Science Museum Mobile

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Presentation about mobile learning and the possibilities for new practices

Published in: Technology, Education

Science Museum Mobile

  1. 1. On the Move: Mobile technologies, Mobile learning Dan Sutch [email_address] Futurelab www.futurelab.org.uk
  2. 2. <ul><li>digital divide  mobility  personalisation  ownership  portable  location sensitive  embedded technologies  linking home and school experiences  mobile learning  widening access to resources  empowering learners  augmented realities  context sensitive  authentic audiences  collaborative tools  communication tools  hard to reach learners  self organisation  5m under 16s own a mobile phone  conversational learning  supportive technologies  one to one access  social skills  distributed access to experts  sensor technologies  situated learning  engagement and motivation  change to student-teacher relationships  kinaesthetic learning  mobile technologies  authentic purpose  developing students’ confidence  enabling new learning networks  90% of young people own a mobile phone  incidental learning  conversation in context  ubiquitous learning  25% primary children own a mobile phone  multimedia capabilities  autonomous learners  community learning  multiple communication channels  opportunistic learning  enabling tool </li></ul>Possibilities and practicalities
  3. 3. Stimulating a culture of innovation in education
  4. 4. ‘ Pulsating Networks of Learning’ <ul><li>Pulsating </li></ul><ul><ul><li>Mobility = ‘coming together and dispersing’ (Engestrom) </li></ul></ul><ul><li>Networks </li></ul><ul><ul><li>People (facilitated through technology) from variety of backgrounds, varied/various communities of practice </li></ul></ul><ul><li>Learn ing </li></ul><ul><ul><li>Not just networks of learn ers , but locative/location sensitive technologies can enable the environment to provide relevant, appropriate feedback </li></ul></ul>
  5. 5. Questions… <ul><li>Why are you interested in mobile learning? </li></ul><ul><li>What activities/interactions are you trying to foster? </li></ul>
  6. 6. http://www.futurelab.org.uk/resources <ul><li>Literature Reviews </li></ul><ul><ul><li>Mobile technologies and Learning </li></ul></ul><ul><ul><li>Learning with digital technologies in museums, science centres and galleries </li></ul></ul><ul><li>Further Literature </li></ul><ul><ul><li>Networked Learning </li></ul></ul><ul><ul><li>Social software </li></ul></ul><ul><li>Projects </li></ul><ul><ul><li>http://www.futurelab.org.uk/projects </li></ul></ul>
  7. 7. <ul><li>digital divide  mobility  personalisation  ownership  portable  location sensitive  embedded technologies  linking home and school experiences  mobile learning  widening access to resources  empowering learners  augmented realities  context sensitive  authentic audiences  collaborative tools  communication tools  hard to reach learners  self organisation  5m under 16s own a mobile phone  conversational learning  supportive technologies  one to one access  social skills  distributed access to experts  sensor technologies  situated learning  engagement and motivation  change to student-teacher relationships  kinaesthetic learning  mobile technologies  authentic purpose  developing students’ confidence  enabling new learning networks  90% of young people own a mobile phone  incidental learning  conversation in context  ubiquitous learning  25% primary children own a mobile phone  multimedia capabilities  autonomous learners  community learning  multiple communication channels  opportunistic learning  enabling tool </li></ul>Possibilities and practicalities
  8. 8. Centre of a web <ul><li>Enabling learners: </li></ul><ul><li>To be at the centre of a web of resources, people and information </li></ul><ul><li>To control a personal, familiar, multimedia device, whether in the classroom or at the bus stop </li></ul><ul><li>Learners being: </li></ul><ul><li>More active in choosing appropriate tools to organise and manage social and learning opportunities. </li></ul>Consider: content delivery, information retrieval; where resources are kept and how/where accessed.
  9. 9. Augmenting spaces <ul><li>Enabling learners (through location sensitive technology): </li></ul><ul><li>To augment real spaces with virtual worlds </li></ul><ul><li>Learners: </li></ul><ul><li>Experiencing hidden worlds of geography or history </li></ul><ul><li>Interacting with real environments whilst investigating creative or abstract information </li></ul>Consider: how tech can change a physical space, without altering the physicality
