This document discusses mobile learning and augmented reality applications. It describes a project called ARLearn that uses augmented reality for cultural heritage field trips. Students use smartphones to navigate locations, take notes, and receive assignments from tutors in real-time. An evaluation of a field trip to Florence found that the application was effective for situated learning, but faced challenges with GPS accuracy and battery life. The document also discusses a similar project called Streetlearn focused on the Amsterdam canal district cultural heritage site.
Presentation shared by authors at the 2015 EDEN Open Classroom Conference "Open Discovery Space: Transforming schools into innovative learning organisations" held on 18-21 September 2015, in Athens, Greece.
Find out more on #OCCAthens here: http://www.eden-online.org/eden-events/open-classroom-conferences/athens2015.html
In the age of Web 2.0 and social media, a constantly ubiquitous online presence is available - the ubiquitous access to information is quickly and easily. The teachers present theories, models and results, and some students "google" at the same time whether that is true what is being said. For the"Homo Interneticus" it is normal to search for facts. Discussions and learning cultures are changing.
What are appropriate didactical teaching-learning scenarios nowadays?
To what extent can Educational Apps/Technology be integrated to strengthen active learning (student engagement) and collaborative learning?
((What are the right conditions?))
The talk gives answers in form of case studies and theses which illustrate changes towards digital didactical designs in universities and schools.
Digital media enable learning in unexpected places online through established boundaries. If this is the case, then we face the challenge to understand teaching, learning and didactics in a new way – instead of a ‘text book learning’ only, that represents receptive, consumer-oriented teaching, we need creativity-focused didactical designs to enhance a meaningful learning experience.
Giftedkids.ie - Gifted Advocacy & Support for Gifted ChildrenGiftedkids.ie
Presentation given as part of the Giftedkids.ie workshop at the Irish Centre for Talented Youth's Gifted Education Conference on March 13th 2010, Dublin City University
Presentation shared by authors at the 2015 EDEN Open Classroom Conference "Open Discovery Space: Transforming schools into innovative learning organisations" held on 18-21 September 2015, in Athens, Greece.
Find out more on #OCCAthens here: http://www.eden-online.org/eden-events/open-classroom-conferences/athens2015.html
In the age of Web 2.0 and social media, a constantly ubiquitous online presence is available - the ubiquitous access to information is quickly and easily. The teachers present theories, models and results, and some students "google" at the same time whether that is true what is being said. For the"Homo Interneticus" it is normal to search for facts. Discussions and learning cultures are changing.
What are appropriate didactical teaching-learning scenarios nowadays?
To what extent can Educational Apps/Technology be integrated to strengthen active learning (student engagement) and collaborative learning?
((What are the right conditions?))
The talk gives answers in form of case studies and theses which illustrate changes towards digital didactical designs in universities and schools.
Digital media enable learning in unexpected places online through established boundaries. If this is the case, then we face the challenge to understand teaching, learning and didactics in a new way – instead of a ‘text book learning’ only, that represents receptive, consumer-oriented teaching, we need creativity-focused didactical designs to enhance a meaningful learning experience.
Giftedkids.ie - Gifted Advocacy & Support for Gifted ChildrenGiftedkids.ie
Presentation given as part of the Giftedkids.ie workshop at the Irish Centre for Talented Youth's Gifted Education Conference on March 13th 2010, Dublin City University
Mobile augmented reality with audio Supporting fieldwork of Cultural Sciences...Fred de Vries
Presentation at the InSuEdu 2012 workshop, SEFM 2012, 1 October 2012, Thessaloniki. In this presentation the use of augmented reality with a smartphone for fieldwork of Cultural Sciences students is discussed based on two pilots in Florence. A tool named ARLearn developed to support different learning in different contexts using the multimedia capabilities and location based service on smartphones. In the pilots assignments were given in spoken messages and students collected notes by recording their own voice and taking pictures of artifacts in Florence. The use of the tool for fieldwork helped students with systematical collection of data for their essay. The educational design and ARLearn toolkit is developed further to enable individual fieldwork students and other educational scenarios.
IET Technology Coffee Morning - Location-based learning: education in the WildLiz FitzGerald
Slides presented at the IET Technology Coffee Morning at the Open University.
Abstract and further details available at http://cloudworks.ac.uk/cloudscape/view/2350.
Learning across contexts - Mobile for field and studio workAdel Gordon
Learning across contexts – mobile for fieldwork in Environmental Sciences, was published in a mobile learning best practice guide released by UCISA in January, 2014. It won a highly commended case study award from the Universities and Colleges Information Systems Association (UCISA).
