mue2012-space-aware design factors for located learning activities supported with smart pones
DESCRIPTION
presented at the 6th International Conference on Multimedia and Ubiquitous Engineering (MUE, 2012) the paper “Space-aware Design FActors for Located Learning Activities Supported with Smart Phones” a work by Patricia Santos, Mar Pérez-Sanagustín, Davinia Hernández-Leo & Josep Blat.TRANSCRIPT
Space-aware Design Factors for Located Learning Activities Supported with Smart Phones
∆ Patricia Santos , Ω Mar Pérez-Sanagustín, ∆ Davinia Hernández Leo & ∆ Josep Blat
∆ UPF – Grup de Tecnologies InteractivesΩ UC3M- Grupo de Aplicaciones y Servicios Telemáticos
July 12th, 2012
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“Let’s face it: For my children and for millions like them, life will be an open phone test. They are among the first generation who will carry access to the sum of human knowledge and literally billions of potential teachers in their pockets. (…) Given that reality, shouldn’t we be teaching our students how to use mobile devices well?
Will Richardson, We live in a mobile world, The New York Times (The opinion Pages) 4th January 2012
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I. Introduction
II. Proposal: space-aware design factors
III. Indoors & outdoors M-Learning scenarios
IV. Conclusions
V. Current & Future work
Outline
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I. IntroductionSmart phones in education
Which are the main characteristics of mobile devices that we have to consider for designing innovative m-learning
scenarios?
New m-learning activities Everywhere/Everytime activities
Located activities
Outdoors
Indoors
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II. ProposalSpace-Aware Design Factors
Proposal: A framework to assist practitioners in the design of m-learning located activities
4 Space-Aware Design factors extracted from the analysis and implementation of real scenarios
The Space
The Connectivity
The Position-based technologies
The Guidance
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II. ProposalThe Space factor
The space factor considers characteristics of the physical space where the located m-learning activity is conducted
Indoors: Closed physical space determined by the constraints of the architectural components
Outdoors: Open physical spaces not determined by the constraints of the architectural component
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II. ProposalThe Connectivity factor
The connectivity refers to the way of connecting with the Educational Resources (ER)
Internet: The ER can be stored in the cloud.
No Internet: The ERs have to be stored locally on the smart phone
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II. ProposalThe Guidance factor
The guidance factor refers to the representations used to guide the learners along the activity
Cloud map: the map can be updated considering the real time position of the device.
Local map: the map is static (paper or locally located in the smart-phone)
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II. ProposalThe Position-based Technology factor
The position-based technology factor refers to the technology used to associate the ERs and the activity description with the physical position.
GPS coordinates/Bluetooth: the ERs automatically appear to the learner in a particular location.
QR-Codes / RFID technologies: the ERs have been associated physically into a particular space.
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III. M-Learning ScenariosCombining the Space-Aware Design Factors
4 categories of Indoors and Outdoors located m-learning scenarios mediated with smart-phones
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III. M-Learning ScenariosIndoors with Internet
Example: UbiCiceroLearning about artworks
Museum like type of experiences
ERs can change on runtime
Maps can change dynamically according to the learners activity, but only those parts related
with the ERs
11Ghiani, G. et al. (2009),UbiCicero: a location-aware, multi-device museum guide. Interacting with computers, 21(4): 288-303.
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III. M-Learning ScenariosIndoors without Internet
Example: Discovering the Campus!Learning about the campus
Open spaces with close learning
physical locations ERs are locally stored and
fixed once the activity starts Fixed maps
Pérez-Sanagustín et al. (2012), Discovering the Campus Together: a mobile and computer-based learning experience. Journal of Network and Computer Applications, 35(1): 176-188. 12
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III. M-Learning ScenariosIndoors without Internet
Example: Discovering St. Llorenç!A botany experience in situ
Open spaces with areas with GPS
connectivity ERs are locally stored and fixed once the activity starts
Fixed Maps
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III. M-Learning Scenarios Outdoors with Internet
Example: Discovering Barcelona!Learning about the city of Barcelona
Open spaces with GPS connectivity ERs can change on
runtime Maps can change
dynamically according to the learners activity
Santos et al. (2011), QuesTInSitu: From tests to routes for assessment in situ activities. Computers & Education, 57(4): 2517-2534. 14
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V. Conclusions
A framework of 4 Space-aware design factors to the design of m-Learning scenarios:
Identification of the space where the activity occurs
Which connectivity is available for connecting physical positions to
ERs
Space Connectivity to determine the position-based technology to
be used
Space + Connectivity to determine the guidance facilitated to the
learners
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VI. Current & Future workThe 4 space-aware under analysis
Current work: framework validation
4 m-learning workshops with teachers using the framework to design their own experiences: 12 participants (Institute of Educational Sciences (ICE) Girona) + 7 participants (Good practices workshop –UPF) + 17 participants (Master of Education and Communication- UAB).
Future work
New experiments to identify new factors and extend the framework.
A recommender-authoring tool for teachers with a mash-up of applications to technologically support the design of m-learning scenarios.
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Questions?
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Contact
Patricia Santos: patricia. [email protected] Pérez-Sanagustín: [email protected] Hernández-Leo: [email protected] Blat: [email protected]
Thank you!
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