Mobile Learning in Context Context <ul><li>Dr. Stefaan Ternier </li></ul><ul><li>prof. dr. Marcus M. Specht </li></ul><ul>...
# 1: Invaded World # 1: Invaded World # 1: Invaded World # 1: Invaded World # 1: Invaded World # 1: Invaded World # 1: Inv...
computers become ubiquitous and adapt to their environment
Enhanced Environments Sybren A. Stüvel , “Colours and bricks” via Flickr, Creative Commons Attribution. body  network sens...
Mobile Access Each year  1.2 billion new phones , Information can be accessed not only in city centres but much more impor...
mobiles as universal tools for reading, discussion, documentation, annotation, and others learning activities.
Mobile Phones are still considered as a toy or non-learning device in the classroom. Mobile Phones are still considered as...
While a variety of senseful learning practices have already been described in 2002.  While a variety of senseful learning ...
Sensors for learning multi-method assessment measuring real world activities, long-term assessment, personal interaction l...
# 2: Learning in invaded land # 2: Learning in invaded land # 2: Learning in invaded land # 2: Learning in invaded land # ...
 
Connecting the World and Digital Media
how do humans  learn with  augmented objects ? augmented objects ? augmented objects ?
how can we unleash the power of  context  for the design of ubiquitous learning?
context gives meaning ,  The term context is used in different research disciplines. Linguistics makes two claims about co...
context gives meaning ,  The term context is used in different research disciplines.  Linguistics makes two claims about c...
context gives meaning ,  The term context is used in different research disciplines.  Linguistics makes two claims about c...
context gives meaning ,  The term context is used in different research disciplines. Linguistics makes two claims about co...
Context Dimensions Zimmermann, A., Lorenz, A., & Specht, M. (2005). Personalization and Context- Management. User Modeling...
Context Dimensions De Jong, T., Specht, M., & Koper, R. (2008). A Reference Model for Mobile Social Software for Learning....
SenseCam in Context
# three: A Model for all of this Ambient Information Channels Ambient Information Channels Ambient Information Channels Am...
Channel Artefact User
AICHE Processes
Contextualised TV
 
User User User User
# 4: CELSTEC Research
Content in Context contextualised delivery, media creation in learning situations, synchronisation of learning activities,...
Mobile App Models <ul><li>Mobile Learning Content (iTunes U)  </li></ul><ul><li>Web-Based Apps with limited sensor access ...
Mobile Learning Content (iTunes U)
Object Annotation:  ContextBlogger
Team Awareness  team.sPod
Notifcations in Mob. Learning Activities:  Mooble
Location Filtering:  Mobile Language Learning Mobile Language Learning
# 5: Augmented Reality 4 L
Magic?
Examples of sensors GPS + compass + accelerometer GPS + compass + accelerometer
Digital libraries
Micro <ul><li>voice recogition </li></ul><ul><li>music recognition </li></ul>
Camera: pattern recognition
Toegevoegde realiteit:  Locatory
Augmented Reality:  Locatory
thank you ! marcuspecht.de
http://hdl.handle.net/1820/2034 dspace.ou.nl stellarnet.eu celstec.org teleurope.eu
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2010 mobilelearning workshopsctr5

