Using a mobile phone and a geobrowser to create multisensory geographic information

Silva, Maria João; Pestana, Bruno; Lopes, João Correia

doi:10.1145/1463689.1463744

Cited by 6 publications

(9 citation statements)

References 4 publications

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“…Additionally, some of the pupils reported not seeking any support when encountering difficulties in academic tasks. Both findings; seeking family members more often than peers and not seeking support, do not align with the findings from the first study involving questionnaires or from previous research( [8], [13], [17], [18]). This contradiction could be due to the nature of the focus group, as it may have encouraged some pupils to adopt others' claims of not seeking help thus creating a 'bandwagon' effect.…”

Section: ) Discussioncontrasting

confidence: 93%

“…This contradiction could be due to the nature of the focus group, as it may have encouraged some pupils to adopt others' claims of not seeking help thus creating a 'bandwagon' effect. It could also be due to a change in trend in the sources of support since the work of Good et al, Myers & Paris, Nelson-Le Gall & Gumerman, and Silva et al ([8], [13], [17], [18]). Further investigation is required to determine whether either of these occurrences is the case.…”

Section: ) Discussionmentioning

confidence: 99%

“…This association has been exploited in modern educational systems through the encouragement of cooperative work, project-based learning and peer tutoring systems. Furthermore, this area has also been the focus of many research projects that aim to provide technologically enhanced tools to support those activities ( [18], [3], [11]). …”

Section: Introductionmentioning

confidence: 99%

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Does Mobile Technology Support Peer Learning for Key Stage 3 Children?

AlSugair

Hopkins

Brailsford

et al. 2011

2011 Seventh International Conference on Intelligent Environments

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It has been estimated that 85.5% ([14]) of school aged children own a mobile phone in the UK from which 29% ([10]) of them access the Internet. It is assumed that this ownership provides the children with the opportunity to establish and maintain social connections with their fellow peers. According to Vygotsky's Social Development Theory ([21]) this social interaction with peers plays a role in children's cognitive development that has been exploited in modern educational systems in various ways.This ongoing research aims to make further use of this association between ownership of mobile devices, social interaction and learning by ultimately introducing a technological solution for children to communicate with their peers and access peer generated content. It will investigate whether the mobility and the information source; peer versus non-peer, enhances children's learning.Two separate investigations have been conducted, so far, to determine the sources and the tools children use to obtain support for their learning. A survey of 74 Key Stage 3 children and two focus group sessions with 34 similar age children found that they actively use technologies, such as Facebook, SMS and email, to establish peer interaction.

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Section: ) Discussioncontrasting

confidence: 93%

Section: ) Discussionmentioning

confidence: 99%

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Does Mobile Technology Support Peer Learning for Key Stage 3 Children?

AlSugair

Hopkins

Brailsford

et al. 2011

2011 Seventh International Conference on Intelligent Environments

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“…In the SchoolSenses@Internet project elementary school children used mobile phones to create georeferenced multisensory messages [7] [8]. Those messages were produced as MMS messages that were automatically displayed in GE which was embedded in the project collaborative Website [7] [8].…”

Section: Related Workmentioning

confidence: 99%

Sensing the schoolyard

Silva

Lopes

Silva

et al. 2010

Proceedings of the 1st International Conference and Exhibition on Computing for Geospatial Research &Amp; Application

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This paper presents the Usense2learn platform, a platform designed and implemented to enable children and teachers to use georeferenced multisensory information together with information acquired by sensors. Usense2learn places the creation of content in the hands of children. While using Usense2learn, mobile sensors can be held across the exploration area and provide georeferenced environmental information such as air temperature and humidity. Using multimedia (video, image, sound and text) teachers and children can bring the outside world into their classroom and share it with other classrooms across the globe. Having the limited schools' budgets in mind, content creation can be made anywhere without communication costs. Internet connection is only required, together with Google Earth, for visualization. The Usense2learn platform was successfully used in a curricular context, engaging children and teachers in meaningful environmental education activities.

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“…From 2007 to 2008, SchoolSenses@Internet project invited children to create and publish georeferenced messages with the purpose of making a sensory portrait of their schools. The children that participated in the project used GPS-enabled mobile phones to create georeferenced MMS messages and Google Earth [8] to visualize those messages in real time [19].…”

Section: Schoolsenses@internet: Children As Creators Of Multisensory mentioning

confidence: 99%

Fostering inclusion in Portuguese schools

Silva

Ferreira²,

Gomes

2009

Proceedings of the 8th International Conference on Interaction Design and Children

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This paper reports on different projects aimed at fostering inclusion in Portuguese elementary and high schools at national, regional and local level through ICT projects. Based on our participation in these projects, we describe the key lessons learned as regards using mobile technology, georeferenced information as well as children's and youngsters' interest and expertise in curricular activities. We argue that mobile technologies together with the creation and the publishing of multisensory georeferenced information can support educational engagement and inclusive participation in Portuguese school communities.

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Using a mobile phone and a geobrowser to create multisensory geographic information

Abstract: This document describes how we are using mobile phones together with Google Earth to allow children to create multisensory geographic information in learning and participatory contexts.

Cited by 6 publications

References 4 publications

Does Mobile Technology Support Peer Learning for Key Stage 3 Children?

Does Mobile Technology Support Peer Learning for Key Stage 3 Children?

Sensing the schoolyard

Fostering inclusion in Portuguese schools

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