Este documento resume la segunda sesión de un taller sobre turismo inteligente. Se discutieron aplicaciones móviles para mejorar la experiencia turística, como guías gamificadas y etiquetado de lugares. También se analizaron factores clave de diseño como la conectividad, la guía y la tecnología de posicionamiento. Los participantes diseñaron sus propios escenarios turísticos y los presentaron al grupo.
ficha de aplicacion para estudiantes El agua para niños de primaria
Turismo smart sesion2-final
1. Turismo Smart
Sesión 2
Master de viajes UAB
26 y 27 Septiembre 2012
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2. Contenidos y organización del taller – Sesión 2
27 Septiembre 2012
•Aplicaciones para un turismo Smart
• Exteriores
• Interiores
•Factores de diseño para un turismo Smart
• Espacio
• Conectividad
• Guía
• Recogida de datos
• Tecnología
Descanso (20’’)
•Diseña tu propio escenario
•Presentaciones y comentarios
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4. 1. Características de las apps para smart cities
“Una combinación de aplicaciones
móviles y aplicaciones web”
•Multi-canal: Permitir a todos los agentes del sistema colaborar
de la conversación.
•Multi-objetivo: El usuario debe ser capaz de escoger su
propio camino.
•Multi-contexto: Permitir relacionar lo digital a lo físico
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9. 2. Iniciativas de turismo Smart
CASO: Basadas en guías gamificadas
http://www.moma.org/explore/multimedia/
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10. 2. Iniciativas de turismo Smart
CASO: Basadas en tecnologías de “etiquetas”
Videos sobre la experiencia:
http://www.youtube.com/watch?feature=player_detailpage&v=k5zL-eJvFYc
www.bedolina.com 10
11. Otras referencias:
•Lista de apps con rutas turísticas:
http://www.idea.org/blog/2011/10/27/museum-tour-apps-at-3rd-museums-mobile
/
•Apps de viaje:
http://www.bestravelapps.com/search/Barcelona
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13. 2. Iniciativas de turismo Smart
QuestInSitu
QuesTInSitu: Herramienta para la creación de
experiencias educativas in situ basadas en
preguntas geo-posicionadas.
Acceso al prototipo (mejoras en desarrollo):
http://gti.upf.edu/questinsitu
Funcionalidades de QuesTInSitu
- Soporte para la creación de preguntas
- Soporte para el posicionamiento de preguntas in situ
- Soporte para la monitorización de la actividad de los estudiantes
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14. 2. Iniciativas de turismo Smart
QuestInSitu: Aprende historia del arte en Girona
Videos sobre la experiencia:
http://www.tv3.cat/videos/4015110/Telenoticies-Girona-23032012 (Start 2′ 30”)
http://www.tv3.cat/videos/4015290/Telenoticies-Barcelona-23032012 (Start 16′ 55”)
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15. 2. Iniciativas de turismo Smart
QuestInSitu: Aventura literaria
Videos sobre la experiencia:
http://www.youtube.com/watch?feature=player_detailpage&v=7w29vfCZOJ0
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16. 2. Iniciativas de turismo Smart
etiquetAR: etiqueta tu experiencia
EtiquetAR: ¡Etiquetando experiencias!
Herramienta para el diseño de experiencias
interactivas basadas en etiquetas.
http://etiquetar.herokuapp.com
La herramienta ofrece soporte para:
•Creación de etiquetas personalizadas
•Creación de perfiles para adaptar contenidos
•Manejo de tu colección de etiquetas
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17. 3. Factores de diseño
etiquetAR: aumentando la experiencia en museos
• Personalización de
contenidos: “Usuarios
como comisarios”
• Adaptación de la visita a
los visitantes según el
perfil.
http://mgauge.wordpress.com/
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19. 3. Factores de diseño
4 factores
El espacio: considerar las características del espacio donde se
llevará a cabo la actividad turística.
La conectividad: tipo de conexión empleada para acceder a los
recursos digitales de la actividad turística.
La Guía: representación facilitada a los ciudadanos para guiarlos a
lo largo de la actividad turística.
Tecnologías de posicionamiento: tecnología empleada para
asociar los recursos turísticos al espacio físico.
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20. 3. Factores de diseño
Factor I: El espacio
Interiores: Espacios físicos
cerrados condicionados por las
características arquitectónicas
Exteriores: Espacios abiertos
no condicionados por las
características arquitectónicas.
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21. 3. Factores de diseño
Factor II: La conectividad
Internet: Los recursos digitales
pueden guardase en la nube
No Internet: Los recursos
digitales deben guardarse en local
en el dispositivo.
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22. 3. Factores de diseño
Factor III: la Guía
Mapas en la nube: la
información del mapa se actualiza
durante la actividad.
