Both the recent adoption of ‘smart’ mobile devices and the advances in network communications have opened up new opportunities for learning. With our mobile devices we can connect anytime and anywhere to our global identity in the cloud extending our experience with our environment. We are constantly learning in an informal process through our devices in interaction with our physical context
and with people. As Sharples (2010) states, “learning flows across locations, time, topics and technologies rather than occurring within a fixed location”. Novel applications appear everyday, which propose new forms of interactions that superimpose layers of ‘digital’ contextualized information over ‘physical’ environments opening up a new range of learning experiences. In this session, we will discuss recent theory of mobile learning and how this has changed the way we learn. We will review some of the applications developed for supporting learning in several contexts, indoors and outdoors, and how all this
is evolving toward applications for learning in the Smart City. Finally we will discuss the challenges of current and future mobile learning scenarios.
M. Sharples,J. Taylor, and G. Vavoula. Bachmair, B. (Ed.) Medienbildung in neuen Kulturr¨aumen, chapter A Theory of Learning
for the Mobile Age. Learning through Conversation and Exploration Across Contexts, pp. 87–99. Verlag: Springer, 2010.
ADL workshop on mobile learning challenges May 2010Inge de Waard
This presentation gives an overview of ITM's latest mobile project (in Peru) and distills possible strategies to enhance mobile learning research. The presentation also takes a look at the mid-term evaluation results.
A PARADIGM FOR THE APPLICATION OF CLOUD COMPUTING IN MOBILE INTELLIGENT TUTOR...IJSEA
Nowadays, with the rapid growth of cloud computing, many industries are going to move their computing
activities to clouds. Researchers of virtual learning are also looking for the ways to use clouds through
mobile platforms. This paper offers a model to accompany the benefits of “Mobile Intelligent Learning”
technology and “Cloud Computing”. The architecture of purposed system is based on multi-layer
architecture of Mobile Cloud Computing. Despite the existing challenges, the system has increased the life
of mobile device battery. It will raise working memory capacity and processing capacity of the educational
system in addition to the greater advantage of the educational system. The proposed system allows the
users to enjoy an intelligent learning every-time and every-where, reduces training costs and hardware
dependency, and increases consistency, efficiency, and data reliability.
Micro interactions and multi dimensional graphical user interfaces in the des...Vivian Motti
Wearables have a large potential to support diverse applications. However designing their interfaces is challenging. Limited resources, dynamic constraints and situational impairments add more challenges to the UI design for wearable devices. To support stakeholders in this activity, in this presentation we discuss two design paradigms for wrist worn devices: micro interactions and multi dimensional UIs. Slides presented at the HFES Annual Meeting in 2015.
AN APPLICATION OF PHYSICS EXPERIMENTS OF HIGH SCHOOL BY USING AUGMENTED REALITYijseajournal
There has been done little research to validate the utility and usability of virtual and augmented reality
environments. The evaluation of usability of these new technologies is very important to design systems that
are more intuitive than a traditional method. Such an evaluation is also important for future development
of applications that can gain from this new technology. The augmented reality (AR) is a technology that
embedded virtual object (video, picture and 3D object) to the user view the real world. The combination of
AR technology with the educational content creates new type of automated applications and acts to
enhance the effectiveness and attractiveness of teaching and learning for students in real life scenarios. The
study aims to improve the teaching methods used in secondary school by employing modern educational
technology and thus assess the effectiveness of AR apps in teaching students the physics experiments.
Therefore, in this study we took the challenge of adapting this technology to facilitate physics subject in
secondary school.
From Dr. Anthony: I attended my first Interactive Tabletops and Surfaces (ITS) conference last week and presented an overview of our work to date on the MTAGIC project. I thoroughly enjoyed the conference! There is just so much great and interesting work going on in the areas of touch and gesture interaction for all types of platforms, ranging from smart interactive tabletops, to interactive boards, to Kinect-based mid-air gestures, to mobile touchscreen devices, and more. I presented our MTAGIC findings with respect to how children expect to and do use touchscreen devices differently than adults, focusing on low-level interactions such as touching onscreen targets and making finger gestures.
