Location and Mobile learning
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19 March 2011
This cloud represents the strand on location based mobile learning. The abstracts of the presentations will be added as additional content to this cloud.
Please use this cloud to add your comments on the presentations and to continue the debate afterwards.
Exploring the order of precedence when using contextual dimensions for mobile information delivery
Laura Crane (firstname.lastname@example.org)
Phillip Benachour (email@example.com)
Paul Coulton (firstname.lastname@example.org)
This study aims to investigate the use of contextual data for delivering module and course information from a virtual learning environment to mobile devices. Although in the past, context has been deemed as poorly utilized, mobile devices with their inherent characteristics have the potential to fully exploit the environment around them and consequently enhance the delivery of information to a presented situation. Understanding the different indicative characteristics which create and defne any given context, the question arises as to which of these characteristics justifes precedence. Using mobile widgets which exploit the available ambient information surrounding the user, course information is disseminated to the student at certain temporal or spatial points. Analysing the responses from the study participants aims to identify if precedence exists between the two dimensions and subsequently form a basis for further investigation into the use of the remaining dimensions of context.
13:54 on 19 March 2011 (Edited 17:32 on 24 March 2011)
Technology narratives and mobile spatial learning
Katharine S. Willis (email@example.com)
Over the last few years there has been a proliferation of location-sensitive applications and devices that can support mobile learning. The result is that learners have access daily to a wealth of spatial data. Yet, it is questionable as to whether this data is actually contributing to learning or whether learners are just overloaded with information. In this paper we propose that interaction with technology should be in the form of a narrative, where the learner can actively shape the format, mode and most importantly the context in which they learn. In this way we approach the concept of narrative not from the perspective of the way that a story is told, but rather with a focus on how the interaction with technology itself adopts a narrative structure. This involves thinking about mobile learning in a holistic manner and allowing for ambiguity and serendipity in how someone engages with media. In order to critically investigate this approach we will review three projects which we propose integrate a technology narrative and seek to describe how these different examples support learning.
17:31 on 24 March 2011
Towards contextualized annotations to improve learning in museum
Pierre-Yves Gicquel (firstname.lastname@example.org)
Dominique Lenne (email@example.com)
Social constructivism claims that learners best construct their understandings during peers exchanges. In order to instrument those exchanges during mobile learning activities, we propose the use of digital annotations associated with physical objects implicated in the learning situation. To this extent, we introduce the CALM model (Contextualized Annotation for Learning through Mobility). Information about learner’s situation are used to contextualize the annotation, in order to facilitate its reuse by other learners in other contexts. We then present CALM-Museum an application of the CALM model in the context of museum visit.
17:34 on 24 March 2011