Learning in situ
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1. The QuesTInSitu system and mobile app allows teachers to create geolocated questions and tests (routes) that students can answer using a mobile device with GPS as they explore real-world locations. 2. Experiments using QuesTInSitu involved bachelor students exploring Barcelona's architecture and street furniture, university students assessing botany while observing plants in a botanical garden, and a group of senior learners answering literature questions along routes related to a novel set in Barcelona. 3. Evaluations found that QuesTInSitu successfully supported assessment in situ by providing real-time feedback, and that the activities brought educational benefits by making learning more dynamic, practical and skill-building
Learning in situ
- 1. Learning in situPatricia Santos Rodríguez @: patricia.santos.rdz@gmail.com @: Patricia.Santosrodriguez@uwe.ac.uk LinkedIn: http://www.linkedin.com/pub/patricia-santos- rodriguez/54/207/a97
- 2. 2 Learning in situ QuesTInSitu system and mobile app • The interaction context of the test had to be the city a natural park... Educational resources (questions) have to be associated to real positions and distributed as a route in the physical environment “Assessment in situ” refers to a type of activity where the questions of a test have to be answered in front of a related real location (in situ) *. Teachers can create geolocated QTI questions and tests (routes), and students answer the tests using a mobile device with GPS and 3G. * Main Contribution: Santos, P., Pérez-Sanagustín, M., Hernández-Leo, D. & Blat, J. (2011). QuesTInSitu: From tests to routes for assessment in situ activities. Computers & Education, 57 (4), 2517-2534. (ISI-JCR Q1) Impact factor: 2.617 @ patricia.santos.rdz@gmail.com
- 3. 3 Learning in situ: experiments in diverse subject matters and educational levels @ patricia.santos.rdz@gmail.com Barca Barca Discovering Barcelona! Bachelor students explored the city observing and interacting with the architecture and the street furniture with the aim of putting in practice urbanism and history skills. Assessing Botany in situ The teacher created a route where the university students had to answer questions in situ observing the Barcelona botany garden, and finding, touching and measuring specific plants. A literature adventure A group of senior learners (~65 years old), members of a literature group, created two routes with the aim of proposing questions about facts of a literature novel set in a district of Barcelona. A literature adventure: http://www.youtube.com/watch?v=bBKvz9hYQ-k
- 4. 4 Learning in real situ Conclusions PhD Presentation - Patricia Santos Findings 1. QuesTInSitu supports successfully an assessment in situ activity thanks to functionalities such as the monitoring service or the provision of feedback in real time/situ. 2. Educational benefits: dynamic and practical activity; put in practice of transversal (collaborative and communicative) and specific skills (botany, art, history, geography...). 3. The GPS location-based system makes the process of finding locations faster and helps the students in their exploratory tasks 4. The assessment in situ activity had a notable positive impact in the attitude/motivation of the students and teachers New version: QueTInSitu: The Game: a new version of the QuesTInSitu application has been developed as a feasible approach to computationally represent and support the creation of gamified in situ learning activities that consider the puzzle-based game metaphor. (Melero, Santos et al, submitted) Video: http://www.youtube.com/watch?v=BTSsXa_e-6M @ patricia.santos.rdz@gmail.com