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Mobile Learning 2015, Madeira - AN INTEGRATED LEARNING MANAGEMENT SYSTEM FOR LOCATION-BASED MOBILE LEARNING

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Mobile Learning 2015, Madeira - AN INTEGRATED LEARNING MANAGEMENT SYSTEM FOR LOCATION-BASED MOBILE LEARNING

  1. 1. || Christian Sailer, Peter Kiefer and Martin Raubal 16.03.2015 1 AN INTEGRATED LEARNING MANAGEMENT SYSTEM FOR LOCATION-BASED MOBILE LEARNING (S020)
  2. 2. || 16.03.2015 2 My Classroom Situated learning (Brown et al. 1989, Lave & Wenger 1991
  3. 3. || 16.03.2015 3 Explore, Collect, Measure, Analyse Contextual learning (Patten et al. 2006)
  4. 4. || 16.03.2015 4 Explore, Collect, Measure, Analyse
  5. 5. || 16.03.2015 5 Collaboration Collaborative System (Tan et al. 2010)
  6. 6. || 16.03.2015 6 Technology
  7. 7. || 16.03.2015 7 … and it’s all about MOTIVATION!
  8. 8. || 16.03.2015 8 … and it’s tyring!
  9. 9. || 16.03.2015 9 Results: Poster Output
  10. 10. || 16.03.2015 10 Week program of this GIS Camp Environment * Tools (GIS / GPS) * Fun
  11. 11. || 16.03.2015 11 Modeling Collection Postprocessing / Analysis Presenting
  12. 12. ||  www.schulgis.ch  Slideshare «Mit GIS auf Exkursionen»  Vimeo Trailer «Esri Sommercamps» 16.03.2015 12 About: Mobile GIS
  13. 13. || 16.03.2015 13 GeoCaching – The famous GeoGame Geocaching.com (May 2000)
  14. 14. || 16.03.2015 14
  15. 15. || 16.03.2015 15 Sightseeing Madeira
  16. 16. || 16.03.2015 16 Sightseeing Madeira Learning Activities GeoFences
  17. 17. || 16.03.2015 17 City Sightseeing Tours – Hop On / Hop Off
  18. 18. || AN INTEGRATED LEARNING MANAGEMENT SYSTEM FOR LOCATION-BASED MOBILE LEARNING Sailer, Kiefer, Raubal 2015 16.03.2015 18 Location-based Mobile Learning
  19. 19. ||  Institute for the History and Theory of Architecture (gta) 16.03.2015 19 ‘Urban Design from Antiquity to Modernism’ http://www.gta.arch.ethz.ch
  20. 20. ||  Development and evaluation of a platform for location- based mobile learning. It aims at closing the gap between the theoretical study of place-related teaching content, and students’ direct experiences at the respective location.  As an add-on to existing didactical concepts, the platform allows to create location-based learning modules, which can later be used in a mobile app. 16.03.2015 20 OMLETH: A Platform for Location-Based Mobile Learning at ETH
  21. 21. ||  Integrated platform for lecturers and students  Interdisciplinary conception  Low technical barriers for usage  Long-term maintainability and adaptability to new technologies 16.03.2015 21 Requirements (Request for tender)
  22. 22. || 16.03.2015 22
  23. 23. || 16.03.2015 23 DEMO
  24. 24. || 16.03.2015 24
  25. 25. || 16.03.2015 25 Teacher App
  26. 26. || 16.03.2015 26 Student App
  27. 27. ||  Technical  Bugs  UI  New Capabilities  Research -> PhD  LB Activities  Social Activities 16.03.2015 27 Future Work
  28. 28. Thank you for your attention! www.omleth.ch @csailer80

Editor's Notes

  • My classroom the last ten years: Esri summercamp. Research camp of one week where student learn with GPS and GIS Technology about the ambient of the biggest nationalpark in the Alps. A week of ambitios work and fun.

