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Focus and Exploration in Contextual Relevance
Norwegian University of Science and Technology, , Department of Computer and Information Science.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
2011 (English)In: / UBICOMM 2011, The Fifth International Conference on Mobile Ubiquitous Computing, Systems, Services and Technologies, IARIA , 2011Conference paper, Published paper (Refereed)
Abstract [en]

The ubiquity of learning resources can be both empowering and challenging for mobile learners. The development in context-aware computing presents promising tools that support learning activities and offer learning opportunities, through providing the learners with relevant resources. By drawing on an existing model of contextual relevance, this article provides empirical examples of how contextual relevance can emerge and unfold throughout a mobile learning activity. It draws attention to how learning outside the classroom can facilitate engagement with the physical environment and its exploration, thus determining a thin balance between being on track, and triggering new discussions. The findings show that interaction between the ongoing activity and the environment assists focus, whereas exploration is promoted by interaction between the background and past experiences of the learner and the environment. Finally, ontological, interpretational and presentational issues are presented as design challenges.

Place, publisher, year, edition, pages
IARIA , 2011.
Keyword [en]
contextual relevance; mobile learning; ubiquitous learning
National Category
Information Systems
Research subject
Man-Machine-Interaction (MMI)
Identifiers
URN: urn:nbn:se:su:diva-68737ISBN: 978-1-61208-171-7 (print)OAI: oai:DiVA.org:su-68737DiVA: diva2:473292
Available from: 2012-01-05 Created: 2012-01-05

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http://www.thinkmind.org/index.php?view=article&articleid=ubicomm_2011_14_20_10275
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