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technology
andanduse ofin
playful
creative
GPS
mobile technology
education
THE WORLD ASA LEARNING ENVIRONMENT
 
playul and creative use o GPS and mobile technology in education
3
 
introduction4THEORETICALCONTEXT4mobilelearning4location-basedlearningusingGPS5game-basedlearning5educationalcontext7possibilitiesandpitfalls10EXAMPLES11DeZingendeStad13LopendLeren15Create-a-Scape:Savannah17Veenquest19TimeLab21Soundwalk23Frequentie155025GamesAtelier27MobileMath29Biocaching31MobileLearningGameKit33Outbreak@MIT35REFLECTION36goals37targetgroup37learningmethods38addedvalue38theteacherandtheuser-friendlinessofthetechnology40overview42consultedliterature43colofon
CONTENTS
 
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the world as learning environment
Thissituationpresupposesnewcompetenciesinteachersthatallowsthemtobeadaptive.Newmediaandtechnologicaldevelopmentssupportandstimu-latethedevelopmentoftalentandcompetenciesinpupilsandteachersalike.Itisthereforeimportantthatbothpupilsandteachersareintheknowoftheofteninnovativepossibilitieswhichnewmediaandcreativetechnologieshavetooffer.Thesechangesrequiredifferentformsofeducation.Pupilsarenolongerpositionedinrowsintheclass-roomtolistentotheteacher,inordertosubsequentlylearnbyheartwhatheorshetoldthem.Thesedaysclassroomsarelledwithgroupsofstudentswhosettoworkguidedbytheirteacher.ICTisplayinganevermoreimportantrolehere:itisdifculttoimagestudyingwithoutacomputer.ThecomputerhasbecomepartofthecurrentDutcheducation.SlowlybutsurelyanincreasingnumberofdevelopmentsinICTareenteringtheclassroom.SomeofthesedevelopmentsaretheuseofInternetandlearningthroughgames,mediaapplicationsandmobiledevicessuchasmobilephones,PDAsandlap-tops.Inviewofthechangesineducationitisquiteprob-ablethatgamesandmobiletechnologiesaregoingtoplayanevermoreimportantroleintheclassroompractice.Theymayevenhavetoplayanimportantrole,inordertomeetthecurrentchanges.Learningdoesnotnecessarilyhavetotakeplaceintheclass-room.Withthelatestdevelopmentsintechnologyitcanalsotakeplaceoutdoors.Thedirectenvironmentoftheschoolandofthepupilsisthenusedforlearn-inginauthenticcontexts.Inthispublicationwewilldiscusswhatlearningwiththeuseofmobiletechnologies,positioningtechnol-ogy(GPS)andgame-basedlearningcanmeanforeducation.Wewillseewhichlearningmethodsarepossibleandwhytheycanbeuseful.Afterthistheo-reticalassessmentwewillpresentsomeofthelearn-ingmethodsthathaverecentlybeendevelopedbyex-amplesfromactualpractice.Theprojectdescriptionsdiscusstheexperiencesofbothpupilsandteachers.Wewillreadabouttheirexperienceswhennotjustpupils’classrooms,butalsotheirdirectenvironmentactsasaplayingeldaswellasalearningenviron-ment.Thedescriptionsalsoindicatehowtheprojectdesignersfollowupontheexperiencesofpupilsandteachers.Areectionfollowsthedescriptionoftheexamplesofactualpractice,comprisingthemostimportantcon-clusionsfromtheexamplesandfocusingontheaddedvalueofmobileandlocation-sensitivetechnologyinlearning,thefocalaspectsforeachtargetgroup,goal,learningmethodandtheroleoftheteacher.
Education is changing. Formerly, a school’s education used to last pu-pils a lifetime, but today life-long learning is a key issue. Pupils are beingeducated to work and live in the society of the future. This society re-quires innovating and creative behaviour instead of standard skills andthe reproduction of facts. Today knowledge is not the goal; it is a tool.
INTRODUCTION
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