winter telfest - mobile devices for field-based learning - bob johnston & graham mcelearney
TRANSCRIPT
Mobile Devices forField-Based Learning
Bob Johnston, Department of Archaeology
Graham McElearney, CiCS
TelFest January 2015
‘Total’ device
Challenging environments
Networked
Location, location, location
Personal and ubiquitous
Students’ independence as learners
Why incorporate mobile devices into learning?
1. Networked and workflowUniversity of Reading Iceland fieldtrip
2. Self-led tours and augmented realityDe Montfort University
3. Access to media-rich resourcesiDig, DropBox
4. Data collectionArcPad & field survey; FieldtripGB in New Forest NP
5. Critical geographyViewsheds in the Peak District
Some ways in which mobile devices can be used in fieldwork teaching
1. Networked and workflowUniversity of Reading Iceland fieldtrip
2. Self-led tours and augmented realityDe Montfort University
3. Access to media-rich resourcesiDig, DropBox
4. Data collectionArcPad & field survey; FieldtripGB in New Forest NP
5. Critical geographyViewsheds in the Peak District
Some ways in which mobile devices can be used in fieldwork teaching
1. Networked and workflowUniversity of Reading Iceland fieldtrip
2. Self-led tours and augmented realityDe Montfort University
3. Access to media-rich resourcesiDig, DropBox
4. Data collectionArcPad & field survey; FieldtripGB in New Forest NP
5. Critical geographyViewsheds in the Peak District
Some ways in which mobile devices can be used in fieldwork teaching
22/01/2015
© The University of Sheffield; Map data: Crown Copyright/database right 2008; an Ordnance Survey/EDINA supplied service.
1. Networked and workflowUniversity of Reading Iceland fieldtrip
2. Self-led tours and augmented realityDe Montfort University
3. Access to media-rich resourcesiDig, DropBox
4. Data collectionArcPad & field survey; FieldtripGB in New Forest NP
5. Critical geographyViewsheds in the Peak District
Some ways in which mobile devices can be used in fieldwork teaching