This document discusses context-based mobile learning. It defines context as that which surrounds us and is constructed through interactions. Three projects are described: CAGE used location-based content on handhelds in a museum; MyArtSpace connected museum visits and classrooms via student-created multimedia on phones; PaSAT used location-based games on PDAs to support learning outdoors. Results showed these approaches engaged students, supported inquiry learning, and connected formal/informal settings, though more teacher preparation and classroom connection were needed. Creating temporary "islands" of stable context is important for mobile learning.

1. Context in Mobile LearningMike SharplesLearning Sciences Research InstituteUniversity of Nottinghamwww.nottingham.ac.uk/lsri/msh

2. What is context?How can context-based technology support learning?CAGEMyArtSpacePaSATAre there learning benefits from context-based technology?

3. What is context? “that which surrounds us”“that which weaves together”Cole, M. (1996). Cultural psychology: A once and future discipline.Cambridge, MA: Harvard University Press.

4. Mirrors a distinction in human-computer interaction between:context as a ‘shell’ that surrounds the human user of technology context created by the constructive interaction between people and technology

5. A “shell” view of contextData filtering and integrationData filtering and integrationComputerUserContext

6. A “shell” view of contextLearning as knowledge acquisitionTechnical issues of information filtering and data integration

7. An interaction view of contextLearning as social knowledge constructionTechnical issues of modelling interaction over time

8. An interaction view of contextContext is adynamic and historical processto enable appropriate action (learning)constructed through interaction between people, settings, technologies, objects and activities

9. Modelling context

10. How can context-based technology support learning?CAGELearning through exploration of contextMyArtSpaceLearning through connecting contextsPaSATLearning through engagement and reflection in contexts

11. CAGE at Nottingham Castle museum

12. CAGE systemNavigation in a conceptual space through physical movementLocation-based content deliveryUltrasound tracking systemContext awareness:which painting?how long?been there before?

13. CAGE ArchitectureContentServerContentEnvironmentXMLSensorsContentrecommendationsContentmetadataXMLXMLContextAwarenessSubsystemXMLUser profileXMLUser input

14. Visitor studyBaseline: normal visitorsControl: visitors with printed guideExperimental: visitors with handheld guide

15. ObservationsPaper guide promoted a more ‘rigid’ pattern of movementVisitors with the PDA were more likely to move around the gallery according to what interested them

16. Interface challengesNavigation by physical movement through a knowledge spaceKeeping the user in controlBalance between manual and automatic functionality

17. MyArtSpaceHow to connect learning in museums and classrooms?Service on mobile phones for enquiry-led museum learningStudents in pairs create their own interpretation of a museum visit which they explore back in the classroomThey view multimedia in context, create images, sounds, text, notesAutomatically sent to personal website3000 children in three museums

18. Prepare enquiry in the classroomMyArtSpaceCreate and collect in the museumView and share in the classroomPresent a personal perspective

19. Summary of findingsThe technology workedPhotos, information on exhibits, notes, automatic sending to websiteStudents spent longer (90 mins compared to 20 mins)Supported enquiry learningEncouraged children to make active choices Connected school and museumNeed for more teacher preparationManaging the amount of collected material back in the classroom

20. OOKLCommercial service from MyArtSpace

21. PaSATLearning through engagement and reflection across contextsCustom software to author and run location-based gamesLaptop server, PDA clients, GPS positioning, wireless-LAN

22. Web-based authoring tool PDA client with GPS positioning

23. Build-IT gameChoose the best locations for 3 new buildingsHave to be at the site to estimateFactors to consider: Minimise CostMinimise Risk (e.g. environmental impact)Cost and Risk both vary depending on location and size of building

24. Factors that affect cost and risk are visible in the environmentSlopes cause flood risksMicro-sites for learningSoft land needs more expensive foundationsBeing outdoors in the environment is part of the gameHouses nearby lead to planning objections

25. Initial resultsHighly engagingEngagement and reflection outdoorsStructured learningNeed more support to use data gathering tools and strategies effectivelyNeed more connection back to the classroomTo share and present results

26. Successful context-based learningLearning through exploration of augmented physical spaceInquiry learning that connects formal and non-formal settingsCycle of engagement and reflection across contextsCreating location-based micro-sites for learning

27. Creating contextTraditional classroom learning is founded on an illusion of stability of context, by setting up a fixed location with common resources, a single teacher, and an agreed curriculum that allows a semblance of common ground to be maintained from day to day. If all these are removed, as may be the case with learning in the mobile age, then creating temporary islands of relatively stable context is a central concern. In this respect, the historic construction of context, the process by which we arrive at current understanding, assumes greater importance.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.

28. CreditsCAGEMOBIlearn IST Framework 5 projectSystems design by Peter LondsaleMyArtSpaceFunded by Department of Culture Media and SportEvaluation team: Peter Lonsdale, Julia Meek, Paul Rudman, Mike Sharples, Giasemi Vavoula Systems design by The SEAPaSATPhD project, Peter Lonsdale