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

Introduction to location-based mobile learning

[About the book] The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning

Augmenting the field experience: a student-led comparison of techniques and technologies

In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is around Keswick in the English Lake District, Cumbria, UK, an attractive upland environment popular with tourists and walkers. The aim of the exercise for the students was to assess the effectiveness of various forms of geographic information in augmenting real landscape scenes, as mediated through a range of techniques and technologies. These techniques were: computer-generated acetate overlays showing annotated wireframe views from certain key points; a custom-designed application running on a PDA; a mediascape running on the mScape software on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted in-field Virtual Reality system. Each group of students had all five techniques available to them, and were tasked with comparing them in the context of creating a visitor guide to the area centred on the field centre. Here we summarise their findings and reflect upon some of the broader research questions emerging from the project

Halton College: report from the Inspectorate (FEFC inspection report; 25/97 and 15/00)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1996-97 and 1999-2000

The new Nowhere Land? : a research and practice agenda for the “Always on Culture"

Purpose: Rapid developments in the field of information communication technology (ICT) mean that e-working has become increasingly common and prolonged – the “always-onculture” potential to enhance work-life balance via increased flexibility in terms of time and location, as well as posing the risk of being ‘always on’ has been identified with potentially serious implications for the health and performance of employees. We identify a research agenda and review current organizational practice. Approach: We discuss current technological developments as well as prevalent research frameworks and terminology in the domain of work-life balance and beyond to evaluate their fitness for purpose. We also report findings from a survey of 374 employees working within UK businesses about current organisational practice. Findings: Over half of the organisations sampled do not have clear guidance regarding worklife balance and supporting employees with regards to ICT enabled working. Key challenges are the sheer volume of email traffic, lack of training and infrastructure and an absence of appropriate support. Practical implications: Organisations need to develop clear policies regarding the psychosocial aspects of technology use and provide evidence-based guidance to managers and employees. Social implications: Managers and individuals require support to engage with technology in a healthy and sustainable way

The Role of the Arts in Professional Education: Surveying the Field

Many educators of professionals use arts-based approaches, but often explore this within the confines of their own professional disciplines. This paper consists of a thematic review of the literature on arts and professional education, which cuts across professional disciplines in an attempt to identify the specific contribution the arts can make to professional education. The review identified five broad approaches to the use of the arts in professional education: exploring their role in professional practice, illustrating professional issues and dilemmas, developing empathy and insight, exploring professional identities and developing self-awareness and interpersonal expression. Woven through these approaches we found that the development of a more sophisticated epistemology and a critical social perspective were common outcomes of art-based work in professional education. Arts-based approaches may help learners to make a critical assessment of their own roles and identities within professions, and to consider the impact of professions in shaping the broader society