Mapa local: el mapa es estático
(en papel o guardado en el
dispositivo móvil)
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23. 3. Factores de diseño
Factor IV: Tecnologías de posicionamiento
GPS / Bluetooth: Los recursos
digitales se relacionan con
coordenadas geográficas.
http://etiquetar.herokuapp.com
QR-Codes / RFID: los recursos
se asocian directamente a un
espacio físico a través de una
carpeta
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24. Cómo diseñar un escenario de
turismo smart
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25. 4. Cómo construir tu escenario
Combinación de los 4 factores
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26. 4. Cómo construir tu escenario
Interiores CON Internet
Ejemplo: Aplicación del
MOMA
Aprendiendo sobre obras de arte
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27. 4. Cómo construir tu escenario
Interiores SIN Internet
Ejemplo: Descubre el campus
Conociendo los espacios del campus
universitario
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28. 4. Cómo construir tu escenario
Exteriores SIN Internet
Ejemplo: Descubriendo
Sant Llorenç
Una experiencia de
botánica in situ
www.bedolina.com 28 28
29. 4. Cómo construir tu escenario
Exteriores CON Internet
Ejemplo: Descubre
Barcelona
Explorando la ciudad de
Barcelona
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31. Plantilla diseño de actividad:
https://docs.google.com/spreadsheet/viewform?formkey=dExBX3ZvZkFodXFpdktUUDdIaDV4RlE6MA
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32. Si queréis usar etiquetAR para vuestro
escenario os pedimos, por favor, que
respondáis este cuestionario:
https://docs.google.com/spreadsheet/viewform?formkey=dFlqZmd0ekprQzhBNE1FbEdfY184alE6MA
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34. Debate: 5 líneas de futuro hacia el turismo
smart
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35. Tarea: El micro-guión
Producir un “Clip de turismo smart” para aumentar el espacio
urbano de una ciudad en grupos de 3 personas.
•Diseñar: un guión sobre un elemento urbano (edificio,
mobiliario urbano, sala de un edificio…)
•Aumentar: el elemento urbano escogido
•Adaptar: el guión debe estar adaptado para un público
determinado
•Construir: un guión elocuente, divulgativo y atractivo
Fecha de entrega: 19 de Octubre
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1. Finally, the last factor we have identified is the Position-based technology available in the smartphones. This factor refers to the technology used to associate the Ers and the activity description with the physical space position. There are two main types of technologies that we could employ. 2. GPS coordinates or bluetooth , that enable the Ers to automatically appear in the mobile device during the activity. 3. The use of TAG-based technologies , such us QR codes or NFC tags. In this case, the ERs are associated to a particular tag and this tag should be located into a particular physical space before the activity by the practitioners.
1. Finally, the last factor we have identified is the Position-based technology available in the smartphones. This factor refers to the technology used to associate the Ers and the activity description with the physical space position. There are two main types of technologies that we could employ. 2. GPS coordinates or bluetooth , that enable the Ers to automatically appear in the mobile device during the activity. 3. The use of TAG-based technologies , such us QR codes or NFC tags. In this case, the ERs are associated to a particular tag and this tag should be located into a particular physical space before the activity by the practitioners.
1. Finally, the last factor we have identified is the Position-based technology available in the smartphones. This factor refers to the technology used to associate the Ers and the activity description with the physical space position. There are two main types of technologies that we could employ. 2. GPS coordinates or bluetooth , that enable the Ers to automatically appear in the mobile device during the activity. 3. The use of TAG-based technologies , such us QR codes or NFC tags. In this case, the ERs are associated to a particular tag and this tag should be located into a particular physical space before the activity by the practitioners.
1. Finally, the last factor we have identified is the Position-based technology available in the smartphones. This factor refers to the technology used to associate the Ers and the activity description with the physical space position. There are two main types of technologies that we could employ. 2. GPS coordinates or bluetooth , that enable the Ers to automatically appear in the mobile device during the activity. 3. The use of TAG-based technologies , such us QR codes or NFC tags. In this case, the ERs are associated to a particular tag and this tag should be located into a particular physical space before the activity by the practitioners.
1. Finally, the last factor we have identified is the Position-based technology available in the smartphones. This factor refers to the technology used to associate the Ers and the activity description with the physical space position. There are two main types of technologies that we could employ. 2. GPS coordinates or bluetooth , that enable the Ers to automatically appear in the mobile device during the activity. 3. The use of TAG-based technologies , such us QR codes or NFC tags. In this case, the ERs are associated to a particular tag and this tag should be located into a particular physical space before the activity by the practitioners.
1. Finally, the last factor we have identified is the Position-based technology available in the smartphones. This factor refers to the technology used to associate the Ers and the activity description with the physical space position. There are two main types of technologies that we could employ. 2. GPS coordinates or bluetooth , that enable the Ers to automatically appear in the mobile device during the activity. 3. The use of TAG-based technologies , such us QR codes or NFC tags. In this case, the ERs are associated to a particular tag and this tag should be located into a particular physical space before the activity by the practitioners.
