Adams, Anne; Davies, Sarah; Collins, Trevor and Rogers, Yvonne
PDF (Version of Record)
- Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
|Google Scholar:||Look up in Google Scholar|
One of the beneﬁts of mobile technologies is to combine ‘the digital’ (e.g., data, information, photos) with ‘ﬁeld’ experiences in novel ways that are contextualized by people’s current located activities. However, often cost, mobility disabilities and time exclude students from engaging in such peripatetic experiences. The Out There and In Here project, is exploring a combination of mobile and tabletop technologies in support for collaborative learning. A system is being developed for synchronous collaboration between geology students in the ﬁeld and peers at an indoor location. The overarching goal of this research is to develop technologies that support people working together in a suitable manner for their locations. There are two OTIH project research threads. The ﬁrst deals with disabled learner access issues: these complex issues are being reviewed in subsequent evaluations and publications. This paper will deal with issues of technology supported learning design for remote and co-located science learners. Several stakeholder evaluations and two ﬁeld trials have reviewed two research questions:
1. What will enhance the learning experience for those in the ﬁeld and laboratory?
2. How can learning trajectories and appropriate technologies be designed to support equitable co-located and remote learning collaboration?
This paper focuses on describing the iterative linked development of technologies and scientiﬁc inquiry pedagogy. Two stages within the research project are presented. The 1st stage details several pilot studies over 3 years with 21 student participants in synchronous collaborations with traditional technology and pedagogical models. Findings revealed that this was an engaging and useful experience although issues of equity in collaboration needed further research. The 2nd stage, in this project, has been to evaluate data from over 25 stakeholders (academics, learning and technology designers) to develop pervasive ambient technological solutions supporting orchestration of mixed levels of pedagogy (i.e. abstract synthesis to speciﬁc investigation). Middleware between tabletop ‘surface’ technologies and mobile devices are being designed with Microsoft and OOKL (a mobile software company) to support these developments. Initial ﬁndings reveal issues around equity, ownership and professional identity.
|Item Type:||Conference Item|
|Copyright Holders:||2010 The Authors|
|Extra Information:||Published as Creanor, L., Hawkridge, D., Ng, K., Rennie, F. (Eds). “Into something rich and strange” – making sense of the sea-change. The 17th Association for Learning Technology Conference (ALTC 2010). Held 7–9 September 2010,
University of Nottingham, England, UK, ISBN 978-0-9566312-0-6
|Keywords:||mobile devices; design; distance learning; scientiﬁc inquiry; changing environments; access; tabletop systems|
|Academic Unit/Department:||Institute of Educational Technology
Science > Environment, Earth and Ecosystems
Knowledge Media Institute
Mathematics, Computing and Technology
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)
Centre for Research in Computing (CRC)
Centre for Earth, Planetary, Space and Astronomical Research (CEPSAR)
|Depositing User:||Sarah-Jane Davies|
|Date Deposited:||26 Jan 2011 11:25|
|Last Modified:||11 Jun 2015 12:51|
|Share this page:|