Affordable Multi-touch Teaching Station for Engineering ClassesWaqas Tariq
The purpose of this paper is to present the development of a cost effective multi-touch teaching station that support existing educational applications and the custom-made Multi-touch Teaching Module that are being used by instructor to teach undergraduate engineering laboratory class in Multimedia University. The technology-enhanced teaching station was developed based on optical tracking technique known as Frustrated Total Internal Refraction (FTIR) to achieve multi-touch capabilities on the table surface. The Adobe Flash-based Multi-touch Teaching Module supports popular multi-touch gestures including panning, rotating, zooming in and out on multimedia educational content such as streaming video lecture, animation and schematic diagram. The Multi-touch Teaching Module enhances the way lecturers manipulate teaching material such as enlarging a complex electronic circuitry with just fingers\' gesture when operating with the teaching station. When operating the multi-touch teaching station with existing educational applications, lecturers can use it as a normal touch screen to directly interact with the application instead of using a mouse or keyboard, making the interface more intuitive. Some lecturers have evaluated the teaching station and provided positive feedback over standard computer because it is much easier to operate. In short, the paper summarizes the experience in developing a universal multi-touch teaching station and Multi-touch Teaching Module as well as the system evaluation by instructors in an undergraduate engineering laboratory class, which is valuable for those who intend to enhance teaching platform with technology in a university.
ADL workshop on mobile learning challenges May 2010Inge de Waard
This presentation gives an overview of ITM's latest mobile project (in Peru) and distills possible strategies to enhance mobile learning research. The presentation also takes a look at the mid-term evaluation results.
A PARADIGM FOR THE APPLICATION OF CLOUD COMPUTING IN MOBILE INTELLIGENT TUTOR...IJSEA
Nowadays, with the rapid growth of cloud computing, many industries are going to move their computing
activities to clouds. Researchers of virtual learning are also looking for the ways to use clouds through
mobile platforms. This paper offers a model to accompany the benefits of “Mobile Intelligent Learning”
technology and “Cloud Computing”. The architecture of purposed system is based on multi-layer
architecture of Mobile Cloud Computing. Despite the existing challenges, the system has increased the life
of mobile device battery. It will raise working memory capacity and processing capacity of the educational
system in addition to the greater advantage of the educational system. The proposed system allows the
users to enjoy an intelligent learning every-time and every-where, reduces training costs and hardware
dependency, and increases consistency, efficiency, and data reliability.
Micro interactions and multi dimensional graphical user interfaces in the des...Vivian Motti
Wearables have a large potential to support diverse applications. However designing their interfaces is challenging. Limited resources, dynamic constraints and situational impairments add more challenges to the UI design for wearable devices. To support stakeholders in this activity, in this presentation we discuss two design paradigms for wrist worn devices: micro interactions and multi dimensional UIs. Slides presented at the HFES Annual Meeting in 2015.
AN APPLICATION OF PHYSICS EXPERIMENTS OF HIGH SCHOOL BY USING AUGMENTED REALITYijseajournal
There has been done little research to validate the utility and usability of virtual and augmented reality
environments. The evaluation of usability of these new technologies is very important to design systems that
are more intuitive than a traditional method. Such an evaluation is also important for future development
of applications that can gain from this new technology. The augmented reality (AR) is a technology that
embedded virtual object (video, picture and 3D object) to the user view the real world. The combination of
AR technology with the educational content creates new type of automated applications and acts to
enhance the effectiveness and attractiveness of teaching and learning for students in real life scenarios. The
study aims to improve the teaching methods used in secondary school by employing modern educational
technology and thus assess the effectiveness of AR apps in teaching students the physics experiments.
Therefore, in this study we took the challenge of adapting this technology to facilitate physics subject in
secondary school.
