Learning with Technology In, About, Through, and Despite Context Mike Sharples Institute of Educational Technology The Open University, UK

As learning extends beyond the classroom, so context becomes a central construct in educational theory and practice “What do we mean by the word ‘context’ in education and how does our context influence the way that we learn?” Rose Luckin, 2010, Re-designing Learning Contexts

Learning in context Learning about context Learning through context Learning despite context

Learning in context Being aware of changes in physical, social and conceptual environment Integrating signs and signals from one’s surroundings to assist learning Cycle of engagement and reflection

Learning in context Computer User Context Data filtering and integration Data filtering and integration Computer User

Mobilearn/CAGE at Nottingham Castle museum

CAGE system Navigation in a conceptual space through physical movement Location-based content delivery Ultrasound tracking system Context awareness: which painting? how long? been there before?

CAGE Architecture Content Server Environment Sensors Context Awareness metadata XML Content Environment Sensors XML Content recommendations XML User profile XML Context Awareness Subsystem XML User input

Issues with technology-mediated learning in context Enabling reflection in context Recognising and modelling the dynamics of interaction between people and their environment Dynamic information filtering and data integration Artificial Intelligence Frame Problem Determining what aspects of the current situation are relevant Matching data from sensors to continually evolving negotiations between people and their surroundings

PaSAT Peter Lonsdale PhD Learning through engagement and reflection in context Custom software to author and run location-based games Laptop server, PDA clients, GPS positioning, wireless-LAN

Web-based authoring tool PDA client with GPS positioning

Build-IT game Choose the best locations for 3 new buildings Have to be at the site to estimate Factors to consider: Minimise Cost Minimise Risk (e.g. environmental impact) Cost and Risk both vary depending on location and size of building

Factors that affect cost and risk are visible in the environment Slopes cause flood risks Micro-sites for learning Soft land needs more expensive foundations Being outdoors in the environment is part of the game Houses nearby lead to planning objections

Learning about context Learner is deliberately trying to make sense of the surroundings Technology used as a tool to interpret the environment

Augmenting and interpreting the landscape Priestnall, G., Brown, E., Sharples, M. (2009) A student-led comparison of techniques for augmenting the field experience. In D. Metcalf, A. Hamilton & C. Graffeo (eds.) Proceedings of 8th World Conference on Mobile and Contextual Learning (mLearn 2009), Orlando, Florida, 28-30th October, 2009. University of Central Florida, p. 195-198.

Learning through context Learning as situated social interaction and knowledge construction Creating micro-sites for learning

An interaction view of context Context is a dynamic and historical process to enable appropriate action (learning) constructed through interaction between people, settings, technologies, objects and activities

Modelling context Context Context state Context sub-state What is going on over time Context state Elements from the Learning and Setting at one particular point in time, space, or goal sequence Context sub-state Elements from learners and settings that are relevant to the current focus of learning and desired level of context awareness

Learning despite context Seamless continuity of learning despite changes in context Abstraction away from immediate changes in environment Flow state of engagement Oblivious to surroundings Technical issues of preserving state across devices and settings Educational issues of maintaining relevant learning

Learning through context Learning about context High interaction with context Learning through context Learning about context Low awareness of context High awareness of context Learning despite context Learning in context Low interaction with context