This cloud represents the strand on location based mobile learning. The abstracts of the presentations will be added as additional content to this cloud. 

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Exploring the order of precedence when using contextual dimensions for mobile information delivery

Laura Crane (l.crane@lancaster.ac.uk)

Phillip Benachour (p.benachour@lancaster.ac.uk)

Paul Coulton (p.coulton@lancaster.ac.uk)

 

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.

Eileen Luebcke
13:54 on 19 March 2011 (Edited 17:32 on 24 March 2011)

Technology narratives and mobile spatial learning

Katharine S. Willis (willis@locatingmedia.uni-siegen.de)

 

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. 

Eileen Luebcke
17:31 on 24 March 2011

Towards contextualized annotations to improve learning in museum

Pierre-Yves Gicquel (pierre-yves.gicquel@hds.tc.fr)

Dominique Lenne (dominique.lenne@hds.utc.fr)

 

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.

 

Eileen Luebcke
17:34 on 24 March 2011

Embedded Content

Thomas Beller - Place and Voice in the Urban Grid

Thomas Beller - Place and Voice in the Urban Grid

Accessible Alternative
added by Eileen Luebcke

Beddall-Hill on Ownership and Mobile Devices

Beddall-Hill on Ownership and Mobile Devices

Accessible Alternative
added by Eileen Luebcke

Exploring the Order of Precedence when Using Contextual Dimensions for Mobile Information Delivery

Exploring the Order of Precedence when Using Contextual Dimensions for Mobile Information Delivery

added by Laura Crane

Contribute

Eileen Luebcke
5:29pm 24 March 2011 (Edited 9:39am 29 March 2011)


What I am interested in Nicolas resarch about the question of ownership in the field of learning is how it mirrors the development in work life:

The "always on" and availability through BlackBerrys and 3G has a negative connotation in terms of extending the work life into the private life.

Nicolas example shows that private tools shift into the work life. And since it is learning it seems to be something positive. But from a critical perspective one can say that  Lifelong learning becomes the societal demand of a permanent self-improvement of the individuum. 

Is this expressed in the debate on ownership, too? 

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