7 Geo-learning: Sensors built into mobiledevices, such as smartphones and tablets,can determine a user’s location and provide,or trigger, context-aware educationalresources in the surrounding environment.These can enable both formal and informallearning within physical ‘real-world’ settings.They may also enhance and frame thesubject matter being studied. For example,learning about an historical event couldbe situated in the place where that eventoccurred, giving a rich sensory experienceof being in the scene. Fieldwork activitieshave long encompassed ‘geo-learning’ as away of providing information that exploits thesurroundings and landscape. Geo-learningis not new, however technologies sensitiveto location, or embedded in objects near thelearner, now allow greater mixing of digitalinformation with the physical world, to produce‘blended spaces’. We need to considercarefully how we employ these opportunitiesfor learning. Current theories are somewhatlimited, but several approaches, includingresearch into learning spaces, provide waysto model the richness of these environmentsand our interactions within them.8 Learning from gaming: There is increasinginterest in the connections between gamesand education. When implemented as‘edutainment’ or ‘gamification’ of learning,teaching practices can gain superficialelements of entertainment and reward.This may encourage learners to continue,however misses the power of digital gamesfor engagement, reflection and self-regulation.New approaches of ‘intrinsic integration’are linking the motivational elements ofgames with specific learning activitiesand outcomes, so that the game-play isboth engaging and educationally effective.Game designers can achieve this bydeveloping games with elements ofchallenge, personal control, fantasy, andcuriosity that match the pedagogy. They canmanipulate aspects of ‘flow’ (a player’s feelingof absorption in the game) and strategy toproduce a productive cycle of engagementand reflection. The shared endeavours, goalsand practices in games also help build affinitygroups gathering learners into productive andself-organising communities.9 Maker culture: Maker culture encouragesinformal, shared social learning focused onthe construction of artefacts ranging fromrobots and 3D-printed models to clothing andmore traditional handicrafts. Maker cultureemphasises experimentation, innovation, andthe testing of theory through practical, selfdirectedtasks. It is characterised by playfullearning and encourages both the acceptanceof risk taking (learning by making mistakes)and rapid iterative development. Feedback isprovided through immediate testing, personalreflection, and peer validation. Learningis supported via informal mentoring andprogression through a community of practice.Its popularity has increased due to therecent proliferation of affordable computinghardware and 3D printers, and available opensourcesoftware. Critics argue it is simplya rebranding of traditional hobby pursuits.Proponents contend that recent evolutions innetworking technologies and hardware haveenabled wider dissemination and sharing ofideas for maker learning, underpinned by apowerful pedagogy that emphasises learningthrough social making.10 Citizen inquiry: Citizen inquiry refers tomass participation of members of the publicin structured investigations. It fuses thecreative knowledge building of inquiry learningwith the mass collaborative participationexemplified by citizen science, changing theconsumer relationship that most people havewith research to one of active engagement.The concept is that people who are not researchprofessionals engage in collaborative, inquirybasedprojects. For each investigation, theygather evidence of similar successful projects,create a plan of action, carry out a controlledintervention if appropriate, collect data usingdesktop and mobile technologies as researchtools, and validate and share findings.Citizen inquiry not only engages people inpersonally meaningful inquiry, it can also offerthe potential to examine complex dynamicproblems, such as mapping the effects ofclimate change, by means of thousands ofpeople collecting and sharing local data.
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