From Dr. Anthony: I attended my first Interactive Tabletops and Surfaces (ITS) conference last week and presented an overview of our work to date on the MTAGIC project. I thoroughly enjoyed the conference! There is just so much great and interesting work going on in the areas of touch and gesture interaction for all types of platforms, ranging from smart interactive tabletops, to interactive boards, to Kinect-based mid-air gestures, to mobile touchscreen devices, and more. I presented our MTAGIC findings with respect to how children expect to and do use touchscreen devices differently than adults, focusing on low-level interactions such as touching onscreen targets and making finger gestures.
Affordable Multi-touch Teaching Station for Engineering ClassesWaqas Tariq
The purpose of this paper is to present the development of a cost effective multi-touch teaching station that support existing educational applications and the custom-made Multi-touch Teaching Module that are being used by instructor to teach undergraduate engineering laboratory class in Multimedia University. The technology-enhanced teaching station was developed based on optical tracking technique known as Frustrated Total Internal Refraction (FTIR) to achieve multi-touch capabilities on the table surface. The Adobe Flash-based Multi-touch Teaching Module supports popular multi-touch gestures including panning, rotating, zooming in and out on multimedia educational content such as streaming video lecture, animation and schematic diagram. The Multi-touch Teaching Module enhances the way lecturers manipulate teaching material such as enlarging a complex electronic circuitry with just fingers\' gesture when operating with the teaching station. When operating the multi-touch teaching station with existing educational applications, lecturers can use it as a normal touch screen to directly interact with the application instead of using a mouse or keyboard, making the interface more intuitive. Some lecturers have evaluated the teaching station and provided positive feedback over standard computer because it is much easier to operate. In short, the paper summarizes the experience in developing a universal multi-touch teaching station and Multi-touch Teaching Module as well as the system evaluation by instructors in an undergraduate engineering laboratory class, which is valuable for those who intend to enhance teaching platform with technology in a university.
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Learning Process Interaction Aided by an Adapter Agentpaperpublications3
Abstract: Computational models have played an important role in the discovery and understanding of the complexities during the learning process. One complexity is the distraction factor on educator-learner interaction affecting the quality of the learning process.
We model an adaptive system model able to dynamically adapt considering user’s performance, simulating the learner as a museum user and the educator as an exhibition module using BDI agents; we adapt the BDI architecture using Type-2 fuzzy inference system to add perceptual human-like capability on agents in order to describe the interaction on user's experience. The resulting model allows content adaptation by creating a personalized interaction environment.
MOBILE AUGMENTED REALITY APPLICATION FOR PRIMARY SCHOOL EDUCATIONijma
Mobile-based Augmented Reality (AR) has grown rapidly in various sectors including an education field. This technology has supported in facilitating users to perform daily tasks such as tools in teaching and learning. However, in teaching and learning activities still practise a traditional method by using books that have caused students feel bored and cannot focus in the activities. Therefore, with the advent of ‘BelajarBacaanSolat’ using Augmented Reality (AR-BBS) application these students can utilize this to improve students' level of understanding as well as attract them to stay focus in the learning. The objective of this project was to help the primary school students to study an Islamic subject namely Kelas al-Quran dan Fardu Ain (KAFA). In addition, this project can also benefit to KAFA teachers in teaching student more effectively. This research focus on the topic of “BacaanSolat” in prayer. The framework proposed in this research contains three items including entity, platform and content. In conclusion, this project can help student especially KAFA student learn more efficiently. It is believed that this application can help the students to improve their skills and attract to learn KAFA effectively.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
MUE2012-Space-aware Design Factors for Located Learning Activities Supported ...Mar Pérez-Sanagustín
presented at the 6th International Conference on Multimedia and Ubiquitous Engineering (MUE, 2012) the paper “Space-aware Design FActors for Located Learning Activities Supported with Smart Phones” a work by Patricia Santos, Mar Pérez-Sanagustín, Davinia Hernández-Leo & Josep Blat.