Presentation outlining my pioneering use of Smart Technology in outdoor learning. Given at Institute for Outdoor Learning North West Conference January 2016
Mobile augmented reality with audio Supporting fieldwork of Cultural Sciences...Fred de Vries
Presentation at the InSuEdu 2012 workshop, SEFM 2012, 1 October 2012, Thessaloniki. In this presentation the use of augmented reality with a smartphone for fieldwork of Cultural Sciences students is discussed based on two pilots in Florence. A tool named ARLearn developed to support different learning in different contexts using the multimedia capabilities and location based service on smartphones. In the pilots assignments were given in spoken messages and students collected notes by recording their own voice and taking pictures of artifacts in Florence. The use of the tool for fieldwork helped students with systematical collection of data for their essay. The educational design and ARLearn toolkit is developed further to enable individual fieldwork students and other educational scenarios.
IET Technology Coffee Morning - Location-based learning: education in the WildLiz FitzGerald
Slides presented at the IET Technology Coffee Morning at the Open University.
Abstract and further details available at http://cloudworks.ac.uk/cloudscape/view/2350.
Learning across contexts - Mobile for field and studio workAdel Gordon
Learning across contexts – mobile for fieldwork in Environmental Sciences, was published in a mobile learning best practice guide released by UCISA in January, 2014. It won a highly commended case study award from the Universities and Colleges Information Systems Association (UCISA).
Presentation outlining my pioneering use of Smart Technology in outdoor learning. Given at Institute for Outdoor Learning North West Conference January 2016
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
3. Facts:
- 20.000 students
- 60 Mio budget
- 15 study centers
CELSTEC
- 120 fte, 7 Mio budget
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4. Facts:
- 20.000 students
- 60 Mio budget
- 15 study centers
CELSTEC
- 120 fte, 7 Mio budget
2
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5. Research Lines and topics
#1 Mobile and ubiquitous learning content
Ubiquitous access to learning support and distributed multi-format learning
content.
– Mobile Video and Audio Content (Youtube EDU, iTunes U), Cloud-
based learning content, Mobile data collection and aggregation,
eBooks and tablet content.
#2 Orchestration of seamless learning support
Instructional design of nomadic and seamless learning support.
– Ubiquitous LMS access, Mixed Reality Games, Excursions and Field
Trip systems, Mobile Augmented Reality, Mobile Learning Games,
Object and location-based service access.
#3 Situated learning experiences
Connect the Learning and the real World, context-aware learning systems,
sensor-based learning support.
– Experience sampling apps, Sensor-based learning apps, Situated and
ambient displays, Context-aware social media, Tangible and smart-
objects for learning
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6. Mobile Learning Applications Domains
• eHealth and healthcare
EMURGENCY: performance support and notification system,
Handover procedures, Reference apps for daily practice
• Law and Management education
OpenScout, OUNL iPad pilots, UNHCR mobile simulated games
• Architecture and creative industries
MACE location-based content and social media, Cloud-based
cooperation methods in design and architecture
• Cultural Heritage
Mixed reality field trips with Cultural Sciences
• Logistics
SALOMO: Situation Awareness and Mobile data collection
• Language learning
ELENA, PhD projects
• Teacher education and networking
mobile social networking apps
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7. Service and research portfolio
• How to innovate?
Innovation workshops for mobile media and learning in the OUNL Learning
Innovation Laboratory, Desirability and technology acceptance studies of
innovative solutions, Open innovation policy, open source frameworks
• How to learn best?
Educational and instructional design for blended and ubiquitous learning
Evaluation of increased awareness, efficiency, effectiveness.
• How to implement your mobile learning support?
Prototyping mobiles cross-platform and with embedded technologies.
Mashup and visualisation technologies for integrated solutions.
Customized mobile solutions integrating legacy software.
• What is my return on investment?
Piloting and evaluation of new solutions, following standardized methods.
Usability and acceptance studies (mobile eye-tracking).
• How to optimize your existing processes for mobile?
Content engineering and automation for mobile and multi-platform delivery.
Multi-platform access to legacy systems integrated with daily practices.
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8. tion Lab
g In nova
Le arnin
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10. Milgram, P. and Kishino, A. F. (1994) Taxonomy of Mixed Reality Visual Displays
IEICE Transactions on Information and Systems, E77-D(12), pp. 1321-1329.
•Real environment •Virtual environment
•enriched with virtual objects •enriched with virtual objects
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14. ARLearn Architecture
– Serious game engine
• Score
• Progress
• Team play
– Android and streetview
clients
– excursions possible
– notification framework
– Rich media: video, audio,
multiplechoice questions, ...
