Augmenting Contexts for Learning: Investigating the Formation of Knowledge using the World as an Interface. Carl Smith Developer / Researcher Learning Technology Research Institute (LTRI) London Metropolitan University
Background + Motivation <ul><li>1. My research involves exploring the relationship between contextual factors and knowledge formation . Context is the set of circumstances that is deemed relevant for the learner to build his or her knowledge. </li></ul><ul><li>2. Information is about facts in isolation, What and Who. Where as Knowledge is about context , Who, What, Where (Spatial), When (Temporal), How and Why (cause, purpose, reason, goal, motivation). </li></ul><ul><li>3. Authentic learning contexts were compromised in education when knowledge began to be centred around transfer rather than application . </li></ul><ul><li>4. Vygotsky has strongly influenced educational thought by asserting that knowledge results not from a transmission process but from the internalization of social interactions. </li></ul>
Research <ul><li>AR or Mixed Reality is “inherently about who you are, where you are, what you are doing, and what is around you”. Context is central. </li></ul><ul><li>The very nature of AR enabled mobile devices sets them within a multi-faceted contextual matrix. In my research I am examining the nature of this matrix to see how it may be used as a resource for designers and developers. </li></ul><ul><li>Augmented space is becoming a medium for learning and in the process the way we learn is being transformed. </li></ul><ul><li>However there are currently only a very small set of primary interaction patterns established in the field of AR. This means that designers have a very limited set of options for framing the strategy, structure, interaction, user interface, and other design aspects of an AR or mixed-reality experience. </li></ul>
Research questions <ul><li>1) Establish a set of primary interaction patterns / design guidelines for augmenting emerging contexts for learning using AR. </li></ul><ul><li>2) Establish how the spatial / physical design of these environments directly effects the range and type of knowledge that can be generated from them? </li></ul><ul><li>3) How can AR be designed to increase our awareness of our immediate environment and context, rather than distract us from it? (addressing the cognitive load issue) </li></ul><ul><li>4) To what extent do declarative rather than procedural designs successfully augment contexts for learning? </li></ul>
Choice of Methods + Theoretical Frameworks <ul><li>Mixed methods – Field studies , eye tracking, head mounted cameras, structured interviews, focus groups, questionnaires. </li></ul><ul><li>Theoretical Frameworks - Pachler’s Mobile Complex, Cook’s Augmented Contexts for Development (ACD extending Vygotsky’s ZPD) and Distributed Cognition . </li></ul><ul><li>Distributed Cognition involves the coordination between individuals, artifacts and the environment. It has several key components one of which is: The embodiment of information that is embedded in representations of interaction. </li></ul>
More information <ul><li>email@example.com </li></ul><ul><li>www.rlo-cetl.ac.uk </li></ul><ul><li>www.rlo-cetl.ac.uk/developers/smith </li></ul>
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