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  • personal sensornetworks,
  • Mobile Access to Information I his keynote at the World Wide Web conference in 2009 Tim Berners Lee stated: &amp;quot;The explosion in the number of mobile phones with the capacity to access the Internet will enable millions of people in developing nations who cannot afford computers to go online for the first time.” (Berners-Lee, 2009) Around July 2009 more than 50% of the world’s population owned a cell phone while in 2000 these were just 12%. Each year nowadays more than 1 billion mobile phones are sold: in 2008 it were more than 1.2 billion.
  • Most of these technologies interconnect the real world and the information world. In that sense the connection between digital and physical objects builds a new landscape for the future of technology enhanced learning. So what kind of digital objects am I talking about? As the most prominent example lets look at the World Wide Web.
  • Instructional and learning sciences rarely have had an impact on the design of new technologies. In this address I will describe some evidence that we are in the middle of a qualitative change for the role of technology in learning. I think we need to stimulate technology innovation by an underlying research on how people live and learn and how this is interwoven with real world interaction.
  • A key claim is that technological innovation and educational paradigms have to develop side-by-side, connecting technology innovation, educational models, and theories for contextual learning. A key question in this work is: how can we unleash the power of contextual effects when we design ubiquitous learning support?
  • Some of you might have watched the movie in which Harry Potter makes use of a magical “Marauders Map” of Hogwarts Castle. On this map you can see everybody in the Castle moving and observe others. While in Harry Potter&apos;s world this is real magic this can be achieved with solidly engineered technology in our labs today. Today we have GPS receivers, and compasses in mobile phones, or RFID chips that enable us tracking people very precisely and draw maps of where people are for a variety of purposes, even a foldable display is not far in the future. When thinking about the future of learning we therefore should probably not limit ourselves to the technology we know today, but think about magic in some parts of it. Let us assume technology will create the missing magic parts. From a broader and more futuristic perspective we might consider technology-enhanced learning as magic enhanced learning .
  • Technology pervades ever more and ever deeper the very fabric of our Life. Science fiction writers draw a vision of a world enhanced with sensor grids and nano-bots in which we live surrounded by ubiquitous technology embedded in everyday objects. For some of us this vision of the future might be scaring, for others bright. In this address I try to take a broad perspective on learning in such a technology enhanced world and define the road to a better understanding of context in ubiquitous learning support.
  • 2010 mobilelearning workshopsctr5

