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Location-based mobile learning
Transcript of Location-based mobile learning
LOCATION-BASED MOBILE LEARNING
- an amazing use of mobile devices for learning in the real world
WHAT IS LOCATION-BASED MOBILE LEARNING?
Links surroundings with educational content by using interactive media that activates on mobile devices at real places in real situations.
Integrates storytelling, game-play and augmented reality with tasks and location interaction.
Students learn with technology about digital technologies anytime and anywhere by designing and playing their games/experiences.
Location-based mobile learning is:
Personal and Playful
Authentic and Versatile
Select a local area
Find places, research them and build a relationship (story) that links the places together
Take photos, identify and safety issues
Locate digital media to associate with each place
Use maps, pins , post-it notes to plan the concept in the classroom
Determine scope and game mechanics
Identify the target audience - what experiences will they participate at each place?
Write a back-story
Include tasks that link places, to the learning
Include rich media (video, audio, photo, AR) and a way for a player to interact with it and the place
Pilot with your class before making public
Select a local area with content relevant to the curriculum
Plan scope, story, media, game-play in small groups
When introducing location-based mobile learning adventures into their educational programs teachers need design guidelines, web-based tools to create them, apps to play them and methods to implement them.
The Mobile Learning Academy has access to all the above, online community support and shared resources.
MOBILE LEARNING ACADEMY
take the educational content in the layers and .......
use a free web-based game-maker to easily program in rich interactive media you have found or created
attach the media to the real places you have determined to be in your LBMLA
link them all together with a story
allow it to be discovered, played and shared through a free app on a 3G/4G mobile device
THE AUSTRALIAN CURRICULUM
Designing, creating and playing a LBMLA provides an authentic, meaningful and personal pathway to teach WITH technology (and improve general ICT capability) while you are teaching ABOUT digital technology.
Your local community is layered with educational content
GPS is connecting
devices to places
WHAT WE HAVE LEARNT
Mobile devices ‘hook’ students, but they can spend too much time 'heads down' and not interacting with real world
Many schools don't have access to 3G enabled mobile devices
Students can be reluctant at first to use their personal phones (and data plans) to play
Students are motivated and engaged in learning by knowing others may play their LBMLA
Players and designers learn new ICT skills
LBMLA's can be implemented across all learning areas
LBMLA’s provide a practical example for students to learn how to access, create and communicate with ICT in their society.
LBMLA’s support many learning styles, goals and subjects
Students often learn things unrelated to the content they are researching. eg how to navigate, organise themselves and how to behave properly in public places.
Who Was Johnny Green? – a mobile science adventure: http://7scenes.com/scene/1854452/Who-Was-Johnny-Green
Set the scene
Play a scene
Deconstruct the scene
Start your own scene
The Secret ACCE Charter
NOW THERE IS A WAY FOR TEACHERS AND STUDENTS TO:
For more information contact Roger Edmonds - firstname.lastname@example.org
Background photo: Periptus, google.com.au
Selected findings only (anecdotal - no commissioned research)
Provides educators with the frame of reference for WHAT students will learn in a location-based mobile learning adventure and supports pedagogies that in turn inform HOW to design and deliver a LBMLA to maximize the learning.
THE AUSTRALIAN CURRICULUM
In teaching DESIGN & TECHNOLOGIES, LBMLA's are a valid product of teaching about designing with technology. In teaching DIGITAL TECHNOLOGIES, LBMLA's are both an instructable and learnable outcome of a students ability at applying computational thinking to analyse and make decisions as they create, test and evaluate their LBMLA.