20130521 interactive mobilesystems-uploaded

Interactive Mobile Learning Systems
Diseño y Evaluación de Productos Interactivos
for learning
Mar Pérez-Sanagustín,
GAST, Gradient Laboratory,Universidad Carlos III de Madrid
21st May 2013
#depimlearning

"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

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

“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

Definitions

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.

Technological Layer
Semiotic Layer
Figures adapted from Sharples, M., Taylor, J. & Vavoula, G. (2007)
Theories

Theories
Theory for Mobile Learning
Pedagogically-oriented
frameworks for
designing Mobile
Learning Activities

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

Theories
Spikol et al.l (2009)
Pedagogicall-
oriented
COLABORATIVE
mobile learning

Theories
Theory for Mobile Learning
Pedagogically-oriented
frameworks for
designing Mobile
Learning Activities
Technologically-oriented
frameworks for Mobile
Learning Applications

Theories
Motiwala (2007)
Technologically-
oriented

2. Mobile Applications &
Scenarios

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

2.1. Mobile Applications
& Scenarios
Outdoors
Indoors

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

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

19
Pizarra
Tag-based
technologies:
RFID/NFC &
QR Codes
2.1. Applications &
Scenarios
Indoors Apps

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

21
Positioned
augmented
reality
Official website:
http://www.layar.com/
2. 1. Applications &
Scenarios
Outdoors Apps

22
http://www.youtube.com/watch?feature=player_embed
ded&v=-4VFeYZTTYs
The
treasure
hunt
adventure
2.1. Applications &
Scenarios
Outdoors Apps

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

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

 Space
 Connectivity
 Guidance
 Position-based technology
2.2. Applications
& Scenarios
Designing m-Learning
scenarios
Design Factors

 Indoors: closed physical space.
 Outdoors: Open physical spaces.
26
Space

 Internet: Educational Resources
(ERs) on the Cloud
 No Internet: Ers stored locally
in the smartphone.
27
Connectivity

 Cloud Map: cloud map updating
position on real time.
 Local Map: Paper or local map
stored into the device.
28
Guidance

 GPS / Bluetooth: ER can be
associated to a geographical
postiion with a position.
 QR-Codes / RFID: ERs
postioned manualy to a specific
position.
29
Position-based Technology

Factors in the design of m-learning activities

2.3. Scenarios
Outdoors
Activities in open spaces do not
conditioned by the architechtonic
barriers

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

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

Videos sobre la experiencia:
http://www.youtube.com/watch?feature=player_detailpage&v=7w29vfCZOJ0
Aventura literaria

Indoors
Activiities occurring in a closed space
constrained by the architectural barriers.
2.3. Scenarios

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

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

Videos sobre la experiencia:
http://www.youtube.com/watch?feature=player_detailpage&v=k5zL-eJvFYc
Discovering the campus together: Case study

 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’)

2.3. Activity

3. Mobile Learning in the Smart City
Future challenges

• 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

“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

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

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

"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

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

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

What is next?
http://youtu.be/9c6W4CCU9M4

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

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

Thank you
Mar Pérez-Sanagustín:
marimar.ps
http://mperezsanagustin.wordpress.com/
mmpsanag@it.uc3m.es

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