    1. 1. Mobile Learning in Context Context <ul><li>Dr. Stefaan Ternier </li></ul><ul><li>prof. dr. Marcus M. Specht </li></ul><ul><li>Centre for Learning Sciences and Technology </li></ul><ul><li>@ The Open University of the Netherlands </li></ul><ul><li>dspace.ou.nl </li></ul>
    2. 2. # 1: Invaded World # 1: Invaded World # 1: Invaded World # 1: Invaded World # 1: Invaded World # 1: Invaded World # 1: Invaded World # 1: Invaded World
    3. 3. computers become ubiquitous and adapt to their environment
    4. 4. Enhanced Environments Sybren A. Stüvel , “Colours and bricks” via Flickr, Creative Commons Attribution. body network sensors, rooms intelligent carpets, wall colour, or gesture tracking, building , architects already create completely new facades for buildings, public places and city planning new artefacts will enable dynamic routing and highlighting of space
    5. 5. Mobile Access Each year 1.2 billion new phones , Information can be accessed not only in city centres but much more important in rural areas , information will grow even more rapidly , mobile devices become more context-aware , new user interfaces
    6. 6. mobiles as universal tools for reading, discussion, documentation, annotation, and others learning activities.
    7. 7. Mobile Phones are still considered as a toy or non-learning device in the classroom. Mobile Phones are still considered as a toy or non-learning device in the classroom. Mobile Phones are still considered as a toy or non-learning device in the classroom. Mobile Phones are still considered as a toy or non-learning device in the classroom. Mobile Phones are still considered as a toy or non-learning device in the classroom.
    8. 8. While a variety of senseful learning practices have already been described in 2002. While a variety of senseful learning practices have already been described in 2002. While a variety of senseful learning practices have already been described in 2002. While a variety of senseful learning practices have already been described in 2002. While a variety of senseful learning practices have already been described in 2002. While a variety of senseful learning practices have already been described in 2002. data collection apps location aware services referential applications collaborative apps
    9. 9. Sensors for learning multi-method assessment measuring real world activities, long-term assessment, personal interaction logs, from formal to formative assessment Displays for learning embedded displays, reflection in and about action, anywhere anytime delivery, multimodal displays, personal and shared displays embedded displays, reflection in and about action, anywhere anytime delivery, multimodal displays, personal and shared displays embedded displays, reflection in and about action, anywhere anytime delivery, multimodal displays, personal and shared displays embedded displays, reflection in and about action, anywhere anytime delivery, multimodal displays, personal and shared displays embedded displays, reflection in and about action, anywhere anytime delivery, multimodal displays, personal and shared displays
    10. 10. # 2: Learning in invaded land # 2: Learning in invaded land # 2: Learning in invaded land # 2: Learning in invaded land # 2: Learning in invaded land
    11. 12. Connecting the World and Digital Media
    12. 13. how do humans learn with augmented objects ? augmented objects ? augmented objects ?
    13. 14. how can we unleash the power of context for the design of ubiquitous learning?
    14. 15. context gives meaning , The term context is used in different research disciplines. Linguistics makes two claims about context. Context is defined as the text in which a word or passage appears and which helps ascertain its meaning. the surroundings, circumstances, environment, background or settings which determine, specify, or clarify the meaning of an event.
    15. 16. context gives meaning , The term context is used in different research disciplines. Linguistics makes two claims about context . Context is defined as the text in which a word or passage appears and which helps ascertain its meaning. the surroundings, circumstances, environment, background or settings which determine, specify, or clarify the meaning of an event.
    16. 17. context gives meaning , The term context is used in different research disciplines. Linguistics makes two claims about context . Context is defined as the text in which a word or passage appears and which helps ascertain its meaning . the surroundings, circumstances, environment, background or settings which determine, specify, or clarify the meaning of an event.
    17. 18. context gives meaning , The term context is used in different research disciplines. Linguistics makes two claims about context. Context is defined as the text in which a word or passage appears and which helps ascertain its meaning . the surroundings, circumstances, environment, background or settings which determine, specify, or clarify the meaning of an event.
    18. 19. Context Dimensions Zimmermann, A., Lorenz, A., & Specht, M. (2005). Personalization and Context- Management. User Modeling and User Adaptive Interaction (UMUAI), Special Issue on User Modeling in Ubiquitous Computing, (15), 275-302.
    19. 20. Context Dimensions De Jong, T., Specht, M., & Koper, R. (2008). A Reference Model for Mobile Social Software for Learning. International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL). 18(1), 118-138.
    20. 21. SenseCam in Context
    21. 22. # three: A Model for all of this Ambient Information Channels Ambient Information Channels Ambient Information Channels Ambient Information Channels Ambient Information Channels Ambient Information Channels Ambient Information Channels Ambient Information Channels
    22. 23. Channel Artefact User
    23. 24. AICHE Processes
    24. 25. Contextualised TV
    25. 27. User User User User
    26. 28. # 4: CELSTEC Research
    27. 29. Content in Context contextualised delivery, media creation in learning situations, synchronisation of learning activities, ubiquitous learning environments, mixed reality mash-ups Reflection in Context framing of learning activities, visualisation of contextual information, context indicators, multi-channel synchronisation multi-channel synchronisation multi-channel synchronisation multi-channel synchronisation multi-channel synchronisation multi-channel synchronisation
    28. 30. Mobile App Models <ul><li>Mobile Learning Content (iTunes U) </li></ul><ul><li>Web-Based Apps with limited sensor access (TeamsPod, ContextBlogger, Mooble) </li></ul><ul><li>Local Contextualised Apps with Sensors and Scanners (Language Learning) </li></ul><ul><li>Map exploration of POI channels (Aloqua) </li></ul><ul><li>Augmented Reality Browsers (Locatory) </li></ul>
    29. 31. Mobile Learning Content (iTunes U)
    30. 32. Object Annotation: ContextBlogger
    31. 33. Team Awareness team.sPod
    32. 34. Notifcations in Mob. Learning Activities: Mooble
    33. 35. Location Filtering: Mobile Language Learning Mobile Language Learning
    34. 36. # 5: Augmented Reality 4 L
    35. 37. Magic?
    36. 38. Examples of sensors GPS + compass + accelerometer GPS + compass + accelerometer
    37. 39. Digital libraries
    38. 40. Micro <ul><li>voice recogition </li></ul><ul><li>music recognition </li></ul>
    39. 41. Camera: pattern recognition
    40. 42. Toegevoegde realiteit: Locatory
    41. 43. Augmented Reality: Locatory
    42. 44. thank you ! marcuspecht.de
    43. 45. http://hdl.handle.net/1820/2034 dspace.ou.nl stellarnet.eu celstec.org teleurope.eu

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