From Location‐Based Services to Location‐Based Learning: Challenges and Opportunities for Higher Education

Mountain, David

doi:10.1002/9781119950592.ch21

Cited by 3 publications

(3 citation statements)

References 19 publications

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“…Mountain (2012) has reviewed the arguments for location-based mobile learning. He describes the concept of 'ambient intelligence' (Kukulska-Hulme et al 2009) created when additional information is associated to things in the real world.…”

Section: Mobile Learning and Technologiesmentioning

confidence: 99%

“…Arguably this is a more sophisticated than the students navigating to set points in the landscape and then playing audio or video materials. This 'situated learning' (Naismith et al 2004) allows the movement through physical space to be simultaneous with travel through information space (Mountain 2012). A more advanced conceptualisation of our field course could allow additional social context in the form of technology-mediated communication to those teaching, facilitating enquiry at sites not currently encoded as mediascape regions.…”

Section: Mobile Learning In the Geography Field Coursementioning

confidence: 99%

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Mobile Learning in a Human Geography Field Course

Jarvis

Tate

Dickie

et al. 2015

Journal of Geography

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This paper reports on reusable mobile digital learning resources designed to assist human geography undergraduate students in exploring the geographies of life in Dublin. Developing active learning that goes beyond data collection to encourage observation and thinking in the field is important. Achieving this in the context of large class sizes presents several challenges. Combining in-situ learning with spatially-accurate historical and contemporary multimedia, we developed a set of location-aware digital mobile tools or 'mediascapes'. We explore how scaffolding can be achieved in such a context, focusing on the development of students' observational, enquiry and thinking skills in the field.

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Section: Mobile Learning and Technologiesmentioning

confidence: 99%

Section: Mobile Learning In the Geography Field Coursementioning

confidence: 99%

Mobile Learning in a Human Geography Field Course

Jarvis

Tate

Dickie

et al. 2015

Journal of Geography

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“…Locationaware learning system usually needs to be equipped with the features of positioning, guiding and context push. [3]  Positioning: Among the positioning devices, GPS receiver is one of the most regular outdoor positioning sensors. It majorly acquires the satellite signals to determine the position of the GPS receiver.…”

Section: A Location-aware Learningmentioning

confidence: 99%

A Mobile Augmented Reality Based Scaffolding Platform for Outdoor Fieldtrip Learning

Tsai

Huang

2014

2014 IIAI 3rd International Conference on Advanced Applied Informatics

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Mobile learning provides learners with the capability to assimilate courses anywhere in any time. However, most of the existing Mobile learning systems only allows learners to passively receive knowledge without considering the temporal and spatial information of the learners. The paper proposed a context-aware mobile augmented reality learning platform, called Historical Time Tunnel(HTT), as scaffolding platform for outdoor field learning. The location-based nature of Augmented Reality(AR) technology, AR-based Mobile learning systems could enable learners to acquire the historical interactive knowledge that are related to the specific geographical location. Through such direct interaction with location-based information provided by AR-based M-learning technology, the knowledge acquisition efficiency can be significantly boosted. The designed HTT system not only focuses on student learning management module but also provides teaching material management module for teachers. The conducted experiments on the elementary school student successfully prove that HTT system is an effective scaffolding tool for the novice teachers as well as a helpful assistant to the experienced teachers.

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Whither goes the “maps” course? Maintaining map-use concepts, skills, and appreciation in GIS&T curricula

Hamerlinck

2015

Cartography and Geographic Information Science

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Popular and professional interest in maps and map-making has never been greater. Despite this engagement, introductory skills courses in "map use" have largely disappeared in undergraduate geography and cartography programs at US universities, with research indicating that both map-use course enrollments and the existence of such courses themselves are on the decline. While the map-use course and its content may have been replaced by, repackaged as, or incorporated into an integrated geographical information systems-cartography-remote sensing foundations course, how do we ensure that an understanding of maps and their unique characteristics is not lost in the mix? This essay describes a recent course redesign experience incorporating information literacy, technology fluency, and spatial thinking principles to maintain map-use concepts, skills, and appreciation in an introductory geographic information science and technology (GIS&T) foundations course, meeting both GIS&T and general education curricular goals.

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From Location‐Based Services to Location‐Based Learning: Challenges and Opportunities for Higher Education

Cited by 3 publications

References 19 publications

Mobile Learning in a Human Geography Field Course

Mobile Learning in a Human Geography Field Course

A Mobile Augmented Reality Based Scaffolding Platform for Outdoor Fieldtrip Learning

Whither goes the “maps” course? Maintaining map-use concepts, skills, and appreciation in GIS&T curricula

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