1. The first factor is the Space. The first thing that we should consider is where do we want to do the activity. Is the activity going to take place into a museum or in a natural park? 2. Indoors: In the first case, the activity willb e indoors, and the activity will be conditioned by the constraints of the architectural components of the building. 3. Outdoors: In the second case, there will be not architectural constraints but we should consider the accessibility of such as space. 4. Therefore, the space factors considers the characteristics of the physical space where the activity is going to be conducted.
1. The second factor is the Connectivity. When designing m-learning activities one important thing to consider is how the resources to be shown to the students will be located. This will depend directly to the type of connectivity that we have in the space where the activity is going to take place. 2. If there is internet connection , the ER could be located in the cloud 3. Whereas, if there is no internet connection , such us in some spaces with no 3G coverage, the ER should be physically located on the smart phone.
1. The third factor is the Guidance. One of the aspects we should think about when designing m-located based activities is the guidance we offer to the students. We have to realize that the activity is not happening in a closed controlled spaces such as a classroom but in a space where students will be not always controlled by the teacher. For this reason, we should give them a guide to locate themselves in the space and to be able of continuing with the experience. 2. We could provide maps that are updated considering the user position 3. We could provide static maps in paper or locally stored in the smartphone without giving the user their current position. Although we will see that this factor is highly related with the connectivity factor, this is something that should also be considered accoring to objectives of the learning experience. If we want to make our students to practice their oriantation skills or not...
1. Finally, the last factor we have identified is the Position-based technology available in the smartphones. This factor refers to the technology used to associate the Ers and the activity description with the physical space position. There are two main types of technologies that we could employ. 2. GPS coordinates or bluetooth , that enable the Ers to automatically appear in the mobile device during the activity. 3. The use of TAG-based technologies , such us QR codes or NFC tags. In this case, the ERs are associated to a particular tag and this tag should be located into a particular physical space before the activity by the practitioners.
1. First, if we have an Indoors space with Internet connectivity, this will allow us to design an scenario providing as guidance a local map/cloud map, and Using both tag-based technologies and Bloototh for accessing the positioned Ers . This is typically the situation of museum-like type of experiences. 2. This is the case of the Ubicero project. Students had to explore the artworks in a museum. Therefore: - The space was a museum - The connextivity was inernet - The guidance was a map prepared by the teacher previously - They used RFID tags to access to the ERs.
1. Second , if we have an Indoors space WITHOUT Internet connectivity, this will allow us to design an scenario providing as guidance ONLY WITH A LOCAL MAP, and Using both tag-based technologies and Bloototh for accessing the positioned ERs . This is typically the situation of open spaces in which the phisical locationsar very close to each other and the GPS cannot be used. 2. This is the case of the Discovering the Campus Together project. Students had to learn about the campus by accessing to a set of NFC tags that were located around the campus explaining its main characteristics. Therefore: - The space was the campus university - The connextivity was NO internet - The guidance was a map prepared by the teacher previously. Not possible to make a cloud map. - They used RFID tags to access to the Ers. Not possible bluetooth.
1. And finally , if we have an OUTDOORS space WITH INTERNET Internet connectivity, this will allow us to design an scenario providing as guidance IN A CLOUD MAP, and Using both GPS TECHNOLOGIES for accessing the positioned Ers . This is typically the situation of open spaces in which the learning locations are separated too close for the GPS. That's why we complemented some areas with QR codes. 2. This is the case of the Discovering Sant Llorenç!. Students had to learn about the the plants in the Natural park of St llorenç. Therefore: - The space was the natural park - The connextivity was WITH internet - The guidance was a map prepared by the teacher previously WITH QR CODES IN THE AREAS WITH BAD GPS CONNECTIVITY. - They used GPS tags to access to the Ers AND tag based technologies.
1. Third , if we have an OUTDOORS space WITH INTERNET Internet connectivity, this will allow us to design an scenario providing as guidance IN A CLOUD MAP, and Using both GPS TECHNOLOGIES for accessing the positioned ERs . This is typically the situation of open spaces in which the learning locations are separated enough for being appreciated by the GPS technologies . 2. This is the case of the Discovering Barcelona. Students had to learn about the city of barcelona. We used the tool QuesTInSitu, this tool enables creating routes of questions assotiating them to goelocated coordinates. Therefore: - The space was the city of Barcelona - The connextivity was WITH internet - The guidance was a map prepared by the teacher previously BECAUSE AT THAT TIME THE TOOL DID NOT SUPPORT CLOUD MAPS. NOW, IT DOES SUPPORT IT. - They used GPS tags to access to the ERs.