– location based assignments
and triggers Media
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15. ARLearn Case studies
Florence case Amsterdam case Hostage case
Game Scavenger game Adventure game Decision game
design
Delivery augmented reality augmented virtuality augmented reality
Channel
Pedagogic situated learning expository learning learning through
approach decision taking
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17. Tutor (assignment/
information)
• For everyone
• For a specific person / learner
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18. Tutor (assignment/
information)
• For everyone
• For a specific person / learner
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19. Students make notes
• replay / editing during
fieldwork
• research data for their essay
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20. Students make notes
• replay / editing during
fieldwork
• research data for their essay
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21. Results - students
• Event driven:
• walk to a position
• make notes (text, audio, photo)
• manual interventions by tutor
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22. Results - students
• Navigate vs. Exploration
• Application designed for explotaration
• Navigation can be used to find your way besides
paper map.
• accuracy of GPS-signal!
• Students appreciated recording their notes and
checking them afterward via the web.
• Quality of essays of ARlearn students was higher
than non-ARlearn students.
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23. Results - tutor
• Multitasking
• tutor can monitor different students real-time
• checking continuously the online portfolio to check
the progress and answer of students
• Intervene sometimes with instruction or extra
assignments
• Assignments were sometimes too complex, tasks
need to be split in smaller ones in future
implementations.
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24. Lessons Learned
• Choose a location for fieldwork with proper GPS
reception
• High buildings, narrow streets :(
• Reserve time for users to make themselves
acquainted with the smartphone
• Battery life ~ GPS/network operations
• Balance between automatic start and manual start
of audiofragments.
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25. Research
Find out how much ‘ human intervention ‘ from an
expert / tutor is needed during the fieldwork?
Ask questions during the fieldwork... is this
needed?
Review of student’s work during their fieldwork;
tutor can require additional activities
Perspective:
Students can run the game on their own in
Florence when it suits them during a study-year
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26. Streetlearn: Amsterdam culturale
heritage
• cultural heritage case :
Amsterdamse grachtengordel
• Unesco site with 100% google streetview coverage
• storyboard based on real historic event:
smuggling marihuana from Libanon in early 1970s
• Player takes role of Ada Jobse, a police officer
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29. UNHCR Hostage Training
• Hostage taking situation:
train employees to handle a hostage taking situation
• Simulate stress through notification framework: many
things to handle, little time available
• New events come in:
employees need to react in time
• multitask: make it easy for 2 instructors to simulate a
hostage taking situation with 18 trainees.
• Different roles with customized content:
staff welfare, head of office, security official
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33. Roles / teams
Head of Office - Security Officer - Staff Welfare
a role is performed by a small group with smartphone.
advance organizer for real drill
take decissions / collaborate
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34. Results
Game played in Entebbe: 9 devices, 3 runs, 3 roles
drop of internet, due to electrical cuts
moderated game: learners shared info and
collaborated
REALISM
more scenario’s in other
domains to be developed
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35. 1.context is complex and always.
2. engineering challenges need to
focus..... then technology ...
3. ... can enhance learning to be more
dynamic, flexible, personal, social,
connected ... put in context.
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36. 11th
World
Conference
on
Mobile
and
Contextual
Learning
mLearn
2012
-‐
MOBILE
LEARNING
IN
CONTEXT
Helsinki,
Finland
-‐16-‐18
October
2012
SelecGon
of
the
Conference
Topics
2012
• Mobile
learning
across
formal
and
informal
n
mlear
se9ngs
/
k.com • Ubiquitous
and
ambient
learning
and
faceboo
Kp://
technology
V isit:
h • Theories,
models
and
ethics
for
mobile
and
contextual
learning
• Open
and
distance
educaAon
with
mobile
devices
• Interoperability
and
standards
for
mobile
learning
• Challenges
for
mobile
learning
in
developing
countries
• Mobile
learning
strategies
in
schools,
higher
insAtuAons,
industry,
and
organizaAons
• AdapAve,
virtual
or
collaboraAve
environments
for
mobile
learning
• Augmented
reality
for
learning
• InnovaAve
approaches
to
learning
of
current
and
emerging
mobile
technologies
• Mobile
learning
across
cultures
• Mobile
language
learning
Tuesday, June 19, 12
37. Thank you
• fred.devries@ou.nl
• +31455762860
• Skype: fjdevries
• Twitter: freddevries
• LinkedIn: freddevries
www.openu.nl
Lear ning
Mo bile
Top ic on
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