2. 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)
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. 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”.
5.
6. 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)
7. 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
19. Conclusions
•
General design implications, taking into account also instructional
characteristics.
•
Scientific insights into the learning support using ambient displays.
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•
Effective approaches, design strategies, and methodologies.
Basis and inspiration towards ambient learning displays and beyond.