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Ubi-learning integrates indoor and outdoor experiences

Authors:

Yvonne Rogers,

Sara Price,

Cliff Randell,

Danae Stanton Fraser,

Mark Weal,

Geraldine FitzpatrickAuthors Info & Claims

Communications of the ACM, Volume 48, Issue 1

Pages 55 - 59

https://doi.org/10.1145/1039539.1039570

Published: 01 January 2005 Publication History

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Abstract

Digital augmentation dissolves many of the physical barriers to learning by offering tools to integrate data and discoveries that travel with students as they explore new terrain.

References

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Wadtan RSovajassatakul TSriwisathiyakun K(2024)Effects of team-based Ubiquitous learning model on students’ achievement and creative problem-solving abilitiesCogent Education10.1080/2331186X.2024.230355011:1Online publication date: Mar-2024
https://doi.org/10.1080/2331186X.2024.2303550
Fletcher CIannucci CScanlon D(2023)A teacher’s self-study of digitally-enabled assessment practices to support enhancements in assessment literacy in primary physical educationCurriculum Studies in Health and Physical Education10.1080/25742981.2023.2265903(1-19)Online publication date: 6-Oct-2023
https://doi.org/10.1080/25742981.2023.2265903
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Index Terms

Ubi-learning integrates indoor and outdoor experiences

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Reviews

Reviewer: Barrett Hazeltine

Ubi-learning involves ubiquitous computing and mobile technologies, which are useful in designing innovative learning experiences. The example described in this paper is called Ambient Woods, which is a real woodland where children learn to form hypotheses and explore habitats. The woods contain a wireless fidelity (WiFi) local area network, sending information to personal digital assistants (PDAs) that are carried by children, and that collect information, including temperature and moisture, from the children's probes. One example of information sent to a PDA is a picture of an animal, and a voiceover about an aspect of its habitat, pinged when the child is near that habitat. Probe measurements from all of the children are displayed together on an interactive map of the woods, allowing others to participate in problem solving. The paper describes other devices digitally augmenting the learning experience. An objective of the technology is to allow the students to step back momentarily from what they are observing, and reflect. Two studies showed that children did integrate the information from the devices with their own observations, and went on to create hypotheses independently. There is not much detail here, but there are many suggestive ideas, and a promising approach. Online Computing Reviews Service

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Published In

Communications of the ACM Volume 48, Issue 1

Interaction design and children

January 2005

98 pages

ISSN:0001-0782

EISSN:1557-7317

DOI:10.1145/1039539

Issue’s Table of Contents

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Association for Computing Machinery

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Publication History

Published: 01 January 2005

Published in CACM Volume 48, Issue 1

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https://doi.org/10.1080/2331186X.2024.2303550
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Abstract

References

Cited By

Index Terms

Recommendations

Experiences with using iBeacons for Indoor Positioning

Seamless outdoor/indoor navigation with WIFI/GPS aided low cost Inertial Navigation System

Deep Learning Methods for Fingerprint-Based Indoor and Outdoor Positioning

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