Education in a technological world: communicating current and emerging research and technological efforts
A. Méndez-Vilas (Ed.)
Ambient Learning Spaces
T. Winkler, C. Hahn, F. Scharf, M. Herczeg
Institute of Multimedia and Interactive Systems (IMIS), University of Luebeck, 23562 Luebeck, Germany
This chapter addresses body- and space-related learning of children and adolescents, supported by a wide range
of media platforms. These media constitute ambient learning spaces, in which learners use a variety of annotatable multimedia objects (e.g. image, video, sound, 3D models). These multimedia objects can, for example, be
used for mobile learning and for learning with a tangible interface in different environments. Our research started
more than a decade ago and relies on a pedagogical background known as critical constructivism. The development of our body- and space-related media is based on innovative scenarios and developed in a participative design process with future users. The research on the innovative learning environments is founded on Design Based
Research. According to this approach theory and real-world usage are conjoined and of equal importance. Thus
theory and applications evolve simultaneously during the design process.
Our future will bring up virtual environments that are connected with the physical world, resulting in mixed reality learning environments. They enhance pleasant learning and can be described as a product of experience design. The enrichment of the physical environment allows enactive learning and is supposed to support sustainable
learning. Co-constructive learning processes are encouraged by consideration of cultural and social space in
learning environments. Further issues are the acquisition of transferable knowledge and the enhancement of the
learners’ competences.
We introduce our concept of ambient learning spaces in regard to present scientific discussion and research in
this realm. Referring to our own research we want to present prototypic interactive systems, their development,
use and some basic evaluation. The implementation of the connection of the respective media by constructing a
Network Environment for Multimedia Objects (NEMO) is ongoing and will be described. NEMO offers access
to multimedia objects of a cloud-located repository that can be used on different media platforms. Further we
want to present a theoretical model consisting of different layers, which describe interrelated medial layers ranging from body to the external environment or space (Fig.1). This connection of layers realized by NEMO is essential for independence of digital data from physical devices. Due to this independence ubiquitous und pervasive communication and interaction is possible.
Referring to the layers, we present augmented learning environments resulting from co-design development processes. “Digital Fashion” addresses wearables in performance art. “Moles” and “Infogrid” deal with mobile
learning. The “UniTable”, a multitouch table, can be used for learning games e.g. “SpellIt” and the “Interactive
School Wall”, consisting of several wall-mounted multi-touch screens, allows e.g. groups of learners to restructure information cooperatively. The project “World of Dragons” implements motion detection by image processing and “Second Life vs. Real Life” deals with events in virtual environments elicited by gesture control on a
physical stage and their projection into physical space.
Finally we will describe a scenario that creates a vivid picture of interdisciplinary learning supported by multimedia. Learners use media in different learning environments such as urban and rural space as well as in more
institutionalized spaces as schools. In this framework it is shown how cooperative learning is enhanced. By identifying the user, the system enables individualized learning on different physical user interfaces under a longterm perspective. A short outlook on future development and ambient learning spaces will be provided.
Our research of over 10 years in this area will be presented from theory to best practice in real environments like
kindergartens, schools and museums.
Figure 1: Model of Media Layers
Keywords: ambient learning spaces; learning environment; mixed reality; media layers; ambient media; tangible media;
mobile media; wearable media; media platform connection; multimedia objects; design based research; participative design;
critical constructivism, co-constructive learning;
Education in a technological world: communicating current and emerging research and technological efforts
A. Méndez-Vilas (Ed.)