Context-aware mobile learning

1. Context in Mobile Learning Mike Sharples Learning Sciences Research Institute University of Nottingham www.nottingham.ac.uk/lsri/msh

2. What is context? How can context-based technology support learning? CAGE MyArtSpace PaSAT Are 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 context Data filtering and integration Data filtering and integration ComputerUser Context

6. A “shell” view of context Learning as knowledge acquisition Technical issues of information filtering and data integration

7. An interaction view of context Learning as social knowledge construction Technical issues of modelling interaction over time

8. An interaction view of context Context is adynamic and historical process to 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? CAGE Learning through exploration of context MyArtSpace Learning through connecting contexts PaSAT Learning through engagement and reflection in contexts

11. CAGE at Nottingham Castle museum

12. CAGE system Navigation in a conceptual space through physical movement Location-based content delivery Ultrasound tracking system Context awareness: which painting? how long? been there before?

13. CAGE Architecture Content Server Content Environment XML Sensors Content recommendations Content metadata XML XML Context Awareness Subsystem XML User profile XML User input

14. Visitor study Baseline: normal visitors Control: visitors with printed guide Experimental: visitors with handheld guide

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

16. Interface challenges Navigation by physical movement through a knowledge space Keeping the user in control Balance between manual and automatic functionality

17. MyArtSpace How to connect learning in museums and classrooms? Service on mobile phones for enquiry-led museum learning Students in pairs create their own interpretation of a museum visit which they explore back in the classroom They view multimedia in context, create images, sounds, text, notes Automatically sent to personal website 3000 children in three museums

18. Prepare enquiry in the classroom MyArtSpace Create and collect in the museum View and share in the classroom Present a personal perspective

19. Summary of findings The technology worked Photos, information on exhibits, notes, automatic sending to website Students spent longer (90 mins compared to 20 mins) Supported enquiry learning Encouraged children to make active choices Connected school and museum Need for more teacher preparation Managing the amount of collected material back in the classroom

20. OOKL Commercial service from MyArtSpace

21. PaSAT Learning through engagement and reflection across contexts Custom software to author and run location-based games Laptop server, PDA clients, GPS positioning, wireless-LAN

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

23. Build-IT game Choose the best locations for 3 new buildings Have to be at the site to estimate Factors to consider: Minimise Cost Minimise 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 environment Slopes cause flood risks Micro-sites for learning Soft land needs more expensive foundations Being outdoors in the environment is part of the game Houses nearby lead to planning objections

25. Initial results Highly engaging Engagement and reflection outdoors Structured learning Need more support to use data gathering tools and strategies effectively Need more connection back to the classroom To share and present results

26. Successful context-based learning Learning through exploration of augmented physical space Inquiry learning that connects formal and non-formal settings Cycle of engagement and reflection across contexts Creating location-based micro-sites for learning

27. Creating context Traditional 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. Credits CAGE MOBIlearn IST Framework 5 project Systems design by Peter Londsale MyArtSpace Funded by Department of Culture Media and Sport Evaluation team: Peter Lonsdale, Julia Meek, Paul Rudman, Mike Sharples, Giasemi Vavoula Systems design by The SEA PaSAT PhD project, Peter Lonsdale