An Educational Networking Infrastructure Supporting Ubiquitous Learning for School Students

Abstract

This paper proposes a pedagogical and technical approach to support the flow of learning activities outside of school and in class. One primary goal is to develop curricula that bring multimedia resources to outdoor settings to enrich the field experience, and to enable students to make connections between what they learn outside and the formal curriculum. A pilot user scenario and the supporting technology for a set of collaborative learning activities involving tasks of preparation, data gathering, data analyzing, visualization and modeling related to a diversity of content areas are described. The background for the mobile infrastructure, including a learning object repository, has been implemented and tested.

Ubiquitous anotation and a collaborative open mobile augmented reality

“…The latter is necessary in scenarios with a lack of internet connection, like the field trip. A synchronization protocol with the LOR and CARDS, in order to load and save Learning Objects is provided in this scenario [2].…”

An Interoperable, Extensible and Configurable Service Architecture for an Integrated Educational Networking Infrastructure

“…In recent years EML proposals have also flourished to cope with the description of activities and roles to design and deploy learning situations, however little attention has been paid to the artefacts created by the learners. A first step in this direction was the notion of thematic object elaborated in [1] and further explored in the ENLACE project [2]. Our idea of Learning Object (LO) is broadened in order to comprise not just content produced by teachers or instructional designers, but also learning products and outcomes generated by students.…”

Dressing up for school work: Supporting a collaborative environment with heterogeneous technologies

“…A possible explanation for this is that a considerable number of the projects are dealing with higher education (Haderrouit, 2003, Schneider & Synteta, 2002 and consequently the lecture format which is still predominant for teaching at universities. However, the introduction of the concepts of mobile learning (m-learning) (Georgiev et al, 2004) and particularly ubiquitous learning (u-learning) (Jones & Jo, 2004, Ogata & Yano, 2004, Verdejo et al, 2006 emphasises the development on technology and general learning environments to support learning through different mediums and in different places. Verdejo et al (2006) and Weal et al (2003) present two fine examples of how we may move education out of the classroom.…”

“…However, the introduction of the concepts of mobile learning (m-learning) (Georgiev et al, 2004) and particularly ubiquitous learning (u-learning) (Jones & Jo, 2004, Ogata & Yano, 2004, Verdejo et al, 2006 emphasises the development on technology and general learning environments to support learning through different mediums and in different places. Verdejo et al (2006) and Weal et al (2003) present two fine examples of how we may move education out of the classroom. Verdejo et al (2006) describes technology for learning activities involving tasks of preparation, data gathering, data analyzing, visualization and modelling aimed at 12-year old students.…”

“…Verdejo et al (2006) and Weal et al (2003) present two fine examples of how we may move education out of the classroom. Verdejo et al (2006) describes technology for learning activities involving tasks of preparation, data gathering, data analyzing, visualization and modelling aimed at 12-year old students. The Ambient Wood project (Weal et al, 2003) presents an example of how we may provide students with contextually-relevant digital information that would support them in discussing and reflecting on what they were doing and learning.…”