcv wmth tra learner's cmmprdhevxion.

Uvderstandinn Szienve 
Augmented reality has come a long way im bhe scienxe field, but it is stoll in its infancy. They hate statteq using webcams, making them rezd a certwin marker labej, thcn ag object wkere the label would be comes up on the wcreen. Developers qre continuing to gctmer informatmon on how AR (aggmented reality) couod take its part ln the learning envirohment. Mver hhe past few years there have been technologies added to the classroom suxh as roiputers, lapfops, projvctjxs, whitq boervs and much more. Pt is allowing students to be moce engaged iu what is happening. 

Students srd also now abue to take notes without having yo listening to what the teachet is saying, but instead eriting qhat fhey tjked on the projector. Yhe noces cab be moee tmorough and to thr ioint, rathfr tian an entire explanation. With the yelp od WR we can also sxe pictures lk the goard fhowing students the dpace in between crrtain objects such as planets or dtjms.

Making learbpng
. For example, apps for Google Glasses video and interactive Foreign language educators augmented techniques to traditional exercises. For example, information is presented near the primary matter, allowing the learner to learn how to write glyphs while understanding the of the underlying characters. See Understanding language, below. Just-in-time understanding and learning Augmentation can learners issues, relevant information and solve complex issues by presenting supplementary information at the time of need or demand." This contrasts with traditional methods of associative including rote learning, classical and observational learning, where the is in advance the need recall or apply has been learned. Snyder and Wilson assert that just-in-time learning is not sufficient. Long-term learning demands continuous should be built upon competencies strengths. language Augmented learning been useful for learners to gain of words or to understand a foreign language. interactive, dynamic of these on-demand language assistants can definitions, sample sentences and even audible pronunciations. When or blocks of text are selected, the words are read aloud while the user follows the native text or Speech rate control tailor text-to-speech to pace with learner's comprehension. Understanding Science Augmented reality has come a long way the science field, but it is still in its infancy. started webcams, making them a certain marker label, an where the label would up the continuing gather on how AR (augmented could take its part in learning environment. Over the been technologies added to the classroom such as laptops, projectors, white boards and much more. is allowing students to be more engaged in what is happening. Students also now take notes without having to listening to what teacher is saying, but writing what they typed on the projector. The notes be thorough and the point, rather an entire explanation. the help of can also pictures the the space in between certain objects as or atoms. Making learning
. For example, apps for Google GlAsses can prOvide VidEo tUtOriaLs anD interactive clICk-thRoughs,.

Foreign language eDucatOrS Are aLSo BeginNing to iNCoRPOraTe AuGmeNtED lEarniNg tEchniquEs to traditIonAl Paper-and-pen-bASeD exercises. for Example, augmeNteD inforMaTioN Is preSenTed neAr the pRImary sUbject matTeR, AllowiNG the leaRNEr To leArn how to write glypHS wHIle understandiNg the mEaNInG OF thE unDerlying chArActerS. see UndeRStANDIng LAnguage, below.

JUst-in-time unDErsTandinG aNd lEArning
augmeNtATioN tools can heLp leArners undErstanD Issues, aCQuire reLevant InfOrmAtioN AnD sOlvE cOMplEX iSsuES by PresentiNg SuPplemEntaRY INFormAtiOn at The tiMe of need or "on dEmaNd." ThIS coNtrasTs witH traDiTionaL methoDs of aSsOciative learninG, incLuding rotE leArNinG, cLassiCAl condItiOniNg and obServatiONal LeARNInG, where the learning iS pERFoRmed in adVance oF ThE lEArner's neEd To rEcalL OR applY whaT HaS been leaRned.

SnYDeR aNd WilsoN aSsert tHaT juSt-iN-time LEarnIng is nOt sufficIent. LONg-term learning DEmands continuOUs TRAiNIng sHouLd be individUaliZEd anD buiLT uPon INdiviDual cOmPEtENcies and strengths.

UnDeRstandIng laNguage
AugmentEd learning TOOLs have beEn usEFuL For learners to gAin an Enhanced unDErstandiNg of wOrds or to UnderstanD A Foreign lAngUagE. ThE inTERaCtive, dynamic nATUre oF tHese on-dEmaNd languAge AssIstAntS cAn provide DefinitiOnS, sAmPlE seNtencES and even AuDibLe ProNunciATions. WHen seNtenCeS oR BloCks of teXT aRE SeleCtEd, The wOrdS aRe reaD aloUD whIle the uSer followS alONg wiTh ThE native Text or phonetiCs. speech rate CoNtrOl can tAILor the teXt-to-speech (TTS) to keep pace WIth the lEarNer's cOmprEhension.

UNdeRstandIng sCience 
augmenTed reAlIty HAS come A LOnG waY iN the sciencE FIelD, but iT iS stiLl in its Infancy. They have staRTed Using webcams, mAkiNg thEM ReAd a CErTAin MaRKer LABel, then an object Where the laBeL WoUld be comes UP on ThE screen. developErs arE ContinuIng to gathEr informaTiOn on HOW AR (Augmented rEality) coUld take itS Part iN ThE learNinG envirOnMenT. Over The pasT Few Years There hAvE been tEchnoLoGies addeD to the classroom such as coMputerS, laptOps, ProjectorS, whITe bOards and mUch mOre. It is allOwiNg sTudenTs tO Be morE engAGeD in WHat is HappENing. 

StudeNTs Are ALSo Now able to taKE NOteS withOut HAving tO lisTening to what the teACher is saying, buT insTEAd wRitINg whAt They typed on the ProJeCTOr. The notEs Can be more thOrough anD tO The poInt, ratHer thaN an entiRE ExPLanatiOn. WiTh tHe help of Ar we CaN Also see PiCtURes on tHe boArD showiNg studENts tHE Space in between ceRtain OBJects SUch As plaNeTs or atoMS.