  10. 10. Mobile presence <ul><li>Enabling learners: </li></ul><ul><li>To represent themselves in multiple ways </li></ul><ul><li>Learners: </li></ul><ul><li>Taking on different roles within social and virtual contexts </li></ul><ul><li>Showing their own intentions, interests and requirements – beginning new learning conversations </li></ul>Consider: new ways of organising groups, new learning conversations, role of social software.
  11. 11. Capture, MANIPULATE and share <ul><li>Enabling learners: </li></ul><ul><li>To capture, manipulate and then publish rich multimedia data </li></ul><ul><li>Learners: </li></ul><ul><li>Capturing experiences in a wide variety of ways </li></ul><ul><li>Creatively engaging with data – making it appropriate and personal </li></ul><ul><li>Publishing to a wide variety of audiences </li></ul>
  12. 12. Prototype projects: Stemming from the Call For Ideas
  13. 13. <ul><li>Rethink the formula of a guided tour to develop: </li></ul><ul><li>A participatory involving and evolving guided tour </li></ul><ul><li>Development of a toolkit to allow participants to add to the tour whilst on the tour </li></ul><ul><li>Providing information that is location specific </li></ul><ul><li>Prompting conversations between learners </li></ul><ul><li>Promoting further investigation of the local area </li></ul>Mudlarking in Deptford
  14. 14. <ul><li>Using mobile phones to enable young people to become engaged in local decision making </li></ul><ul><li>Creating link between young people and decision makers through personally-owned technologies </li></ul><ul><li>Stickers to leave real-world visual marker of thoughts/views </li></ul><ul><li>Real-world hyper tags </li></ul><ul><li>QR codes/text messages </li></ul>Pleasurable Cities
  15. 15. <ul><li>Strategy-based adventure mobile game </li></ul><ul><li>Virtual Savannah overlays a real </li></ul><ul><li>space (school field) </li></ul><ul><li>Children ‘play’ at being lions, navigating environments with mobile handheld devices </li></ul><ul><li>Link between play space (field) and reflective space (classroom) </li></ul><ul><li>Immersed in activity </li></ul>Savannah
  16. 17. www.createascape.org.uk
  17. 18. <ul><li>Enhancing museum experiences </li></ul><ul><li>Creating a ‘live information space’ </li></ul><ul><li>Supporting the learner in engaging with exhibits </li></ul><ul><li>Enabling personal ‘curating’ of artefacts </li></ul><ul><li>Providing link between pre, post and visit activities </li></ul><ul><li>Providing hidden information about exhibits </li></ul><ul><li>Speckled computers embedded in environment </li></ul>Smart Learners, Smart Places
  18. 19. <ul><li>Public understanding of Science </li></ul><ul><li>Mixture of a kinetic sculpture and </li></ul><ul><li>multimedia allows learner exploration </li></ul><ul><li>of contextualised information </li></ul><ul><li>Uses learner space as primary reference point to information </li></ul><ul><li>Incidental learning </li></ul><ul><li>Free resource in a public space: </li></ul><ul><li>Millennium Square, Bristol </li></ul>Space Signpost
  19. 20. Emerging and new technologies <ul><li>RFID </li></ul><ul><ul><li>Personal identification </li></ul></ul><ul><li>Owned technologies </li></ul><ul><ul><li>Wider variety of personal technologies </li></ul></ul><ul><ul><li>‘ technology always out of date’ </li></ul></ul><ul><li>Digital paper </li></ul><ul><li>Ambient technologies </li></ul><ul><li>QR codes </li></ul><ul><ul><li>Real world hyperlinks </li></ul></ul><ul><li>Function based </li></ul><ul><ul><li>Audio? Textual? Video? Communication? </li></ul></ul><ul><li>Bluetooth </li></ul><ul><ul><li>BBC/Watershed project </li></ul></ul><ul><li>Tracking </li></ul><ul><ul><li>Location sensitive </li></ul></ul><ul><li>UMPCs </li></ul><ul><li>Internet tablets </li></ul><ul><li>Augmented Reality, holograms </li></ul><ul><ul><li>Ambient performance, BBC </li></ul></ul>
  20. 21. Designing… <ul><li>Where in the visit is the technology to be used? </li></ul><ul><ul><li>before, during, after… </li></ul></ul><ul><li>What activity or social interaction? </li></ul><ul><ul><li>Beyond museum’s walls, new links, augmenting reality, asking better questions, interrogating artefacts more… </li></ul></ul><ul><li>Frames for activities? </li></ul><ul><ul><li>Games: </li></ul></ul><ul><ul><ul><li>Collecting, building, narrative, argument, histories, puzzles and solving … </li></ul></ul></ul><ul><ul><li>Lenses: </li></ul></ul><ul><ul><ul><li>Alternative views, current debates, ‘what would a scientist look for?’, ‘what would a curator investigate?’ </li></ul></ul></ul><ul><li>Role of co-design/informant design? </li></ul>
  21. 22. <ul><li>Speckled computers </li></ul><ul><li>If your museum/gallery became a ‘live information space’ what would you do with it? </li></ul>Emerging and new technologies

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