Chapter 07
情境感知無所不在學習環境
的建置與教學策略
國立臺南大學 黃國禎 數位學習科技系 教授 理工學院 院長Learning in the In-Class age
Mass education
Print technology
Textbook
Learning as
knowledge
transmission
Learning in the computer/Internet
age
Individualised learning
Computer technology
Virtual learning
environment
Learning as knowledge
construction
Learning in the mobile/ubiquitous
age
Mobile learning
Handheld wireless
technology
Virtual+Real learning
environment
Learning as
conversation in
context
Definition of mobile learning
learning with portable technologies
focusing on the portable technology
could be in a fixed location, such as a
classroom
learning across contexts:
focusing on the mobility of the learner
interacting with portable or fixed technology
learning across locations
taking advantage of learning opportunities
offered by portable technologies (e.g., accessing web contents at any place)
Characteristics of U-learning
(Chen et al., 2002; Curtis et al., 2002; Hwang, 2006)
Permanency:
Learners can never lose their work unless purposefully.
Learning processes are recorded continuously.
Accessibility
Learners have access to their data from anywhere.
Information is provided based on requests. That is, the learning is active.
Immediacy:
Learners get any information immediately at any where.
Interactivity:
Learners can interact with experts, teachers, or peers via synchronies or asynchronous communications.
Experts are more reachable and Knowledge is more available.
Situating of instructional activities
Learning could be embedded in our daily life.
Problems encountered and the knowledge required are presented in the nature and authentic forms.
Adaptability:
Learners can get the right information at the right place with the right way.
M-Learning vs. U-Learning
M-Learning
emphasizing on the portability of the learning
device and the mobility of the learner.
U-Learning
Focusing on functionalities (e.g., accessibility
and Immediacy) of the learning environment.
Basically, both m-learning and u-learning
aim to accomplish the same goal in
Mobile Technologies
Wearable devices
Watch, GPS, organiser, music player, thermometer, barometer
Mobile phones
Phone, music player, camera, organiser, games
Handheld computers
Organiser, wireless web, email, video, messenger, games
Pen tablet computers
Multimedia computer, notepad
Computing with Natural Interfaces
SmartPhones
(e.g., Sprint PPC 6700)Pen Tablet Computers
http://www.rentacomputer.com/rentals/tablet-pc.asp
Features of Mobile/Ubiquitous
Learning
Learner centred Individualised Collaborative Situated Ubiquitous LifelongMobile/Ubiquitous
Situated learning
Learning is a process of social participation
Knowledge should be presented in authentic
contexts
Learners participate within a community of
practice
Problem-based (or enquiry-based) learning
Explore problems rather than test mastery of skills
Students refine and examine problems and develop solutions
The Ambient Wood Project
It was designed to enable children
to switch from their experiences of the
physical world (e.g. observing a butterfly
drinking nectar (花蜜) from a thistle (薊類植物)
to reflect upon the ecological processes that
lie behind this interdependency, eg.
The Ambient Wood Project
Learning experience was designed that
encouraged children to explore and
hypothesize about different habitats (棲
息地) found in a woodland.
Mobile devices was provided for the
children to access and share contextually
relevant digital information when indoors
and outdoors.
Probe tool
designed to enable
children to collect real-time measurements of light and moisture in the area
PDA display as dynamic
visualizations
stored all the readings
Ambient horn
a handheld device the
children held to their ears to hear the sounds
triggered via location
pingers, according to the
children’s location, but was
Wireless speakers
hidden in sections of the woods
realistic sounds of animals in the habitat
and abstract sounds that represented
various plant processes
pinger technology was used to deliver the
sounds and trigger the ambient horn
Visualization tools
enable students to
reflect upon their
outdoor discoveries in indoor settings
reconstruct what they
had seen, collected, and heard
Mixed-Reality Learning
MyArtSpace project
Aim: to make school museum
visits more engaging and educational
Combines
personal space (mobile phones)
physical space (museum, classroom)
virtual space (online store and gallery)
Mixed-Reality Learning
MyArtSpace project
Children as curators, create their
own interpretations
They use mobile phones to
collect content, take photos, make recordings, share notes
They create, share and publish
their own online collections
Full-scale deployment in test
Collaborative learning
Learning through
technology-mediated collaboration
Mobile Computer-supported
Collaborative Learning (MCSCL)
Communication between handhelds
assists and structures communication
between learners
Collaborative learning
example
MCSCL developed by
Pontificia Universidad
Católica de Chile
Tested in four schools
and at teacher training
college
Teacher's PocketPC
1. The teacher downloads the
activity from the project web site to his PocketPC.
Teacher's PocketPC
Students's PocketPCs
2. In the classroom, the teacher
transmits the activity to the students using the MANET.
3. The collaborative activity
is launched by the teacher and the students are assigned to teams that work collaboratively.
