Creating user-generated content for location-based learning: an authoring framework.
Two recent emerging trends are that of Web 2.0, where users actively create content and publish it on the Web, and also location awareness, where a digital device utilizes a person's physical location as the context to provide specific services and/or information. This paper examines how these two p...
| Publicado en: | Journal of Computer Assisted Learning Vol. 28; no. 3; pp. 195 - 208 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Jun2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104568442&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104568442 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2012 vid: 28 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104568442 75254129 10.1111/j.1365-2729.2012.00481.x 104568442 ppf: 195 ppct: 13 formats: tig: atl: Creating user-generated content for location-based learning: an authoring framework. aug: au: FitzGerald, E. affil: Institute of Educational Technology, The Open University, Walton Hall, Milton Keynes, MK7 6AA, UK sug: subj: Learning Methods Writing Wireless Communications Learning Environment Geographic Factors Human Wales Funding Source Conceptual Framework User-Computer Interface Curriculum Communication Content Analysis Male Female Young Adult Male Female ab: Two recent emerging trends are that of Web 2.0, where users actively create content and publish it on the Web, and also location awareness, where a digital device utilizes a person's physical location as the context to provide specific services and/or information. This paper examines how these two phenomena can be brought together so that user-generated content on mobile devices is used to provide informal learning opportunities relevant to a person's location. However, the generative process of such media does not always have much guidance on how or what to create, so the quality of such information can be highly variable. To overcome this, a framework has been designed to guide the authoring of user-generated content so that it can be used for informal learning about one's immediate surroundings (particularly in an outdoor setting), combining pedagogical aspects with those from human-computer interaction and environmental aesthetics. The framework consists of six dimensions that include aspects such as curriculum area (e.g. science, art), type of communication, use of language/media related to the landscape, knowledge level of content, contextual aspects, and types of interaction. In order to test the framework before it could be used to scaffold new content, it was first used to analyse and evaluate over 200 items of existing user-generated content, to investigate the appropriateness of the proposed dimensions and the items contained therein or if any were missing. This paper presents the findings of this initial testing phase, together with a discussion of how the framework can be improved, in order to help scaffold the creation of new user-generated content in the future. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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