Emotional Mapping of a Place of Interest Using Mobile Devices for Learning


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Guazzaroni, G. & Leo, T. (2011). Emotional Mapping of a Place of Interest using Mobile Devices for Learning. IADIS International Conference - Mobile Learning 2011 Avila, Spain 10 - 12 March 2011.

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  • Ma sicuramente mentalmente li abitiamo, ci muoviamo fluidi.
  • Negli spazi virtuali, nell’intrecciarsi fluido di luoghi fisici e di cyber spazi. In una qualsiasi aula universitaria attraversata da connessioni WiFi, da reti di operatori mobili, ma anche in luoghi non deputati all’insegnamento e all’apprendimento, avvengono processi di Ubiquitous Learning .
  • Essere in un luogo e inviare messaggi da un dispositivo mobile ci fa essere presenti anche in altri luoghi…
  • Raccontare la storia della Sibilla (Vedere il saggio di Roberta)
  • Emotional Mapping of a Place of Interest Using Mobile Devices for Learning

    1. 1. Emotional mapping of a place of interest using mobile devices for learningGiuliana Guazzaroni and Tommaso LeoUniversità Politecnica delle Marche, Ancona, ItalyIADIS International Conference Mobile Learning,Avila, Spain 10 11 12 March 2011
    2. 2. BACKGROUND
    3. 3. Mobile and Ubiquitous Learning EnvironmentA "bimodal" pedagogical approach can help in the creation of a ubiquitous learning environment. It can help in activating an experience of situated-learning in a museum or in another interesting place, using smart technologies and a subjective co- constructed map Image: Useum - Muséum de Toulouse: www.flickr.com/photos/museumdetoulouse
    4. 4. This paper is related to..a. Recognizing the importance of emotions in a situated learning experienceb. Propose a concept for a ubiquitous environment, characterized by a "bimodal" pedagogical approach, where participants experience a learning path located in a specific place (e.g. a museum), using smart technologies and emotional cartography while interacting with peers in a social co-construction of meaning Image: www.flickr.com/photos/kexino
    5. 5. LATERALIZATION LEARNING is a process which activates simultaneously the modes of perception of the left and right cerebral hemispheres“Mobile Internet Device, Beijing” by Cory M. Grenier: www.flickr.com/photos/26087974@N05
    6. 6. Some cognitive functions tend to be connected to one side or the other of the human brain RIGHT LEFT The left hemisphere is more concerned in logical, analytic, sequential tasks simultaneous,analogical, global tasks are oftenlateralized to theright hemisphere “Connection” by Łukasz Strachanowski: www.flickr.com/photos/myvector
    7. 7. Both brain modalities, the left hemisphere and the right one,should be considered to involve students in a bimodal learningprocess (Balboni, 1994) RIGHT LEFT Image: “Front Door Heart” Florence 2011 Image: www.flickr.com/photos/meatheadmovers Image: www.flickr.com/photos/uggboy
    8. 8. RIGHT LEFTThe principle of directionality establishes that there is a specific direction of the bimodal use of the brain. That is from the right hemisphere to the left one
    9. 9. During the experience students cultivate differentforms of smarts, based on Gardner’s theory of MultipleIntelligences, while developing key attitudes for thefuture Image: www.flickr.com/photos/stormofgenius
    10. 10. The theory of Multiple Intelligences(Gardner, 2004) suggests that the traditional notion of intelligence is too limited In fact, there are anumber of distinct formsof intelligence that each individual possesses.Gardner proposes sevenprimary forms: linguistic, musical, logical- mathematical, spatial, body-kinaesthetic, intrapersonal (e.g., insight, metacognition)and interpersonal (e.g., social skills)... Class results from Multiple Intelligences self-assessment, image: www.flickr.com/photos/pabeaufait
    11. 11. The implication of Gardners theory is that learning/teaching has to focus on the prevalent intelligences used by the student Image: “Monks Best Friend”by Flickmor:www.flickr.com/photos/mmoorr
    12. 12. In Five Minds for the Future (2006), Gardner outlines the cognitive abilities that will be cultivated by future leaders The Creating Mind: the capacity to find out and explain new problems, questions and phenomena The Creating Mind is trained by asking unusual and imaginative questions The aim is to avoid lesson repeating and tostimulate and encourage unexplored answers According to the Italian philosopher Umberto Galimberti (2009), a sentimental dimension should be cultivated in young students Images by Tarah Dawdy: www.flickr.com/photos/stormofgenius
    13. 13. Sentimental dimension Are the emergent projects relating to situated experiences augmented by smart technologies and aimed to explore cities through emotional lens unconsciously trying to recuperate forgiven emotional dimensions?Image by Joe McCarthy:www.flickr.com/photos/gumption
    14. 14. Christian Nold in Emotional Cartography. Technologies of the Self (2009) proposes a collection of essays centred on the use of emotional maps ....visualising people’s biometric data and emotions using technology....to rethink the territoryChristian Nold and Emotional Maps, by Gill Wildman: www.flickr.com/photos/wildwoman
    15. 15. A concept for a mobile & ubiquitouslearning environment1_design a personalized and inclusive learning environment2_activate an experience of situated-learning3_train the Creating Mind4_activate a sentimental dimension through a social construction of an emotional map Image of a straw wall taken in Ficana, Macerata (2010) during an explorative path using mobile devices to create a map
