83,844 research outputs found
User-centred design of flexible hypermedia for a mobile guide: Reflections on the hyperaudio experience
A user-centred design approach involves end-users from the very beginning. Considering users at the early stages compels designers to think in terms of utility and usability and helps develop the system on what is actually needed. This paper discusses the case of HyperAudio, a context-sensitive adaptive and mobile guide to museums developed in the late 90s. User requirements were collected via a survey to understand visitorsâ profiles and visit styles in Natural Science museums. The knowledge acquired supported the specification of system requirements, helping defining user model, data structure and adaptive behaviour of the system. User requirements guided the design decisions on what could be implemented by using simple adaptable triggers and what instead needed more sophisticated adaptive techniques, a fundamental choice when all the computation must be done on a PDA. Graphical and interactive environments for developing and testing complex adaptive systems are discussed as a further
step towards an iterative design that considers the user interaction a central point. The paper discusses
how such an environment allows designers and developers to experiment with different systemâs behaviours and to widely test it under realistic conditions by simulation of the actual context evolving over time. The understanding gained in HyperAudio is then considered in the perspective of the
developments that followed that first experience: our findings seem still valid despite the passed time
Innovate Magazine / Annual Review 2010-2011
https://scholarworks.sjsu.edu/innovate/1001/thumbnail.jp
Innovation in Mobile Learning: A European Perspective
In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date
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The genesis and development of mobile learning in Europe
In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchersâ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning
The imperial war museumâs social interpretation project
This report represents the output from research undertaken by University of Salford and MTM
London as part of the joint Digital R&D Fund for Arts and Culture, operated by Nesta, Arts
Council England and the AHRC. University of Salford and MTM London received funding from
the programme to act as researchers on the Social Interpretation (SI) project, which was led by
the Imperial War Museum (IWM) and their technical partners, The Centre for Digital
Humanities, University College London, Knowledge Integration, and Gooii. The project was
carried out between October 2011 and October 2012
Trendswatch 2013: Back to the Future
TrendsWatch 2013 highlights six trends that CFM's staff and advisors believe are highly significant to museums and their communities, based on our scanning and analysis over the past year. For each trend, we provide a brief summary, list examples of how the trend is playing out in the world, comment on the trend's significance to society and to museums specifically, and suggest ways that museums might respond. We also provide links to additional readings. TrendsWatch provides valuable background and context for your museum's planning and implementation
Simple identification tools in FishBase
Simple identification tools for fish species were included in the FishBase information system from its inception. Early tools made use of the relational model and characters like fin ray meristics. Soon pictures and drawings were added as a further help, similar to a field guide. Later came the computerization of existing dichotomous keys, again in combination with pictures and other information, and the ability to restrict possible species by country, area, or taxonomic group. Today, www.FishBase.org offers four different ways to identify species. This paper describes these tools with their advantages and disadvantages, and suggests various options for further
development. It explores the possibility of a holistic and integrated computeraided strategy
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Museum Learning via Social Media: (How) Can Interactions on Twitter Enhance the Museum Learning Experience?
Museums are rich sources of artifacts, people and potential dialogic interactions. Recent developments in web technologies pose big challenges to museums to integrate such technologies in their learning provision. The study presented here is concerned with the potential of how school visits to museums can be enhanced by the use of social media. The Museum of London (MoL) is selected as the site of the study and the participants were a Year 9 History class (13-14 years old) in a secondary school in Milton Keynes. It draws on Falk and Dierkingâs (2000) Contextual Model of Learning and considers evidence of meaning making from studentsâ tweets and activity on-site. Observational data during the visit, the visitâs Twitter stream and post-visit interview data with the participants is presented and analysed. It is argued that use of Twitter, a microblogging platform (http://twitter.com), enhances the social interaction around museum artifacts and thus, the process of shared construction of meaning making, which can enrich the museum experience
Engaging with books you cannot touch: interactive multimedia to explore library treasures
Interactivity has proved a successful way to engage visitors of science museums. However it is not a common
practice when the objects to exhibit are artefacts or, as in the case of this paper, books. A study was set up to
investigate the driving criteria for the âThe Life and Work of William Butler Yeatsâ exhibition at the National
Library of Ireland and compare those with the visitorsâ opinion. Books, notebooks and personal belongings of
the poet have been digitized and used to create a rich and varied exhibition that used both interactivity and
multimedia. The result of visitorsâ survey showed that the variety was a key factor for the success of the
exhibition: different people engaged with different contents and different medium to different degrees. The
design of the ambience is critical: dim lights and the use of audio as a medium have to be carefully planned to
avoid annoying instead of engaging
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