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Ambient Learning Displays

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PhD defense presentation at the Open Universiteit in the Netherlands in Heerlen November 15, 2013.

Published in: Education, Business
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Ambient Learning Displays

  1. 1. The most profound technologies are those that disappear. They weave themselves into the fabric of everyday life until they are indistinguishable from it. (Mark Weiser, 1991)
  2. 2. Am·bi·ent dis·play Wisneski et al. (1998) introduced ambient displays in the context of ubiquitous computing as “new approach to interfacing people with online digital information”, whereas the “information is moved off the screen into the physical environment, manifesting itself as subtle changes in form, movement, sound, colour, smell, temperature, or light”.
  3. 3. Am·bi·ent dis·play Wisneski et al. (1998) introduced ambient displays in the context of ubiquitous computing as “new approach to interfacing people with online digital information”, whereas the “information is moved off the screen into the physical environment, manifesting itself as subtle changes in form, movement, sound, colour, smell, temperature, or light”.
  4. 4. The people are fundamentally, inherently mobile – they move around; they never, never would want to be leashed tight to a desk or to their home or to their office if they have a choice. (Martin Cooper, 2005)
  5. 5. What are the effects of ambient information presentation on learning in a situated learning context within ubiquitous learning environments? Theoretical Foundations Formative Studies Empirical Findings
  6. 6. Aquisition Ubiquitous Learning Environment Awareness Workspace Social Task Knowledge Context Concept Channeling Ogata (2009) Ambient Information Channels Visual Auditory Haptic Delivery Information Capacity Representational Fidelity Aesthetic Emphasis Notification Level high indexical high demand attention somewhat high iconic somewhat high interrupt medium iconic (methaphors) medium make aware somewhat low symbolic somewhat low change blind Specht (2009)
  7. 7. Flower Lamp EyeStop Nuage Vert Hello.Wall Ambient Umbrella Ambient Orb Power Aware Cord Element Digital Retail
  8. 8. Learning Outcome Pousman & Stasko (2006) Endsley (2000) Feedback Mory (2004) Complexity Timing Error Analysis Empirical Results Situational Awareness Perception Comprehension Projection
  9. 9. Formative Studies Empirical Findings
  10. 10. Per&workday&the&campus& consumes$as$much$electricity$as$$$ $$$$$$$$$per&year*.$ Switch&off&lighOng&when& leaving&a&room.& $ Each$fluorescent$lamp$at$your$workplace$ consumes$up$to$58W.$ *$based$on$the$esEmated$total$energy$consumpEon$February$2009$L$February$2010$(excl.$other$leasers$on$the$ campus$and$OU$server$rooms),$assuming$250$working$days$and$an$average$3Lperson$household$ Image$source:$academic.ru$ By$employing$individual&energy& efficient&measures,$the$total$ energy$consumpFon$of$the$OU$ could$be$reduced$by$up$to$20%.$ Image$source:$www.dakenweb.be$ Image$source:$www.baldLbang.com$
  11. 11. Conclusions • General design implications, taking into account also instructional characteristics. • Scientific insights into the learning support using ambient displays. ‣ • Effective approaches, design strategies, and methodologies. Basis and inspiration towards ambient learning displays and beyond.
  12. 12. Thank you.

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