    CLOUGH, G. 2010. Geolearners: Location-based informal learning with mobile and social technologies. Learning
    Technologies, IEEE Transactions on, 3, 33-44.
  • Data Collection
  • Data Collection
  • Applied Research , Collaboration
  • FUN
  • Listening the prof. talk, gives the harsh reality of how students feel about sitting through a traditional lecture in college
  • Madeira exploring
  • Madeira exploring
  • Both the compulsory two-semester lecture on ‘Urban Design from Antiquity to Modernism’ and the optional lecture on ‘Urban Design from Modernism to the Present Day’ are presented in the form of class teaching. Episodes from the history of urban design are presented using projected pictorial material at 22 and 11 lectures in each of these courses, respectively. These overview lectures mainly deal with the European city, although attention is occasionally given to the USA and South America. Cross-references to contemporary urban-planning projects in Switzerland are intended to illustrate to the students the way in which urban-planning phenomena do not remain limited to a single country and can therefore also be found in Switzerland. The two-semester lecture-course is supplemented by the provision of a Moodle-based e-learning unit which bachelor’s degree students can complete on a voluntary basis in preparation for their examinations. The lecture in the master’s degree course is also supplemented by a Moodle-based e-learning unit in which skills going beyond the content of the lecture-course are taught. This e-learning unit can be completed as an optional course. In the seminars, which are optional (History of Urban Planning and Systematic Foundations of Urban-Planning Design), students analyse the urban-planning qualities of selected national and international example cases from the history of urban design. In addition, the students have an opportunity to examine these example cases discussed in the seminar-course in relation to more specific questions and to present findings from this detailed analysis in a written paper.
     
    When content involving spatial concepts (spatial perception, systemic space perception, spatial contexts, proportions, etc.) is presented in lecture halls and seminar rooms, the two-dimensional presentation of the inherently three-dimensional characteristics of architecture and urban planning leads to abstraction and an associated reduction of essential information that is extremely important precisely for architects, who regard themselves a priori as spatial artists, and for trainee architects who will be facing such issues on a constant basis in their later professional work. It is only in real space that the context in the macro-range and micro-range of the urban texture can be experienced and learned. In discussions with students, for example, it has been found that they were not aware of various key buildings in Zurich’s architecture and urban planning, even though these could have easily been visited.
     
    While the concept of „mobile learning“ mainly propagates the application of mobile devices in general for implementing teaching, learning and information activities, the concept of “location based learning” relates to a notion of teaching which aims at providing knowledge and understanding through a concrete spatial reference and therefore always in a concrete context and a real situation respectively (see Hug, 2011). “Mobile location based learning” combines the two concepts mentioned above and therefore allows for providing up-to-date location based educational content. Learners gain a significantly better understanding of spatial phenomena and are enabled to significantly better relate their knowledge to their own experience and imagination (Lude et al., 2013). Apart from introducing more flexibility and individuality into the learning process, the mobile location based learning approach provides a valuable means of introducing real world interaction elements into the learning process (compare MMB, 2012).
     
    The Chair of Geoinformation Engineering and the Chair for the History of Urban Design jointly supervised a student project in which a Web-based platform to impart location based knowledge was developed (Krimbacher, 2013) (see also Attachment 1). This platform allows lecturers to create learning modules based on georeferenced maps which are provided to students as a Web application in addition to the existing teaching materials.
     
    In a pilot phase the applicability of the platform as well as its acceptance were evaluated by the students with a positive result. An example of a learning module that was used in the lecture "History of Urban Design", is available at the following URL:
     
    http://ikgswa.ethz.ch/urban/
     
    The OMLETH platform to be developed in the proposed project shall extend elements of the existing platform in such a way that they can be used in a mobile location based environment (mobile “app”). With regard to the spatial learning content the elements of the existing platform must be generalized, thus allowing the use of the platform in various disciplines (e.g. in Environmental Engineering or Spatial Development).
  • This project targets the development and evaluation of a platform for location-based mobile learning. It aims at closing the gap between the theoretical study of place-related teaching content, and students’ direct experiences at the respective location. As an add-on to existing didactical concepts, the platform allows to create location-based learning modules, which can later be used in a mobile app.
  • Innovation
    Closes the gap between the theoretical study of place-related teaching content, and the direct experience at the respective location
    General platform for location-based mobile learning in university teaching
    Use of location-based technologies with multimedia capabilities
  • Results – Who it looks after 4 months developing
  • http://cdn.meme.am/instances/56972207.jpg

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