Trees, Buildings, Signs, Statues: Public Space as a Mobile Learning environment
Trees, buildings, fountains, statues: outdoor spaces.
Pictures, installations, a stone from the moon: exhibits: indoor spaces.
Outdoors, indoors – how do you connect the two?
In my course, I will share with you my pedagogical answer to this big question.
Outdoors / indoors can be connected by using the same methodology and technology.
Mobile learning – The pros and cons of mobile learning will be examined with the aim of better understanding the educational promises. The interaction with fellow students and instructors will be very helpful. It is an accepted fact that learning is made easier when information is shared and questions answered through some kind of collaborative study. This helps several students work together on assignments even if they are situated at great distances from one another.
The technology – The Wandering platform innovation combines old pedagogy with a new technology; it was inspired by the great philosopher Walter Benjamin’s “The Wanderer”.
The Wandering platform is a technological knowledge platform that generates engaging activities for learning, training, team building, research, and fun. Users can practice, comment, create, share, rate, organize, and certify experiences generated by others. Activity-related content is the essence of the platform, bringing people back to the community as active players and building a vibrant community via the platform.
Knowledge is created around physical locations called “stations” – points of interest, social hubs, historical sites, public attractions – and this knowledge is retrievable and usable all over the world. Station-based content is where people can meet to create and share experiences via the Wandering platform.
The main topics:
1. Pedagogical terms: Mobile learning, Augmented reality, Place-based education, Constructivist theory.
2. Learning Based on Location: Pedagogical and theoretical aspects.
3. Introducing the theoretical and empirical considerations of mobile location-based games.
5. The use of physical space as a prop for action, the way this is linked to virtual space, and the possible learning impact of the game activities.
4. Terms and ideas that we will discuss and focus on: Contextual mobile learning, Image and representation, Mobile literacy, and Geospatial data.
The Learning Outcomes
Upon successful completion of this course, students should be able to create a game and then demonstrate it on the platform for a school, a museum, or a heritage monument .
such as: Example from Darwin High school in Rivoli, Italy – a learning based on location portfolio.
Participants will be able to create at least one different game, route, or , A scientific monitoring
The course is intended for teachers and teacher educators who are interested in learning by means of mobile technology. This course is designed to be suitable for teachers and teacher educators who hail from a wide variety of disciplines with little or no experience in utilizing mobile technology in their teaching.
– English fluency;
– Computer literacy.