20130521 interactive mobilesystems-uploaded
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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.TRANSCRIPT
Interactive Mobile Learning SystemsDiseño 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 Interactivos21st May 2013
#depimlearning
Interactive Mobile Learning SystemsDiseño 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 RichardsonThe New York Times, Enero 2012
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
1. Mobile Learning1.1. Definitions1.2. Theory of mobile learning
2. Mobile learning applications and scenarios2.1. Indoors & Outdoors Applications2.2. Designing situated learning scenarios2.3. Indoors & Outdoors Scenarios: Case studies2.4. Activity (30 mins)
3. Mobile learning in the smart city: Future challenges3.1. Smart city Horizon 20203.2. Smart City Learning
4. Conclusions
Interactive Mobile Learning SystemsDiseño 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 LearningDefinitions
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
1. 1. Mobile LearningDefinitions
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
1. 2. Mobile LearningTheories
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.
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
Technological Layer
Semiotic Layer
Figures adapted from Sharples, M., Taylor, J. & Vavoula, G. (2007)
1. 2. Mobile LearningTheories
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
1. 2. Mobile LearningTheories
Theory for Mobile Learning
Pedagogically-oriented frameworks for
designing Mobile Learning Activities
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
1. 2. Mobile LearningTheories
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
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
1. 2. Mobile LearningTheories
Spikol et al.l (2009)
Pedagogicall- oriented COLABORATIVE mobile learning
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
1. 2. Mobile LearningTheories
Theory for Mobile Learning
Pedagogically-oriented frameworks for
designing Mobile Learning Activities
Technologically-oriented frameworks for Mobile Learning Applications
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
1. 2. Mobile LearningTheories
Motiwala (2007)
Technologically-oriented
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
2. Mobile Applications & Scenarios
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
2.1 Applications & Scenarios
Applications
24 Enero 2013
Learning apps for Android82,511 (10.58%)
http://www.appbrain.com/stats/number-of-android-apps
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
2.1 Applications & Scenarios
Applications
• Content Generation: Evernote, Labtrip, Google Drive for Mobiles…
• Sharing/Socializing: Pinterest, Twiter, Facebook Mobile…
• Cooporative: Apps UC3M, UPF…
• Thematic Apps: Mathematics, Science, Languages…
Other sources: http://www.accreditedonlinecolleges.com/blog/2009/100-most-educational-iphone-apps
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
2.1. Mobile Applications & Scenarios
Outdoors
Indoors
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
17
17
http://www.youtube.com/watch?v=Gy-DI_bWElg&feature=player_embedded
Google IndoorsMaps + Wifi to trinagulate and give the position of the users.
2.1. Applications & Scenarios
Indoors Apps
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
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18
http://www.youtube.com/watch?feature=player_embedded&v=PkehW3fkpLQ
IndoorAtlasUsing magnetic fields to detect positions.http://www.indooratlas.com/
2.1. Applications & Scenarios
Indoors Apps
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
19
19
Pizarra
Tag-based technologies: RFID/NFC & QR Codes
2.1. Applications & Scenarios
Indoors Apps
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
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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 & ScenariosApplications
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
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21
Positioned augmented
realityOfficial website:http://www.layar.com/
2. 1. Applications & ScenariosOutdoors Apps
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
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22
http://www.youtube.com/watch?feature=player_embedded&v=-4VFeYZTTYs
The treasure
hunt adventure
2.1. Applications & ScenariosOutdoors Apps
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
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
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
24
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 & ScenariosIndoors Apps
Google IndoorsIndoorAtlas
RFID/QR codes
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
Space
Connectivity
Guidance
Position-based technology
2.2. Applications & Scenarios
Designing m-Learning scenarios
Design Factors
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
26
Indoors: closed physical space.
Outdoors: Open physical spaces.
26
2.2. Applications & ScenariosSpace
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
27
Internet: Educational Resources (ERs) on the Cloud
No Internet: Ers stored locally in the smartphone.
27
2.2. Applications & ScenariosConnectivity
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
28
Cloud Map: cloud map updating position on real time.
Local Map: Paper or local map stored into the device.
28
2.2. Applications & ScenariosGuidance
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
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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 & ScenariosPosition-based Technology
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
2.2. Applications & ScenariosFactors in the design of m-learning activities
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
2.3. Scenarios
Outdoors Activities in open spaces do not
conditioned by the architechtonic barriers
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
32
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
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
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
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
Videos sobre la experiencia:http://www.youtube.com/watch?feature=player_detailpage&v=7w29vfCZOJ0
Aventura literaria
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
Indoors Activiities occurring in a closed space
constrained by the architectural barriers.
2.3. Scenarios
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
36
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)
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
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
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
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)
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
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’)
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
2.3. Activity
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
3. Mobile Learning in the Smart CityFuture challenges
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
• 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
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
“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
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
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
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
IntroductionLearning 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
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
"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=156January, 28- February, 1st 2013
3.2. mLearning in the Smart CitySmart Cities Learning
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
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 CitySmart Cities Learning
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
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
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
What is next?
http://youtu.be/9c6W4CCU9M4
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
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
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
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
Interactive Mobile Learning SystemsDiseño y Evaluación de Productos Interactivos
Thank youMar Pérez-Sanagustín:
marimar.ps
http://mperezsanagustin.wordpress.com/