PhD Thesis: Operationalization of Collaborative Blended Learning ScriptsMar Pérez-Sanagustín
PhD Thesis Presentation about a dissertation entitled: "Operationalization of collaborative blended learning scripts: a modle, computational mechanisms and experiments"
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Learning Process Interaction Aided by an Adapter Agentpaperpublications3
Abstract: Computational models have played an important role in the discovery and understanding of the complexities during the learning process. One complexity is the distraction factor on educator-learner interaction affecting the quality of the learning process.
We model an adaptive system model able to dynamically adapt considering user’s performance, simulating the learner as a museum user and the educator as an exhibition module using BDI agents; we adapt the BDI architecture using Type-2 fuzzy inference system to add perceptual human-like capability on agents in order to describe the interaction on user's experience. The resulting model allows content adaptation by creating a personalized interaction environment.
MOBILE AUGMENTED REALITY APPLICATION FOR PRIMARY SCHOOL EDUCATIONijma
Mobile-based Augmented Reality (AR) has grown rapidly in various sectors including an education field. This technology has supported in facilitating users to perform daily tasks such as tools in teaching and learning. However, in teaching and learning activities still practise a traditional method by using books that have caused students feel bored and cannot focus in the activities. Therefore, with the advent of ‘BelajarBacaanSolat’ using Augmented Reality (AR-BBS) application these students can utilize this to improve students' level of understanding as well as attract them to stay focus in the learning. The objective of this project was to help the primary school students to study an Islamic subject namely Kelas al-Quran dan Fardu Ain (KAFA). In addition, this project can also benefit to KAFA teachers in teaching student more effectively. This research focus on the topic of “BacaanSolat” in prayer. The framework proposed in this research contains three items including entity, platform and content. In conclusion, this project can help student especially KAFA student learn more efficiently. It is believed that this application can help the students to improve their skills and attract to learn KAFA effectively.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
MUE2012-Space-aware Design Factors for Located Learning Activities Supported ...Mar Pérez-Sanagustín
presented at the 6th International Conference on Multimedia and Ubiquitous Engineering (MUE, 2012) the paper “Space-aware Design FActors for Located Learning Activities Supported with Smart Phones” a work by Patricia Santos, Mar Pérez-Sanagustín, Davinia Hernández-Leo & Josep Blat.
PhD Thesis: Operationalization of Collaborative Blended Learning ScriptsMar Pérez-Sanagustín
PhD Thesis Presentation about a dissertation entitled: "Operationalization of collaborative blended learning scripts: a modle, computational mechanisms and experiments"
A presentation on mobile assisted language learning presented at he 7th International Technology, Education and Development Conference
Valencia, Spain, 4th - 6th March, 2013
The presentation will be structured as follow. The talk will first provide an introduction to the theory behind the Socio-Cultural Ecology (Pachler, Bachmair and Cook, 2010) and the notion of User-generated contexts (Cook, Pachler and Bachmair, accepted), which Cook (2009) has refined into an analytical tool called a ‘typology-grid’ (see below). The talk will then demonstrate how the typology-grid has been successfully been used to analyse and learn from the ALPS and conclude by inviting a critique of the typology-grid.
This presentation overviews the reseach areas, active project and scientific contributions produced by DeustoTech-INTERNET and the MORElab research group (http://www.morelab.deusto.es)
The aim of this project is to provide a contextualised, social and historical account of urban education, focusing on systems and beliefs that contribute to the construction of the surrounding discourses.
Another aim of this project is to scaffold the trainee teachers’ understanding of what is possible with mobile learning in terms of filed trips.
Augmented reality (AR) can take any situation, location, environment, or experience to a whole new level of meaning and understanding. Mobile AR technologies provide an innovative tool for contextual learning, but mobile learning designers and developers are unaware of where to look for examples or development options.
