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Ambient Wood: Designing New Forms of Digital Augmentation for Learning Outdoors

Ambient Wood: Designing New Forms of Digital Augmentation for Learning Outdoors
Ambient Wood: Designing New Forms of Digital Augmentation for Learning Outdoors
Ubiquitous and mobile technologies provide opportunities for designing novel learning experiences that move out of the classroom. Information can be presented and interacted with in a variety of ways while exploring a physical environment. A key issue this raises is when, where, what and how much? Our research is concerned with the design, delivery and interaction of digital information when learning about ecology outdoors. We present a framework of the different forms of digital augmentation and the different processes by which they can be accessed. Using the framework, we designed an outdoors learning experience, aimed at encouraging students to carry out contextualized scientific enquiry and to reflect on their interactions. Pairs of 11-12 year olds explored a woodland and were presented at certain times with different forms of digital augmentation. Our study showed that this kind of exploration promoted interpretation and reflection at a number of levels of abstraction.
Mobile learning, ubiquitous computing, outdoor learning, digital augmentation, reflective learning
1-9
Rogers, Yvonne
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Price, Sara
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Fitzpatrick, Geraldine
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Fleck, Rowanne
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Harris, Eric
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Smith, Hilary
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Randell, Cliff
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Muller, Henk
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O'Malley, Claire
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Stanton, Danäe
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Thompson, Mark
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Weal, Mark J.
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Rogers, Yvonne
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Price, Sara
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Fitzpatrick, Geraldine
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Fleck, Rowanne
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Harris, Eric
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Smith, Hilary
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Randell, Cliff
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Muller, Henk
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O'Malley, Claire
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Stanton, Danäe
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Thompson, Mark
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Weal, Mark J.
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Rogers, Yvonne, Price, Sara, Fitzpatrick, Geraldine, Fleck, Rowanne, Harris, Eric, Smith, Hilary, Randell, Cliff, Muller, Henk, O'Malley, Claire, Stanton, Danäe, Thompson, Mark and Weal, Mark J. (2004) Ambient Wood: Designing New Forms of Digital Augmentation for Learning Outdoors. Third International Conference for Interaction Design and Children (IDC 2004), United States. 01 - 03 Jun 2004. pp. 1-9 .

Record type: Conference or Workshop Item (Paper)

Abstract

Ubiquitous and mobile technologies provide opportunities for designing novel learning experiences that move out of the classroom. Information can be presented and interacted with in a variety of ways while exploring a physical environment. A key issue this raises is when, where, what and how much? Our research is concerned with the design, delivery and interaction of digital information when learning about ecology outdoors. We present a framework of the different forms of digital augmentation and the different processes by which they can be accessed. Using the framework, we designed an outdoors learning experience, aimed at encouraging students to carry out contextualized scientific enquiry and to reflect on their interactions. Pairs of 11-12 year olds explored a woodland and were presented at certain times with different forms of digital augmentation. Our study showed that this kind of exploration promoted interpretation and reflection at a number of levels of abstraction.

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More information

Published date: 2004
Additional Information: Event Dates: June 1-3
Venue - Dates: Third International Conference for Interaction Design and Children (IDC 2004), United States, 2004-06-01 - 2004-06-03
Keywords: Mobile learning, ubiquitous computing, outdoor learning, digital augmentation, reflective learning
Organisations: Web & Internet Science

Identifiers

Local EPrints ID: 259530
URI: https://eprints.soton.ac.uk/id/eprint/259530
PURE UUID: 7d5fe73e-8fca-49ca-a3ea-da2a2808f9e4
ORCID for Mark J. Weal: ORCID iD orcid.org/0000-0001-6251-8786

Catalogue record

Date deposited: 15 Jul 2004
Last modified: 06 Jun 2018 13:08

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Contributors

Author: Yvonne Rogers
Author: Sara Price
Author: Geraldine Fitzpatrick
Author: Rowanne Fleck
Author: Eric Harris
Author: Hilary Smith
Author: Cliff Randell
Author: Henk Muller
Author: Claire O'Malley
Author: Danäe Stanton
Author: Mark Thompson
Author: Mark J. Weal ORCID iD

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