Learning in the city: context for communities and collaborative learning

Petersen, Sobah Abbas; Kofod-Petersen, Anders

doi:10.1049/cp:20060672

Cited by 5 publications

(5 citation statements)

References 26 publications

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“…This particular approach assumes that situations occur within a limited time frame and location, and the perspective on communities is one where communities cannot persist across situations. In particular the latter perspective has been identified as a challenge when attempting to model a collaborative learning domain [Petersen and Kofod-Petersen, 2006a], and is likely to be a challenge in similar domains.…”

Section: Evaluation Of the Knowledge Modelmentioning

confidence: 99%

Innovation and Creativity

Székely¹

2013

Gazdaság és Társadalom

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Section: Evaluation Of the Knowledge Modelmentioning

confidence: 99%

Innovation and Creativity

Székely¹

2013

Gazdaság és Társadalom

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“…That is probably why it is often used synonymously with context (Petersen and Kofod-Petersen, 2006). If an application is asked for certain information and if it knows where the user currently is, it may be able to recommend nearby people of institutions that may help to acquire that information (Thüs, 2010).…”

Section: Extrinsic Contextmentioning

confidence: 99%

“…If an application is asked for certain information and if it knows where the user currently is, it may be able to recommend nearby people of institutions that may help to acquire that information (Thüs, 2010). Another possibility of location awareness that is often mentioned is to inform the learner when people of his learning group are close by, so that he can meet with them and chat about current topics to get a deeper understanding (Petersen and Kofod-Petersen, 2006).…”

Section: Extrinsic Contextmentioning

confidence: 99%

Mobile learning in context

Thüs

Chatti

Yalçın

et al. 2012

IJTEL

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The widespread use of mobile technologies has led to an increasing interest in mobile learning. Context is a central topic of research in that area. In fact, a major benefit of mobile devices is that they enable learning across contexts. In this paper, we explore how context can deliver significant benefits in mobile learning and provide an extensive review of the current literature and research on mobile learning in context. Furthermore, we identify various challenges and research opportunities in this area and propose the conceptual framework CAMeL for context-aware mobile learning.

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“…In general, there has been a growing interest in physical spaces and on the role of technology in city-wide environments [1,3,4,5,6,7,8,9]. Many projects investigating new kind of learning activities have also moved their attention to the urban environment [2,10,11,12,13,14]. Ubiquitous and mobile technologies might facilitate learners to continue their learning outside their classrooms, when and where they desire, through exploration and interaction.…”

Section: Introductionmentioning

confidence: 99%

Reflections on the Role of Technology in City-wide Collaborative Learning

Calori¹,

Divitini²

2009

Int. J. Interact. Mob. Technol.

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Abstract-In this paper we investigate collaborative learning that takes place in a city with the support of mobile and wireless technology. Based on a literature review, we identify and discuss four main roles that technology can play in supporting (1) performance of shared tasks, (2) social networking, (3) active participation, and (4) visibility of learning. We claim that the full potential of new technology emerges by supporting learning that comes from exploration, interaction, and serendipity. Realizing this potential raises a number of technical challenges that are still largely unexplored. In particular, we claim that there is a need to move from applications design to a serviceoriented infrastructure that eases the development and adaptation of applications for multiple and interleaved learning experiences. Services that are common across different learning scenarios and can be used as building blocks need to be identified. The aforementioned roles are the first step towards this direction.

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Learning in the city: context for communities and collaborative learning

Cited by 5 publications

References 26 publications

Innovation and Creativity

Innovation and Creativity

Mobile learning in context

Reflections on the Role of Technology in City-wide Collaborative Learning

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