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Trabajar con instructores: estrategias para el éxito en el diseño y producció...Mar Pérez-Sanagustín
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20130521 interactive mobilesystems-uploaded
1. Interactive Mobile Learning Systems
Diseño y Evaluación de Productos Interactivos
Interactive Mobile Learning Systems
for learning
Mar Pérez-Sanagustín,
GAST, Gradient Laboratory,Universidad Carlos III de Madrid
Diseño y Evaluación de Productos Interactivos
21st May 2013
#depimlearning
2. Interactive Mobile Learning Systems
Diseño y Evaluación de Productos Interactivos
"Let’s face it: For my children and for
millions like them, life will be an open
phone test. They are among the first
generation who will carry access to the
sum of human knowledge and literally
billions of potential teachers in their
pockets. They will use that access on a
daily basis to connect, create and, most
important, to learn in ways that most of us
can scarcely imagine. Given that reality,
shouldn’t we be teaching our students how
to use mobile devices well?”
We live in a mobile world de Will Richardson
The New York Times, Enero 2012
3. Interactive Mobile Learning Systems
Diseño y Evaluación de Productos Interactivos
1. Mobile Learning
1.1. Definitions
1.2. Theory of mobile learning
2. Mobile learning applications and scenarios
2.1. Indoors & Outdoors Applications
2.2. Designing situated learning scenarios
2.3. Indoors & Outdoors Scenarios: Case studies
2.4. Activity (30 mins)
3. Mobile learning in the smart city: Future challenges
3.1. Smart city Horizon 2020
3.2. Smart City Learning
4. Conclusions
4. Interactive Mobile Learning Systems
Diseño y Evaluación de Productos Interactivos
“Mobile learning, or m-learning, can be any educational interaction delivered through
mobile technology and accessed at a students convenience from any location”
(EDUCAUSE 2010)
“Any Activity that allows individuals to be more productive wen consuming, interacting
with, or creating information, mediated through a compact digital portable device that
the invididual carries on a regular basis,has reliable connectivitiy and fits in a pocket
or purse”
(mlearning.org)
“The processes of gaining knowledge through conversations across mutliple contexts,
amongst people and personal interactive technologies”
(Sharples et al. 2010)
“Mobile learning, or m-learning, can be any educational interaction delivered
through mobile technology and accessed at a students convenience from any
location”
(EDUCAUSE 2010)
“Any Activity that allows individuals to be more productive wen consuming,
interacting with, or creating information, mediated through a compact digital
portable device that the invididual carries on a regular basis,has reliable
connectivitiy and fits in a pocket or purse”
(mlearning.org)
“The processes of gaining knowledge through conversations across mutliple
contexts, amongst people and personal interactive technologies”
(Sharples et al. 2010)
1. 1. Mobile Learning
Definitions
5. Interactive Mobile Learning Systems
Diseño y Evaluación de Productos Interactivos
1. 1. Mobile Learning
Definitions
6. Interactive Mobile Learning Systems
Diseño y Evaluación de Productos Interactivos
1. 2. Mobile Learning
Theories
What makes mobile
learning different
form other learning
theories?
1. Mobile
2. Situated
3. Learner centered
4. Ubiquitous & personal
Sharples, M., Taylor, J. &
Vavoula, G. (2007)
A Theory of Learning for the
Mobile Age. In R. Andrews and
C. Haythornthwaite (eds.)The
Sage Handbook of Elearning
Research. London: Sage, pp.
221-47.
7. Interactive Mobile Learning Systems
Diseño y Evaluación de Productos Interactivos
Technological Layer
Semiotic Layer
Figures adapted from Sharples, M., Taylor, J. & Vavoula, G. (2007)
1. 2. Mobile Learning
Theories
8. Interactive Mobile Learning Systems
Diseño y Evaluación de Productos Interactivos
1. 2. Mobile Learning
Theories
Theory for Mobile Learning
Pedagogically-oriented
frameworks for
designing Mobile
Learning Activities
9. Interactive Mobile Learning Systems
Diseño y Evaluación de Productos Interactivos
1. 2. Mobile Learning
Theories
Uden (2009)
1. Subject (user): Defining who participates in the activity and
their roles, the evaluation criteria…
2. Tools: mobile device used by the learner and any other
non-computing tools (books, manuals…)
3. Object: User intention, objective including materials to be
transformed to achieve an outcome.
4. Community: Social and physical environment that might
influence the learners’ activities.