Teacher's PocketPC Students's
PocketPCs
4. When the class is finished, the teacher's
Teacher's PocketPC
5. The teacher downloads the data collected onto
Ubiquitous Computing
& Context-Aware
Ubiquitous Computing (u-computing)
Technologies
在1988年美國Mark
Weiser，首先提出u-computing的觀念
小型電腦將嵌入我們周遭日常用品裡，不需
人類主動操控，即可感知我們的行為與可能
的需求，並作出反應。
又稱為「寧靜技術」(Calm Technology)。
各國推動的u-computing計畫
Organic Computing 漢諾瓦大學資訊系 系統工程中心 德國 Connected Singapore 新加坡政府 新加坡 U-City 三星(Samsung) U-Korea 南韓政府 南韓 U-Japan 日本政府 日本 Ambient Intelligence 歐盟 歐洲 Pervasive Computing IBM Proactive Computing Intel 美國Relevant Technologies of
U-Computing
Proactive Computing - working towards environments in which networked computers proactively anticipate our needs and, sometimes, take action on our behalf.
Pervasive computing - imploding processors, sensors, and actuators into small devices and appliances, or large scale walls, buildings and furniture, and combined with new visualization devices via high-speed networks.
Organic computing –Components and subsystems of the system are well coordinated in a purposeful manner, such as to be able to meet upcoming challenges by goal-oriented reactions.
From User View
Computing with Natural Interfaces
Context Aware Computing
Automated Capture and Access to Live
Experience
Everyday Computing
Context Aware
Computing
minimal set of necessary
context:
Who : User and other people in the
environment.
When : User activity relative changes in time.
Where : The physical location of the user.
What : Interpretations of user activity.
Automated Capture and Access to
Live Experiences
Not only trying to remember the important pieces
of information
Tools to support automated capture and access
to live experiences
Remove the burden of doing something humans
are not good at (i.e., recording) so that they can focus attention on activities they are good at (i.e., indicating relationships, summarizing, and
Mobile devices & sensors
Wireless communications
Everyday Computing
Support the informal and unstructured activities of our everyday lives.
Providing continuous interaction moves computing from a localized tool to a constant presence.
How u-computing technologies
benefit learning activities?
A u-computing environment is able to sense
personal behaviors in the real world
It is able to provide more information to support adaptive learning
It is able to guide the learner in the real world
It is able to judge the learner’s behaviors in the real world
is correct
It is able to more actively provide necessary information to the learner
U-learning
U-Computing in
Learning
U-learning
E-learning support is available in any place at any time
U-computing technology is not a necessary criterion
U-computing in learning
Applying the u-computing technology to the learning process
Context awareness belongs to such a category: context-aware u-learning
Mobile/Ubiquitous Learning
U-Computing in Learning
Examples of Context-Aware
U-Learning
以聲境技術 (SoundScape Technology)設計情境教育的探索 Joiner et al.(2006) 以U-Learning概念規劃並建置一套 單晶X光繞射研究人員訓專家系統 Hwang et al.(2006) 藉由U-Learning整合室內(indoor) 及室外(outdoor)森林實地考察的 學習經驗 Rogers et al.(2005) 建置JAPELAS和TANGO兩套系 統，以支援語言學習的U-Learning 環境 Ogata & Yano(2004)Four steps of providing context-aware
u-learning system services
Setting instructional requirements for each of the
learner’s learning actions
Detecting the learner's behaviors
Comparing the requirements with the
corresponding learning behaviors
Context-Aware u-learning vs
M/U-Learning
System can record the real world information of the learner.
Learning portfolio records the on-line behaviors of the
System can more actively provide personalized information or services to the learners based on real world context
Learners need to actively access the system via wireless networks.
In addition to access the on-line database, it is able to sense the learner’s situation in the real world. understands the learner’s
situation by accessing the
on-line database.
Context-Aware U-Learning M/U-Learning
More parameters in a context-aware
u-learning portfolio
Personal situation in the real world: learner’s location, time of arrival, temperature, heartbeat, blood pressure, etc.
Environmental situation : the sensor’s ID and location, the temperature, humidity, air ingredients, and other parameters of the environment around the sensor
Feedback from the sensor : the sensed values of the target, e.g. PH value of water.
Personal data in the database : learner’s profile and learning portfolio, such as the predefined schedule, starting time of a learning activity, the longest and shortest acceptable time period, place, learning sequences.
More Intelligent Tutoring
& More Adaptive Learning
with u-computing
Problem Solving Support
Main duty and main value of ITS
technology
Three technologies
(1) Intelligent analysis of student solutions (2) Interactive problem solving support
(3) Example-based problem solving support
E/M to U: Problems solving scenery moves from virtual world to real world
(1) Intelligent analysis of student solutions
deals with students' final answers
decide whether the solution is correct or not
find out what exactly is wrong or incomplete
identify which missing or incorrect knowledge
may be responsible for the error (knowledge diagnosis)
provide student with extensive error feedback
and update the student model (eg: PROUST [Johnson, 1986])
(2) Interactive problem solving support
provide intelligent help on each step of problem
solving Instead of waiting for the final solution
The levels of help vary from signaling about a
wrong step, to giving a hint, to executing the next step for the student
The systems (often referred to as interactive
tutors) can watch the actions of the student,
understand them, and use this understanding to provide help and to update the student model.
