Learning with Technology In, About,
Through, and Despite Context
Mike Sharples
Institute of Educational Technology
The Open University, UK
As learning extends beyond the classroom, so
context becomes a central construct in
educational theory and practice
“What do we mean by the word ‘context’ in
education and how does our context influence
the way that we learn?”
Rose Luckin, 2010, Re-designing Learning Contexts
• Learning in context
• Learning about context
• Learning through context
• Learning despite context
Learning in context
• Being aware of changes in physical, social and
conceptual environment
• Integrating signs and signals from one’s
surroundings to assist learning
• Cycle of engagement and reflection
Learning in context
Data
filtering and
integration
Data
filtering and
integration
Computer
User
Context
Mobilearn/CAGE at Nottingham Castle
museum
CAGE system
• Navigation in a conceptual space
through physical movement
• Location-based content delivery
• Ultrasound tracking system
• Context awareness:
– which painting?
– how long?
– been there before?
CAGE Architecture
Content
Server
Content
Environment
XML
Content
metadata
XML
XML
User profile
Sensors
Content
recommendations
Context
Awareness
Subsystem
XML
XML
User input
Issues with technology-mediated
learning in context
• Enabling reflection in context
• Recognising and modelling the dynamics of interaction
between people and their environment
• Dynamic information filtering and data integration
• Artificial Intelligence Frame Problem
– Determining what aspects of the current situation are relevant
• Matching data from sensors to continually evolving
negotiations between people and their surroundings
PaSAT
Peter Lonsdale PhD
• Learning through engagement and reflection in
context
• Custom software to author and run locationbased games
• Laptop server, PDA clients, GPS positioning,
wireless-LAN
Web-based
authoring tool
PDA client with
GPS positioning
Build-IT game
• Choose the best locations for 3 new
buildings
• Have to be at the site to estimate
• Factors to consider:
– Minimise Cost
– Minimise Risk (e.g. environmental
impact)
• Cost and Risk both vary depending
on location and size of building
Factors that affect cost and risk
are visible in the environment
Slopes cause flood risks
Micro-sites for
learning
Soft land needs more expensive foundations
Being outdoors in the environment
is part of the game
Houses nearby lead to planning objections
Learning about context
• Learner is deliberately trying to make sense of
the surroundings
• Technology used as a tool to interpret the
environment
Augmenting and interpreting the
landscape
Priestnall, G., Brown, E., Sharples, M. (2009) A student-led comparison of techniques for augmenting the
field experience. In D. Metcalf, A. Hamilton & C. Graffeo (eds.) Proceedings of 8th World Conference on
Mobile and Contextual Learning (mLearn 2009), Orlando, Florida, 28-30th October, 2009. University of
Central Florida, p. 195-198.
Learning through context
Learning as situated social interaction and
knowledge construction
Creating micro-sites for learning
An interaction view of
context
• Context is a dynamic and historical process
• to enable appropriate action (learning)
• constructed through interaction between
people, settings, technologies, objects and
activities
Modelling context
Context
•What is going on over time
Context state
•Elements from the Learning and Setting at
one particular point in time, space, or goal
sequence
Context sub-state
•Elements from learners and settings that
are relevant to the current focus of learning
and desired level of context awareness
Learning despite context
• Seamless continuity of learning despite changes in
context
• Abstraction away from immediate changes in
environment
– Flow state of engagement
– Oblivious to surroundings
– Technical issues of preserving state across devices and
settings
– Educational issues of maintaining relevant learning
High interaction with context
Learning
through
context
Learning
about
context
High
awareness
of context
Low
awareness
of context
Learning
despite
context
Learning
in
context
Low interaction with context