5. Rules: school regultaions…
6. Division of labour: task distribution
Pedagogically oriented framework for mobile learning
10. Interactive Mobile Learning Systems
Diseño y Evaluación de Productos Interactivos
1. 2. Mobile Learning
Theories
Spikol et al.l (2009)
Pedagogicall-
oriented
COLABORATIVE
mobile learning
11. Interactive Mobile Learning Systems
Diseño y Evaluación de Productos Interactivos
1. 2. Mobile Learning
Theories
Theory for Mobile Learning
Pedagogically-oriented
frameworks for
designing Mobile
Learning Activities
Technologically-oriented
frameworks for Mobile
Learning Applications
12. Interactive Mobile Learning Systems
Diseño y Evaluación de Productos Interactivos
1. 2. Mobile Learning
Theories
Motiwala (2007)
Technologically-
oriented
13. Interactive Mobile Learning Systems
Diseño y Evaluación de Productos Interactivos
2. Mobile Applications &
Scenarios
14. Interactive Mobile Learning Systems
Diseño y Evaluación de Productos Interactivos
2.1 Applications &
Scenarios
Applications
24 Enero 2013
Learning
apps for
Android
82,511
(10.58%)
http://www.appbrain.com/stats/number-of-android-apps
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2.1. Mobile Applications
& Scenarios
Outdoors
Indoors
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17
http://www.youtube.com/watch?v=Gy-
DI_bWElg&feature=player_embedded
Google Indoors
Maps + Wifi to
trinagulate and give the
position of the users.
2.1. Applications &
Scenarios
Indoors Apps
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18
http://www.youtube.com/watch?feature=pl
ayer_embedded&v=PkehW3fkpLQ
IndoorAtlas
Using magnetic fields to
detect positions.
http://www.indooratlas
.com/
2.1. Applications &
Scenarios
Indoors Apps
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19
Pizarra
Tag-based
technologies:
RFID/NFC &
QR Codes
2.1. Applications &
Scenarios
Indoors Apps
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20
Positioning outdoors
“Technologies (using GPS…)
that allow designing
applications that detect the
location of the user and
modify interfaces and
functionalities according to
this position”
V. Zeimpekis, et al., A taxonomy of Indoor
and Outdoor Positioning Techniques for
Mobile Location Services, ACM, 2003, p. 19-
27
2.1 Applications & Scenarios
Applications
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21
Positioned
augmented
reality
Official website:
http://www.layar.com/
2. 1. Applications &
Scenarios
Outdoors Apps
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22
http://www.youtube.com/watch?feature=player_embed
ded&v=-4VFeYZTTYs
The
treasure
hunt
adventure
2.1. Applications &
Scenarios
Outdoors Apps
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Link:
http://www.m-
ubuntu.org.za/
Link:
http://www.geocachingspain.com/
Link: http://qrpedia.org/ Link: http://qrgotic.com/
2.1. Applications
& Scenarios
Outdoors & Indoors Apps
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24
Indoor positioning
Technologies
A system of interior
positioning (IP) “enables a
mobile device to determine
its position, and makes the
position of the device
available for position-based
services such as navigating,
tracking” in indoor spaces
Gu Y. Et al (2009)
2.1. Applications & Scenarios
Indoors Apps
Google IndoorsIndoorAtlas
RFID/QR
codes
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Space
Connectivity
Guidance
Position-based technology
2.2. Applications
& Scenarios
Designing m-Learning
scenarios
Design Factors
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Indoors: closed physical space.
Outdoors: Open physical spaces.
26
2.2. Applications & Scenarios
Space
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Internet: Educational Resources
(ERs) on the Cloud
No Internet: Ers stored locally
in the smartphone.
27
2.2. Applications & Scenarios
Connectivity
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Cloud Map: cloud map updating
position on real time.
Local Map: Paper or local map
stored into the device.
28
2.2. Applications & Scenarios
Guidance
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GPS / Bluetooth: ER can be
associated to a geographical
postiion with a position.