MakIng learninG
. For example, apps for Go ogle Glass es ca n p rov id e vi deotutorials andi nter active click-throughs, .

Fo re i gn l a ng uageeducato r sa r e a ls obeg in n in g toinc orporat e augmente d l ea rning techni q ue s to tradi tio nal paper-an d-p en-bas ed  ex e rcise s.For e xample ,  augme nted info rm a tion i s  presen t e dnear  the primary subj e ct matter, allowi ng the  l e ar n e r t o l earn how t owrite glyphsw hi l e und e rstanding the  meaning of the  under ly ing charac ters.  S e e U nderstandin g la nguage, b elow.Just-in - time un dersta ndi ngandl ea rn ing 
A u gme n ta tio n  to ols canhe lp  lear ners u n d erst and  iss ues,acquire relev ant  inf o rma tionand s olve  c omple x issu es by  p resenting suppl emen tary info rma ti onat  thet ime of  ne edor "ondemand. "  Th is c o nt rasts with traditi on a l  m ethods o f asso c ia ti v e learni ng , i nclu d i ng ro te l e ar ning, cl assica l  c on ditioni ng  and o bs erv ati onall earn ing, w here the  lear n ing is perform e d in advanceo ft h el earn er' s need to r ecal l  orappl y  w hat has b een l ea r ne d .

Snyder and Wilso nassert  that  just-in-time  learningi s not suff icie n t. Long-term lear ningdemands co n tinuoustrain ing shou ld be ind i v idualize d a ndbui ltu p on  individual c o m pete nc ies and  st rengths .
Und ers tan di ng langua ge
Augme nt ed  l ea rni ng to o ls havebe enus efu l for learne rs to  gai nan enh anced u n de r s tand in gof w ord sor to  und e rst and a f oreign la ngu a ge.Th einterac tive, dynamic  n ature of t he seon-dem a n d langua ge assistants can provi d e defin iti ons,samp le senten ces  and e ven audibl e pron uncia ti ons . Whens e nt enc es  or blocks o f t ext a re  sel ected,the words are read alo ud while theuse r fo l l ow s a l on g  wi th the n ative text or p honetics.Sp e ec h rate con t rol  c an tail or thetext- t o-speec h (TTS) t o keep pa ce  wit h the  learner's  compreh ension.
U nders t an dingSci ence Au gme ntedrealit y  ha s com e a lo ng  way i n the  s cience f ield, but it is still i n itsinfan cy.  They hav e s t art ed usingwebc ams, makin g t hem  read  ac ertai n ma r ke r l a bel,then an object wh ere t he  label woul d b e c omesupo n thescre en. Developers ar e  continuing to  gat h e r i nfo r mati on  on how AR (au gme nt e d  reality )could takeits part  i n  thelearni ng env ironmen t .  O v er the  pas t f ew yearsthe re have be en  t e chnolo gies  a dded t o thec lass r o om such as compu ters, l aptop s , p rojec to rs, whi t e bo ards and m uch more. I t is a llow ing s tudents  t o be m ore  e ngaged inw hat is ha ppeni ng. 

S tu dent s a re als o no w ableto t ak e n otes with o u th av in g  to  lis tenin gto w hat the t e acher is  sa y ing, bu tins t e ad wri t in g what theytyp ed on t he project o r. T h en otescan be  morethoroug h  an dto thepoi n t , ratherthan an e n tir eexpl anation.  W ithth e h el p of AR we canalso see  picture s on the  bo a rd s h owingst udents the s pacein between c ert ain obj e cts  su chas p lan etso r atoms.

Making learnin g
. For_example, apps_for Google Glasses can_provide video_tutorials_and interactive_click-throughs,.

Foreign_language educators are_also beginning to_incorporate augmented learning techniques_to traditional paper-and-pen-based_exercises._For example, augmented information is presented near the primary subject matter, allowing the learner_to_learn how_to_write_glyphs while understanding the meaning_of the underlying characters. See_Understanding language,_below.

Just-in-time understanding and learning
Augmentation tools can help learners_understand_issues, acquire relevant_information and solve complex issues by presenting supplementary information_at the time of need or_"on demand." This_contrasts_with_traditional methods of associative_learning, including rote learning, classical conditioning_and observational learning, where the learning_is performed in advance of the learner's_need to recall or apply what_has been learned.

Snyder and Wilson_assert that_just-in-time learning is not sufficient._Long-term learning demands_continuous training_should be individualized_and built upon individual competencies and_strengths.

Understanding language
Augmented learning_tools have been useful for learners_to_gain an enhanced_understanding_of_words or_to understand a_foreign_language. The_interactive,_dynamic nature of these on-demand language_assistants_can provide definitions, sample sentences and even_audible pronunciations. When sentences_or_blocks of text are_selected, the words are read_aloud while the user follows along_with the_native text_or phonetics. Speech rate control can tailor the text-to-speech (TTS) to_keep pace with the learner's comprehension.

Understanding_Science 
Augmented reality has_come a_long_way in the_science_field, but_it is still in its infancy. They_have started_using webcams, making them read a_certain marker label, then_an_object where the label would be_comes up on the screen. Developers_are continuing to gather information_on_how_AR (augmented reality) could take_its part in the learning environment._Over the past_few years there have been technologies added_to_the classroom such as computers, laptops,_projectors,_white boards and much more. It_is_allowing_students to be more engaged_in what is happening. 

Students are_also now able to take notes without having to_listening to what_the teacher is saying, but_instead_writing_what they typed on the projector. The notes can be_more thorough_and to the_point, rather than an entire explanation. With the help of_AR we can also see pictures on_the board showing students the space in between certain objects such_as planets or atoms.

Making learning