Ambient Learning Spaces:
Ambient Learning Spaces:
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环境学习空间：
DOI：
10.2307/j.ctv1jhvmz7.8
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
M. Herczeg
中科院分区：
文献类型：
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作者：
Thomas Winkler;F. Scharf;Claudia Hahn;M. Herczeg
本章讨论了儿童和青少年在各种媒体平台的支持下进行的与身体和空间有关的学习。这些媒体构成了环境学习空间，学习者在其中使用各种可注释的多媒体对象（例如图像，视频，声音，3D模型）。这些多媒体对象可以用于例如移动的学习和用于在不同环境中利用有形接口的学习。我们的研究始于十多年前，依赖于被称为批判建构主义的教育学背景。我们的身体和空间相关媒体的开发是基于创新的方案，并在与未来用户的参与性设计过程中完成。这个媒体可以被分配到我们的媒体层模型的不同层。从技术上讲，这是由目前正在开发的多媒体对象网络环境（NEMO）实现的。它提供了对多媒体对象的上下文化的、个性化的、语义丰富的、特定于设备的访问。创新学习环境的研究是建立在基于设计的研究基础之上的。根据这种方法，理论和现实世界的使用是结合在一起的，具有同等的重要性。因此，理论和应用在设计过程中同时发展。
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 be used for e.g. mobile learning and for learning with tangible interfaces 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 was done within a participative design process with future users. This media can be assigned to different layers of our Model of Media Layers. Technically, this is made possible by the Network Environment for Multimedia Objects (NEMO), which is currently under development. It offers contextualized, personalized, semantically rich, device-specific access to multimedia objects. 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.