(3) Example-based problem solving
support
helping students to solve new problems by
suggesting them relevant successful
problem solving cases from their earlier
experience
eg: ELM-PE [Weber, 1996], ELM-ART
[Brusilovsky, 1996] and ELM-ART-II [Weber, 1999]
Student Model Matching
adaptive collaboration support
use system's knowledge about different
students to form a matching group for different kinds of collaboration
intelligent class monitoring
identify the students who have learning
records essentially different from those of their peers
to find students who need special attention
Example 1: Arrange the students to
Learn in the real world with on-line
guidance
U-learning system:
Now we are going to learn to
identify the TYPE of a plant. Can you see the plant in front of you?
Your Ans: Yes.
U-learning system: Can you identify the type of the plant.
> Your Ans : No.
> U-learning system: What is the color of the plant?
> Your Ans : Green.
> U-learning system: Is the plant one trunk?
Example 2: Evaluate the students by
asking them to identify real world
objects
U-learning system:
Now we are going to evaluate
your knowledge concerning the TYPE of plants. The time limit of the first test item is 15 minutes. Are
you ready?
Your Ans: Yes.
U-learning system: Find all of the plants with
“Herb”type in the campus by clicking the
“Confirm”bottom of your learning device while you are in front of the plants.
Example 3: Conduct Real world
observations with online information
supports
U-learning system:
Now we are going to learn to
recognize the plants in the campus via identifying their features. Can you see the plant in front of you? Your Ans: Yes.
U-learning system: Do you know the name of this
plant?
> Your Ans : No.
> U-learning system: Connect to the plant database, which will help you in recognizing the plant. When you are ready to answer this question, click the “Ready”bottom.
Example 4: Conduct Cooperative
problem solving in the real world
with on-line assistance
U-learning system: John, now you are in the
northern-west area of the campus. You can see the locations of your team members on the screen of the learning device. There is a communication window in the up-right corner of the screen that allows you to communicate with them. What you need to do is to complete the map of the campus by locating each building and avenue in the correct position.
(John walking………..)
Minimal Requirements for building a
context-aware u-learning environment?
A set of readers (or sensors) that sense the
situation (at least location) of the learner (e.g., RFID readers)
A set of tags that can be used to identify each
learner
A server that can access the user’s situation
from the readers
A mobile device that can display the messages
RFID (
Radio Frequency Identification
)
- an available sensor
RFID系統包含標籤(Tag)、閱讀器(Reader)、天 線(Antenna)與應用軟體(Application System)。 RFID的基本特性可以區分為以下六大項 數據的讀寫(Read Write)機能 容易小型化和多樣化的形狀 耐環境性 可重複使用 穿透性 數據的記憶容量大RFID TAG
被動式Tag
接收讀取器所傳送的能量，轉換成電子標 籤內部電路操作電能，不需外加電池 優點：體積小、價格便宜、壽命長、數位 資料可攜帶。 主動式Tag
使用電池推動 優點：訊號發射的距離遠優於被動式TagRFID TAG Reader
讀取器(Reader)：
利用高頻電磁波傳遞能量與訊號，電子標籤的 辨識速率每秒可達50個以上。可以利用有線或 無線通訊方式，與應用系統結合使用。 被動式TAG、主動式TAG工作頻率不同，同一 Reader無法同時讀取When should the context-aware
technology be applied?
Do the learners need supports from the system?
Do we need personalized instructions?
Do the instructions or supports need to be given
actively?
Do the learners need to move from places to
places during the learning process?
Do the learners need to learn in the real world?
Case Study on Training Single-Crystal
X-ray Diffraction Researchers
Single-Crystal X-ray Diffraction is the most
effective method for analyzing 3D structure of
compound materials
The researchers need to move from places to
places to operate different equipment
It is time-consuming to train a new researcher
(usually 1-2 years)
The operations could be dangerous, and hence
the learner requires full-time guidance during the training process
Microscope products –examining, selecting, crystal mounting leaner Indexing, data collecting Centering and aligning the sample Single Crystal X-ray Diffractometer
Instructing Data transmitting
Data transmitting Data processing & Structure determination PC (1) (2) (3) Location: 1st floor, R 126 Expert System Ubiquitous learning environment Give advice or hints based on the context Context of learner RFID Temperature meter
台南縣成功國小蝴蝶標本展示館
蝴蝶學名測驗
Potential Applications of
Mobile/Ubiquitous Learning
美勞-寫生
體育-運動技能
語文-識字、會話、作文
自然科-動植物及生態觀察
E-training-工廠作業流程
音樂欣賞
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