UNESCO MLW2014 Mobile Mapping_Langran
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The document discusses the use of mobile mapping technologies in education to enhance student engagement and community exploration. Feedback from high school and graduate students highlighted ease of use, enjoyment, and the ability to connect classroom concepts with real-world observations, while also noting some technological challenges. Overall, mobile devices are seen as an effective tool for enriching field-based learning experiences, warranting further research on best practices.
![Undergraduate Sociology Class
• It made you think.
• This gave me a reason to visit an area, though I was born here, an entirely
new experience.
• It categorized things so it made it easy to see where globalization or
interconnectedness occurred.
• Frustration: [This area] is not global and the assignment felt nearly
impossible to complete.
• Rather than seeing the potential for transmitting data from the field,
several found real-time data transmission to be limiting: …wish we could
look around more and fill in gaps later, we missed a lot trying to edit and
collect.](https://image.slidesharecdn.com/unesco14mobilelearninglangran-140209124349-phpapp01/85/UNESCO-MLW2014-Mobile-Mapping_Langran-17-320.jpg)
UNESCO MLW2014 Mobile Mapping_Langran
- 1. Elizabeth Langran Marymount University Educating Globally, Exploring Locally: Using Mobile Mapping to Explore Cities and Globalization
- 3. What do I see? What do I think? What do I wonder? Questioning & Wondering Sharing & Planning Analyzing & Interpreting Based on John Dewey. Logic: The Theory of Inquiry. Holt, Rinehart and Winston, New York, 1938 Reading & Learning Looking & Listening
- 5. Geospatial Literacy Use maps to provide opportunities for students to see patterns, make connections, & create their own meaning
- 6. Mobile Hardware Photo by elangran Photo by elangran Photo by elangran
- 7. crowdmap.com
- 14. • Survey of HS students about the assignment (n=27)
- 15. • Uploading the pictures was easy and it was also fun to see photos of the places other groups visited. • Collecting data was done with ease and worked better than the traditional paper and pencil technique. The assignment was unique and interesting. • Before the assignment, I have never been to Clarendon Boulevard and had no idea that it even existed. Afterwards, I am open to an entire new world beyond Annandale that I now explore frequently. For that I thank you.
- 16. The High School Teacher Experience The classroom teacher indicated that he intends on using mobile technologies in this assignment again, based on the experience that 1. 2. 3. 4. The technology was easy for students and the teacher. The visual nature of the assignment allowed students to extend their learning. The students can use the data flexibly. It was fun for the students.
- 17. Undergraduate Sociology Class • It made you think. • This gave me a reason to visit an area, though I was born here, an entirely new experience. • It categorized things so it made it easy to see where globalization or interconnectedness occurred. • Frustration: [This area] is not global and the assignment felt nearly impossible to complete. • Rather than seeing the potential for transmitting data from the field, several found real-time data transmission to be limiting: …wish we could look around more and fill in gaps later, we missed a lot trying to edit and collect.
- 18. Graduate Education Class Within the graduate student focus group (n=12), most found the assignment worthwhile and engaging. Several were able to connect specific observations in the field to topics covered in class. Students had specific suggestions for the upload protocol, as several felt it did not function as well as it should. The technological barriers were higher for the university students than for the high school students. Of the graduate students who experienced technology issues, all four had completed the assignment individually, rather than within a team.
- 19. Conclusion The use of mobile devices in field-based classroom assignments appears to be a useful pathway for student engagement and connections to the community in which the students are exploring. The ease-of-use and fun provided by the mobile technologies in the classroom were regarded by these classroom teachers as a worthwhile endeavor. As students are coming to schools with familiarity with and access to handheld devices, it makes sense to take advantage of their possibilities both inside and outside of classroom walls. Further research will be necessary to determine the best approaches to support City as Text and other place-based learning pedagogies.
Editor's Notes
- #2: Ask participants to downloadUshahidi app if they want to play with it later on
- #4: Inquiry-basedA creative choice that transforms the search for knowledge.Are open-ended and resist an obvious simple or single right answer. A quick and simple ‘yes’ or ‘no’ response cannotanswer this type of question.Lead to other essential questions that are related, or to questions that are posed by students. Good questions provokeother good questions. Try to create families of related questions that can anchor a course or unit. Encourage students tocreate their own questions as they attempt to clarify the main Essential Question.
- #5: For example – African, Caribbean, Bangladeshi, Spanish? Who lives here? Does Spanish mean, from Spain? What used to be here?
- #6: (define geospatial:Geospatial literacy includes the ability to understand, create and use geospatial representations for Web navigation, narrative descriptions, problem-solving and artistic expression (Liebhold 2004). In light of the explosive growth and diminished lifespan of information, geospatial literacy is becoming increasingly important, as the thought that needs to be followed in information discovery tasks is often spatial in nature)Thisises ArcGIS explorer (explorer.arcgis.com)
- #7: Because the students have them anyways. Note things to wonder about, take pictures, records sounds & capture the beginnings of a question that is then geotagged This can be done without mobile tools but it can’t be done without the pedagogy, so the pedagogy is more important, but it can help students structure their field experience & make the most of limited time out. Why should they put away their devices to learn?Smartphone advantage: lots of students have them. They take photos that can be geotagged (explain – uses GPS coordinates) and with cell service can post immediately. Does not cost the school $$. Can take gps location, notes, voice/audio recording, photos, videoTablet advantage: groups can more easily collaborate on them. Not as many students have them. If they are 3G enabled they can do all of the same things that smartphone can.Dumb phone: can be done to a certain extent – texts can be sent to the website. A camera is needed to take pictures (obviously) but can be uploaded onto a computer later. Think about how long you take to do this sometimes!
- #8: We are a non-profit tech company that specializes in developing free and open source software for information collection, visualization and interactive mapping"Ushahidi", which means "testimony" in Swahili, was a website that was initially developed to map reports of violence in Kenya after the post-election fallout at the beginning of 2008. Since then, the name "Ushahidi" has come to represent the people behind the "Ushahidi Platform". Our roots are in the collaboration of Kenyan citizen journalists during a time of crisis. The original website was used to map incidents of violence and peace efforts throughout the country based on reports submitted via the web and mobile phones. This website had 45,000 users in Kenya, and was the catalyst for us realizing there was a need for a platform based on it, which could be used by others around the world.Since early 2008 we have grown from an ad hoc group of volunteers to a focused organization. Our current team is comprised of individuals with a wide span of experience ranging from human rights work to software development. We have also built a strong team of volunteer developers primarily in Africa, but also Europe, South America and the U.S.
- #11: Free app for both iPhone and AndroidAllows you to upload a photoI can decide the categoriesData you can include: title, description, category, date, location, photos, and URLYou can set it so it needs to be verified by you before showing up on the map. There are some privacy settings you can change/control.