    17. 17. A vision of learningUbiquitous learning occurs not just in the classroom, but in different places - home, workplace,playground, library, museum,natural environment, city, etc. Moreover, learning occurs through all the senses - sight, hearing, touch, feel, and taste. (Bruce, 2008) Image taken in Macerata (2010) during an explorative path using mobile devices to create a map
    18. 18. The increasing diffusion of smartphones gives people the opportunity to interact with real objects, and the possibility to activate learningprocesses from a real situation. Recent research indicates acceptance of mobile technologies in teaching and learning (Wexler et al, 2008; Saravani et al, 2009) “Ecuadorian mobile phone users”: www.flickr.com/photos/mmoorr
    19. 19. The use of mobile technologies for learning hasestablished the legitimacy of “nomadic” learners (Alexander, 2004) Image: www.flickr.com/photos/cocreatr
    20. 20. Im sending a text message to my boyfriend in Sweden, telling him that I want to stay here *forever*!Image: Th eatre Dist Teenagers and youngYourdon: rict, New http://tinyu York adults have adopted a new rl.com/3xm , by Ed htao mobile culture and have been identified as “archetypal mobile superusers” (Ling, 2004)
    21. 21. The mobile is not seen as a simple device to call, but a social instrument to stay always connected with the network (Bressler, 2006)According to the French sociologist Maffesoli (2009), urban tribes are microgroups of people who share common interests in metropolitan areas Image “Mobile phone users on L.A. Metro” by Allaboutgeorge: www.flickr.com/photos/allaboutgeorge
    22. 22. QR, Data Matrix codes To increase the impact of mobile learning a few institutions are using QR-Code (Quick Response Codes) or Data Matrix Codes (another two- dimensional matrix barcode) to help learners to access information, to connect to other objects (Saravani et al, 2009), or to live an active experience of citizenship e.g., “Mobile Oxford” a mobile service launched by the Oxford UniversityInterface of “Mobile Oxford”: http://m.ox.ac.uk
    23. 23. Phones and cameras have been transformed into sensors to tell wherepeople are located, what they are looking at, and other information in real time. Everyone everything in the planet casts an “information shadow” represented by the captured data Data can be processed for useful purposes (O’Reilly et al, 2009) Situated Learning is one of these purposes Image: www.flickr.com/photos/74845103@N00
    24. 24. Situated-learning in a ubiquitous environment using emotional cartography
    25. 25. The aim of this concept is to develop innovative pedagogies using mobile technologies and QR-Code, to create a ubiquitous learning environment, and to involve participants emotionally in a real landscape e.g., an archaeological site Images of Fasano (BR): www.flickr.com/photos/italy_cycling
    26. 26. In a "bimodal" pedagogical approach, that respects the principle of directionality, the right part of the brain is stimulated first in the learnerAn emotional map is an important learning tool to approach the complexity of an authentic place Image taken in Macerata (2010) during an explorative path using mobile devices to create a map Image by Jeco: www.flickr.com/photos/jeco
    27. 27. To stimulate the right hemisphere, an emotional map is produced and isaccessible from the web and from the real location as well Denver City and County Building (2010), image by Jeco: www.flickr.com/photos/jeco
    28. 28. Each participant is involved in the co-construction of a subjectivemap through the active creation of emotional contents relating to location e.g. memories, stories...Real learning paths are created using QR, to augment real objects Oratorio della Madonna del Carmine, Loc. Uscerno, Montegallo (AP)
    29. 29. Visitors can choose their itineraries on the basis of age mind-set or other interests The learner is engaged in the expressive aspects of the place Image of Savelletri (BR) by HyoTsuk :www.flickr.com/photos/hyotsuk
    30. 30. The aim is to cultivate in young students a sentimental dimension, an important aspect for a proper development of other forms of intelligences (Galimberti, 2009) Image taken in Macerata (2010) during an explorative path using mobile devices to create a map
    31. 31. In a real archaeological site it is possible to create different paths... A path can be augmented with music and another can be especially designed for spatial smart... At the end of each path the learner has to cultivate “The Creating Mind”! “Mobile Phone” by Milica Sekulic: www.flickr.com/photos/ywds
    32. 32. 7E Learning Cycle 1_Elicit: The teacher/facilitator prepares useful technologies and contents 2_Engage: The teacher/facilitator explains the experience and tests prevalent intelligences to divide in groups 3_Explore: Students start reading QR while exploring the location equipped with emotional mapping devices 4_Explain: Groups start an active interaction with real learning objects and create contents 5_Elaborate: Each group elaborates the final version of their emotional map and of their stories 6_Extend: Students collect additional learning contents and extend the experience asking and answering unusual questions 7_Evaluate: The teacher/facilitator brings together useful information to evaluate Images of QR City: www.qrcity.it
    33. 33. CONCLUSION
    34. 34. Future work will aim at.. implementing a path in practice evaluating the concept demonstrating that mobile and ubiquitous learning can more actively involve learners in a rich experience developing key Arno, Florence 2011 attitudes
    35. 35. Thank you for you kind attention! Questions & Answers.. PhD candidate in e-Learning Università Politecnica delle Marche Ancona, Italy g.guazzaroni@univpm.it giuliana.guazzaroni@gmail.com The contents of this presentation are under Licence Creative Commons 2.5