Going beyond Environment to Context: Leveraging the Power of Context to Produce Change

This work is licensed under a Creative Commons Attribution 4.0 International License.This article discusses the processes and implications of going beyond environment to context. The article (a) provides an operational definition of context; (b) describes a multidimensional model of context that views context as being multilevel, multifactorial, and interactive; (c) describes how conceptual models of quality of life, human rights, and human functioning can be used in conjunction with the multidimensional model of context to identify opportunities and develop context-based change strategies that improve quality of life, human rights, and human functioning outcomes; and (d) describes a four-step approach to leveraging an understanding of context to produce change. The article concludes with a discussion of the advantages of and barriers to moving beyond environment to context

Location-based and contextual mobile learning. A STELLAR Small-Scale Study

This study starts from several inputs that the partners have collected from previous and current running research projects and a workshop organised at the STELLAR Alpine Rendevous 2010. In the study, several steps have been taken, firstly a literature review and analysis of existing systems; secondly, mobile learning experts have been involved in a concept mapping study to identify the main challenges that can be solved via mobile learning; and thirdly, an identification of educational patterns based on these examples has been done. Out of this study the partners aim to develop an educational framework for contextual learning as a unifying approach in the field. Therefore one of our central research questions is: how can we investigate, theorise, model and support contextual learning

Towards ad-hoc situation determination

Toolkits such as PlaceLab [1] have been successful in making location information freely available for use in experimental ubiquitous computing applications. As users' expectations of ubiquitous computing applications grow, we envisage a need for tools that can deliver a much richer set of contextual information. The high-level situation of the current environment is a key contextual element, and this position paper focuses on a method to provide this information for an ad-hoc group of people and devices. The contributions of this paper are i) a demonstration of how information retrieval (IR) techniques can be applied to situation determination in context-aware systems, ii) a proposal of a novel approach to situation determination that combines these adapted IR techniques with a process of cooperative interaction, and iii) a report of preliminary results. The approach offers a high level of utility and accuracy, with a greater level of automation than other contemporary approaches

A conceptual framework for studying collective reactions to events in location-based social media

Events are a core concept of spatial information, but location-based social media (LBSM) provide information on reactions to events. Individuals have varied degrees of agency in initiating, reacting to or modifying the course of events, and reactions include observations of occurrence, expressions containing sentiment or emotions, or a call to action. Key characteristics of reactions include referent events and information about who reacted, when, where and how. Collective reactions are composed of multiple individual reactions sharing common referents. They can be characterized according to the following dimensions: spatial, temporal, social, thematic and interlinkage. We present a conceptual framework, which allows characterization and comparison of collective reactions. For a thematically well-defined class of event such as storms, we can explore differences and similarities in collective attribution of meaning across space and time. Other events may have very complex spatio-temporal signatures (e.g. political processes such as Brexit or elections), which can be decomposed into series of individual events (e.g. a temporal window around the result of a vote). The purpose of our framework is to explore ways in which collective reactions to events in LBSM can be described and underpin the development of methods for analysing and understanding collective reactions to events

Facilitating dynamic web service composition with fine-granularity context management

Context is an important factor for the success of dynamic service composition. Although many contextbased AI or workflow approaches have been proposed to support dynamic service composition, there is still an unaddressed issue of the support of fine-granularity context management. In this paper, we propose a granularity-based context model together with an approach to supporting the intelligent context-aware service composing problem. The corresponding case study is provided to show the validity of our approach.<br /

A reference model and technical framework for mobile social software for learning

De Jong,T., Specht, M., & Koper, R. (2008). A reference model and technical framework for mobile social software for learning. In I. A. Sánchez & P. Isaías (Eds.), Proceedings of the IADIS Mobile Learning Conference 2008 (pp. 206-210). April, 11-13, 2008, Carvoeiro, Portugal.In this paper we will present a reference model for mobile learning and provide some examples of its application to current literature in mobile social software for learning. The reference model together will form the basis for a technical framework for contextual media for learning that will be also described in this paper. Moreover, we will describe an example of the practical application of the technical framework in the development of the ContextBlogger application. The paper concludes with a summary of the experience we had so far and an outlook on research we plan to do in the future.This paper is sponsored by the European Project MACE that is funded by the European Commission's eContentPlus project, ECP 2005 EDU 038098

A Cognitive Perspective on Spatial Context

This paper develops a representation-theoretic notion of spatial context for cognitive agents interacting with spatial environments. We discuss the current state of the art in defining context as used in context-aware and/or location- aware systems. In contrast to existing approaches, we define context through cognitive processes. The term "invisible geography" alludes to the fact that knowledge about geographic space develops through complex cognitive interaction and is not simply "out there" to be looked at. Placing (cognitive) processes in the focus of our context definition allows for a truly user-centered perspective: conceptualizations imbue spatial structures with meaning. This allows for fixing terminological problems and relating context definitions to work in spatial information theory and cognitive science. Although we focus on spatial context, the approach is generic and can be adapted to other domains in which cognitive aspects concerning users of information systems are central

On the Changing Nature of Learning Context: Anticipating the Virtual Extensions of the World

Contextual learning starts from the premise that learning cannot take place in a vacuum, but should somehow be connected with real world attributes to make sense to learners. This notion is of great importance for workplace learning, professional development, lifelong learning and meaningful learning at schools. Today, digital media tend to bring about new dimensions of context: internet connections and mobile devices enable learners to overcome restrictions of time and location, and neglect the physical boundaries and limitations of the learning environment. This calls for reconsidering contextual learning. This paper conceptualises the notion of learning context in the light of its virtualised extensions. It explains the historical and pedagogical backgrounds of contextual learning and reviews existing models that deal with context parameters. The paper identifies and discusses the constituting components of context for learning and it demonstrates how attributes of virtual representations affect the nature of context. The overall purpose of the paper is re-establishing the notion of contextual learning in the light of emerging digital media and making explicit the various dimensions involved