Transforming Outdoor Places Into Learning Spaces: Using iBeacons to Support Observations Within Informal Science Settings

• In Event: Connecting Learners to Place, Space, and Personal Experience With Technology and New Media

Abstract

Objective: Our work conceptualizes how technology-enhanced place-based learning enables youth to better understand scientific aspects of their community found in an Arboretum. The pervasiveness of mobile devices create novel opportunities for everyday objects to become connected to each other and learners (Feki, Kawsar, Boussard, & Trappeniers, 2013), creating new spaces for learning. We investigate how iBeacon technology can augment an Arboretum by detecting the learner's proximity to specific natural objects, thereby supporting fine-tuned, localized observations and conversations about science in the garden.

Perspective: We situate our work within three literatures: learning outside of school, place-based learning, and context-sensitive mobile computing to inform the design of socio-technical systems to support scientific observations in outdoor spaces (Land & Zimmerman, 2015). As mobile technologies become ubiquitous features in youths’ everyday lives, educators are exploring ways to employ devices to support learning outside of schools (Bell et al., 2009; Rogers, 2004). Place-based learning aims to ground learning experiences in community perspectives (Smith, 2002). Context-sensitive mobile learning (Sharples, 2010; Sharples & Pea, 2014) suggests a blending of learner's interactions with their physical location, others, and the technology within the setting. Our youth-centered designs were shaped by these intersecting literatures.

Method and Results: We have conducted a series of design-based research studies exploring various socio-technical configurations of mobile technologies and augmented reality to support learning of biodiversity in natural forest settings (Land & Zimmerman, 2015) and arboretums (Zimmerman et al, 2015). For this symposium, we present data from 84 youth (4th grade) who participated in a field trip to an Arboretum. As part of the field trip, we designed a mobile learning experience to support wayfinding and learning about the biodiversity of tree fruit. Small groups of 2-3 learners used iPad minis, which deployed an app triggered by iBeacons, to explore the garden to observe and photograph visible evidence of diverse trees’ fruits. Data collected include log files, observational field notes, and learners’ photo artifacts. Analytics of log files revealed personalized methods that learners used to navigate the space, as well as design considerations for wayfinding via a geofence that was not visible to learners, influencing learner-technology-environment interactions. Analyses of field notes and photo artifacts showed evidence of learners making accurate observations, which connected to broader scientific ideas including seasonal cycles. During the experience, learners expressed surprise and delight about their observations, suggesting a triggering of situational interest (Hidi & Renninger, 2006) about the science in their community, even after only a short duration of activity.

Scholarly Significance: Our design-based research projects provide insights into learner-centered mobile computing experiences that move beyond providing just-in-time content to creating learning ecologies where learners engage with technology, each other, and the outdoor environment during playful activities for youth. We suggest design strategies for supporting interest and meaning-making conversations in everyday, outdoor community spaces. Finally, our work advances the conception of place as relevant to learning through illuminating how scientifically-meaningful experiences for youth in their out-of-school time connect to, and enhance, their own scientific agendas and senses of place.

Authors

• Susan M. Land, The Pennsylvania State University

• Heather Toomey Zimmerman, The Pennsylvania State University

• Chris Millet, The Pennsylvania State University

• Gi Woong Choi, The Pennsylvania State University

• Jessica Briskin, Penn State University