QR-Codes / RFID: ERs
postioned manualy to a specific
position.
29
2.2. Applications & Scenarios
Position-based Technology
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2.2. Applications & Scenarios
Factors in the design of m-learning activities
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2.3. Scenarios
Outdoors
Activities in open spaces do not
conditioned by the architechtonic
barriers
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32
QuesTInSitu: Tool for the generation
of learning experiences in situ based
on tests.
Prototype:
http://gti.upf.edu/questinsitu
Functionalities
- Create of geo-positioned routes of
questions
- Monitorize students in real time
- Feedback in real time
2.3. Applications
& Scenarios
Outdoors scenarios
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Discovering
Barcelona!: Case Study
• Objective : Learning about the
city of Barcelona applying
knowledge about Modernims
learned in class.
• Participants: 34 secundary
school students
Results
• Good support for assessment in situ
experiences
• Enriched experience in the city
• Enacts learning attitude: motivation
Santos et al. (2011) & Pérez-
Sanagustín et al. (2012)
2.3. Applications
& Scenarios
Outdoors scenarios
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Videos sobre la experiencia:
http://www.youtube.com/watch?feature=player_detailpage&v=7w29vfCZOJ0
Aventura literaria
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Indoors
Activiities occurring in a closed space
constrained by the architectural barriers.
2.3. Scenarios
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36
etiquetAR: Authoring tool for
supporting the design and enactment
of learning activities based on tags.
Prototype:
http://etiquetar.com.es
Functionalities
- Create dynamic tags
- Personalize your tags with Profiles
- Comment on Tags
2.1. Applications
& Scenarios
Outdoors
Sanagustín et al. (2013)
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2.3. Applications
& Scenarios
Indoor scenarios
How an object become a
learning object:
Case Study
How an object becomes a
learning object: Case Study
• Objective : Learning about the
machines of the lab and reflect about
their possibilities contributing with your
ideas.
• Participants: around 243 engineerying
students & 3 teachers
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Videos sobre la experiencia:
http://www.youtube.com/watch?feature=player_detailpage&v=k5zL-eJvFYc
Discovering the campus together: Case study
Sanagustín et al. (2012)
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Groups
Use the template to think
about a m-learning activity.
Write in post-its your solution
Tag your solution
2.3. Activity
Activity
(30’)
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3. Mobile Learning in the Smart City
Future challenges
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• Marie Skłodowska-Curie actions on skills, training and career development
• Research infrastructures (including e-Infrastructures)
• Leadership in enabling and industrial technologies within the following areas:
• Information and Communication Technologies (ICT)*
• Access to risk finance (debt or equity financing)
• Innovation in small and medium-sized enterprises (SMEs)
• Health, demographic change and wellbeing
• Food security, sustainable agriculture, marine and maritime research &
• the bio-economy
• Secure, clean and efficient energy (including nuclear energy)
• Smart, green and integrated transport
• Climate action, resource efficiency and raw materials
• Inclusive, innovative and secure societies
http://ec.europa.eu/research/horizon2020/index_en.cfm?pg=h2020-experts
3.1. mLearning in the Smart
City
Horizon 2020
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“The smart city can be defined as the integration of
technology into a strategic approach to sustainability,
citizen well-being, and economic development”
(Woods, E. & Blooms, E., 2011)
(Smart Cities, Ranking of European medium-sized cities”, 2007) (Final report )Smart city
definition
3.1. mLearning in the Smart
City
Horizon 2020
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We are free to choose our own
networks for membership and
our own level of engagement in
each network. We are free, as
well, to shape our degrees of
connection to local space. As a
result, we can each create our
own customized – and
evolving – fusion of local and
global identities.
