Cook Augmented Contexts For Development
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The document presents a study on using mobile phones as tools for learning in augmented contexts, focusing on how they enhance educational experiences, particularly through a project at Cistercian Abbey. Positive feedback was received from participants regarding the fun and engaging aspects of mobile learning, although some noted distractions caused by the devices. The future work involves exploring the potential of augmented contexts for further educational developments and testing their effectiveness in various learning environments.
![Transcribed interaction [play video clip] (Lots of pointing at screen and abbey; student 1 is female, student 2 is male). Student 1: So those windows, up there isn’t it, still? Is that right? So those have all changed since then. Student 2: Yeah there was like another stage between this one and this one. Student 1: High up. Student 2: With three vaults. Student 1: There’s three on that side at the moment and three on that side. Student 2. Yes Student 1: So three have come down haven’t they, along with the window. Student 2: And from this? (points screen). That one is equal to that one, and actually we can not see that one (points). We can see three vaults there … Student 1: There must have been … Student 2: That’s the big one there. Can you see that? (points at screen) Student 1: Do mean with the pillar? Student 2: Yeah, you can see it’s this way (?) but it’s stopped there. Student 1: That’s right (makes gestures for a pillar and they both stare into the space where the missing pillar should be).](https://image.slidesharecdn.com/cookaugmentedcontextfordevelopment-091126104936-phpapp02/85/Cook-Augmented-Contexts-For-Development-15-320.jpg)
Cook Augmented Contexts For Development
- 1. Mobile Phones as Mediating Tools Within Augmented Contexts for Development Download paper: http://www.stellarnet.eu/index.php/download_file/-/view/644 Download slides: http://www.slideshare.net/johnnigelcook John Cook Learning Technology Research Institute Presentation at Education in the Wild. Alpine Rendez-Vous, within the framework of the STELLAR Network of Excellence. December 3-4, Garmisch-Partenkirchen, Bavaria, Germany.
- 2. Structure (15+5) Argument Demo mScape @ Cistercian abbey Theory Qualitative Analysis & video Future work Questions
- 3. Augmented Contexts for Development (Cook, 2009; Cook, in press) I argue that the nature of learning and meaning making is being augmented by new digital tools and media, particularly by mobile devices and the networks and structures to which they connect people; our understanding of how to design for these new contexts for development & learning can benefit from a re-conceptualisation of Vygotskys work; the above leads to notion of Augmented Contexts for Development.
- 4. Another approach to mixed-reality is provided by the ‘CONTSENS’ project ( http://www.ericsson.com/ericsson/corpinfo/programs/using_wireless_technologies_for_context_sensitive_education_and_training/ ) The project focuses on the development of appropriate training/learning materials for mobile learning enhanced by context sensitive and location based delivery
- 5. Demo mScape @ Cistercian abbey
- 9. Back to the future www.ukzn.ac.za/cae/pfi/sqd/lev.htm
- 10. Vygotsky proposed the Zone of Proximal Development “ It is the distance between the actual developmental level as determined by independent problem solving and the level of potential problem solving as determined through problem solving under adult guidance or in collaboration with more capable peers .” (Vygotsky, 1978/1930, p. 86, my bold)
- 11. Qualitative analysis: process and explanatory perspective, looking at the inner features of the situation (Cook, in press) Screen shot of Carl Smith’s wire-frame movie reconstruction of Nine Alters ( http://cistercians.shef.ac.uk/ ) Students interacting @ Cistercian Chapel in CONTSENS
- 12. Preliminary results All the users made extremely positive comments about what they thought of the mobile learning course, describing it as “ more fun” than expected, “I enjoyed it”, “interesting”, 2 said it was “very interesting, it was a “good idea”, “good!”, a “fantastic experience”, and “very stimulating lots of good ideas”. 80% rated it as being useful for learning the subject 60% thought the mobile device enhanced the learning experience
- 13. Preliminary results On the negative side, three found that having to look at the mobile devices were a distraction from engaging with the archaeology/site itself, and one would like more archaeological and historical explanation. However, 80% agreed that the mobile learning experience was fun, and 9 out of the 10 users (90%) would take another mobile learning course if it was relevant to their learning needs and would recommend mobile learning as a method of study to others, which is a good indication that most of them had a positive experience (the other user answered ‘uncertain’ to both of these questions).