Josua Merowitz, The Rise of Glocality: New senses of
place and Identity in the Global Village“
“
“
Glocalities,
where the
local and
the global
co-exist
Unique, constanly
evolving, mechanism
through which we learn
3.1. mLearning in the
Smart City
Horizon 2020
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Introduction
Learning through glocalities
• Glocalities are unique and
constantly evolving
• Citizens are lifelong learners
permanently learning with and
within the city
• Citizens build up their learning
ecosystems to be constantly
evolving
3.1. mLearning in
the Smart City
Horizon 2020
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"The theme of the transformation of the
learning modalities that may be induced
by the transformation of living places in
smart territories, cities and villages is a new
theme whose relevance will grow more
and more in the near future."
WS Webpage: http://www.mifav.uniroma2.it/inevent/events/scl13/index.php?s=156
January, 28- February, 1st 2013
3.2. mLearning in the Smart City
Smart Cities Learning
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1. Technological Ecosystems supporting learning within and
from the 'smart cities’
2. Smart city learning scenarios (contexts and methods for the
citizens of the future)
3. Ecological monitoring and visualization of flows, behaviors,
experience's styles and 'smart cities' learning (analytics and
visualization)
4. The impact of contextualization, glocalities, identities
(cultural effect and inclusion)
3.2. mLearning in the Smart City
Smart Cities Learning
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4. Conclusions
• Mobile learning: Learning theory based on learning across
contexts and people through the use of mobiles. A New Era for
education
• Apps for supporting m-learning scenarios: Learning
beyond the classroom.
• Factors in the design of m-Learning scenarios: Space,
Connectivity, Guidance & Position based Technologies
• Future challenges: the smart city learning
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What is next?
http://youtu.be/9c6W4CCU9M4
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Bibliography
• Gu, Y., Lo, A. (2009) A Survey of Indoor Positioning Systems for Wireless
Personal Networks, IEEE Communications Surveys and Tutorials, 11(1), pp.
13-32.
• Motiwala, L. F. (2007) Mobile Learning: A Framework and evaluation,
Computers & Education, 49, pp. 581-596.
• Pérez-Sanagustín,M., Santos, P., Hernández-Leo, D. & Blat, J. (2012)
4SPPIces: A case study of factors in a scripted collaborative-learning blended
course across spatial locations (2012) In International Journal of Computer-
Supported Collaborative Learning, 7(3), pp. 443-465.
• Pérez-Sanagustín, M., Ramírez-Gonzalez, G., Hernández-Leo, D., Muñoz-
Organero, M., Santos, P., Blat, J. & Delgado Kloos, C. (2012) Discovering the
Campus Together: a mobile and computer-based learning experience. Journal
of Network and Computer Applications, 35(1), pp. 176-188
• Santos, P., Pérez-Sanagustín, M., Hernández-Leo, D. & Blat, J. (2011)
QuesTInSitu: From tests to routes for assessment in situ activities. Computers
& Education, 57(4): 2517-2534.
• Santos, P., Pérez-Sanagustín, M., Hernández-Leo, D. & Blat, J. (2012)
Space-aware Design Factors for Located Learning Activities Supported with
Smart Phones, Proceedings of the 6th Multimedia and Ubiquitous
Engineering. Leganés, pp. 792-798
51. Interactive Mobile Learning Systems
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Bibliography
• Sharples, M., Taylor, J. & Vavoula, G. (2007)A Theory of Learning for the
Mobile Age. In R. Andrews and C. Haythornthwaite (eds.)The Sage Handbook
of Elearning Research. London: Sage, pp. 221-47.
• Spikol, D & Milrad, M. Combining physical activities and mobiel games to
promote novel learning practices. (2008) 5th IEEE Interantaional Conference
on Wireless, Mobile and Ubitquitous Tecnology in Education, pp. 31-38,
Beijing, China.
• Uden, L., (2007) Activity Theory for designing mobile learning, Int. J. Mobile
Learning and Organization, 1(1), pp. 81- 102.
• Zeimpekis, V., et al. (2003) A taxonomy of Indoor and Outdoor Positioning
Techniques for Mobile Location Services, ACM, pp. 19-27
52. Interactive Mobile Learning Systems
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Thank you
Mar Pérez-Sanagustín:
marimar.ps
http://mperezsanagustin.wordpress.com/
mmpsanag@it.uc3m.es