- 14. “ The ability to be in a particular position but get a variety of views/different visual perspective was a very useful opportunity. The whole thing also got everyone talking in a way I hadn't experienced on field trips to Fountains before.”
- 15. Transcribed interaction [play video clip] (Lots of pointing at screen and abbey; student 1 is female, student 2 is male). Student 1: So those windows, up there isn’t it, still? Is that right? So those have all changed since then. Student 2: Yeah there was like another stage between this one and this one. Student 1: High up. Student 2: With three vaults. Student 1: There’s three on that side at the moment and three on that side. Student 2. Yes Student 1: So three have come down haven’t they, along with the window. Student 2: And from this? (points screen). That one is equal to that one, and actually we can not see that one (points). We can see three vaults there … Student 1: There must have been … Student 2: That’s the big one there. Can you see that? (points at screen) Student 1: Do mean with the pillar? Student 2: Yeah, you can see it’s this way (?) but it’s stopped there. Student 1: That’s right (makes gestures for a pillar and they both stare into the space where the missing pillar should be).
- 16. Temporal underpinning of Augmented Contexts for Development is fundamental “ Attention should be given first place among the major functions in the psychological structure underlying the use of tools … the child is able to determine for herself the “centre of gravity” of her perceptual field; her behaviour is not regulated solely by the salience of individual elements with it … In addition to reorganizing the visual-spatial field, the child, with the help of speech, creates a time field that is just as perceptible and real to him as the visual one. The speaking child has the ability to direct his attention in a dynamic way. He can view changes in his immediate situation from the point of view of activities, and he can act in the present from the viewpoint of the future.” (Vygotsky, 1978/1930, p. 35-36, original italics, my bold.)
- 17. Elements of Augmented Context for Development The physical environment (Cistercian abbey). Pedagogical plan. Tool: Visualisation/augmentation oriented approach creates umbrella ‘Augmented Context for Development’ for location based mobile devices (acts as substitute for ‘more capable peer’) Co-constructed ‘temporal context for development,’ created within wider Augmented Context for Development through Interpersonal interactions using tools (e.g. language, mobiles etc) and signs Intrapersonal representations of the above functions
- 18. Future Have we really managed to replace the more capable peer? Can case studies like the above Cistercian Abbey case be used to generate parameters that can in turn be used to build Augmented Context for Development in other areas? Going to see Archbishop of Canterbury in January 2010 for Church Tourism project.
- 19. Questions?
- 20. References Cook, J. (2009). Mobile Phones as Mediating Tools Within Augmented Contexts for Development. Workshop: Education in the Wild. Alpine Rendez-Vous, within the framework of the STELLAR Network of Excellence. December 3-4, Garmisch-Partenkirchen, Bavaria, Germany. Available: http://www.stellarnet.eu/index.php/download_file/-/view/644 , accessed 26/11/09. Cook, J. (in press). Travelling Without Moving: Design-Based Research into Augmented Contexts for Development. Journal of Interactive Media in Education. Invited paper for special issue from the CALRG 30th Anniversary Day. Contact me for a copy. Vygotsky, L. (1978 / 1930). Mind in society. The development of higher psychological processes . Edited by M. Cole et al., Cambridge, MA. Harvard University Press.
Editor's Notes
- #5: Another approach to mixed-reality is provided by the ‘CONTSENS’ project ( http://www.ericsson.com/ericsson/corpinfo/programs/using_wireless_technologies_for_context_sensitive_education_and_training/ ),
- #14: Sometimes introducing new ideas in learning can be distracting to the learner. The trick is to choose a topic that absorbs the learner and to do something that can’t be done by any other means. Also, as game based play on mobile devices becomes more common and the Google G2, iPhone etc take off these ideas will seem like second nature.
- #15: The ability to be in a particular position but get a variety of views/different visual perspective was a very useful opportunity. The whole thing also got everyone talking in a way I hadn't experienced on field trips to Fountains before.
- #16: The analysis in Table 1 illustrates the emergence of a ‘co-constructed area’ linking the physical world (i.e. what is left of the Cistercian Chapels) and the virtual world that is visualised in 3D on the mobile devices (Figure 1); this ‘area’ is inhabited by a shared representation – or what Vygotsky calls a ‘time field’– that is jointly developed and owned by the students.