::Supporting Mobile Language Learning outside Classrooms::

Ogata, H., Yin, C., Paredes, R. G., Oishi, Y., & Ueda, T. (July, 2006). Supporting mobile language learning outside classrooms. Proceedings of the Sixth International Conference on Advanced Leaning Technologies (ICALT’06)(pp. 928 - 932).

Abstract

The continuous development of wireless and mobile technologies has allowed the creation of an additional platform for supporting learning, one that can be embedded in the same physical space in which the learning is taking place. This paper describes a computer supported ubiquitous learning environment for language learning, called LOCH (Language learning Outside the Classroom with Handhelds). In the environment, the teacher assigns field activities to the students, who go around the town to fulfill them and share their individual experiences. The main aim of this project, called One Day Trip with PDA, was to integrate the knowledge acquired in the classroom and the real needs of the students in their daily life.

這篇主要是利用手持裝置(PDA)、GPS和PHS來幫助在日本的國外學生學習日語。教師會給予學生任務，學生則利用行動裝置在城市中到處收集資料以完成任務。這計畫的目的是要結合教室中習得的知識到日常生活中。


電腦輔助行動學習(CSML)提倡不同的學習理論，如，Hands-on or minds-on learning；situated and authentic learning，強調親身經驗的重要性。相關學者也指出當語言情境化時，會結合知識背景，理解語言思考模式，然後開口說。

::蕭亞軒－不遠::

現在才開始倒數呢~^^

::[限制級]瑜珈：2006 TAIPEI BIENNIAL－Dirty Yoga::

Regina Silveira (Brazil)
Irruption Series (Saga)(入侵系列：冒險故事), 2006

自六○年代以來，人們由極度政治意識形態化的激進，逐漸轉變為對生活態度的關注， 它呈現在日常生活中對「欲望」的追求。欲望取代了科學和道德，成為文明進步的主要社會動力， 但也不斷在改變其本質及象徵，人們由追求資本物慾轉為渴望自然與康健，因此，創造各類奇幻空間與集體活動，以填補面業這現實的恐懼，這些空間和活動逐漸取代抽象的宗教，而成為一種普遍的信仰。這次展覽以「瑜珈」為隱喻，試圖探討全球化風潮下，極端價值觀之間的衝突，及有別於二元邏輯之「第三種方法」的可能性。

Like their artistic works, the joint participation of artists in this Taipei Biennial, whether seeking personal recognition or seeking to smash authority and convention, is a force for continued survival. Altogether, the Taipei Biennial provides a different outlook on one's environment and self-indentity in the varying forms of expression among the artistic creations and attempts to construct a new, more autonomous and pluralistic space, even if it is just another far off Utopia.
(引自http://www.taipeibiennial.org)

進到館內馬上被鏗鏘鏗鏘聲音所吸引住，原來是最靠近入口的一個房間裡播放著三位青少年在一棟廢棄建築物內溜滑板的影片，呈現方式很特別，房間的四面牆即是投影幕，觀賞者必須移動自己方向才能好好的觀賞影片。它是藝術團體艾佩羅(El Perro, Spain)拍攝青少年的滑板動運，隱喻巴格達戰場上的荒謬性。影片最後三位青少年拿著滑板敲打地板、牆壁，甚至用腳大力的踐踏，直到板斷為止；敲打的聲音似乎代表著青少年心中的吶喊，不斷在空間中迴盪，也鼓舞了我的雙腳。

::The Literacy Fieldtrip::

The Literacy Fieldtrip: Using ubicomp to support children’s creative writing

Halloran, J., Hornecker, E., Fitzpatrick, G., Weal, M., Millard, D., Michaelides, D., Cruickshank, D., & Roure, D. D. (2006). The Literacy Fieldtrip: Using ubicomp to support children’s creative writing. Proceeding of the 2006 conference on Interaction design and children IDC '06, (ACM Press) (pp.17-24), Tampere, Finland.

ABSTRACT

Recently, ubiquitous computing (UbiComp) has been used to enhance fieldtrips in theseeducational areas by augmenting environments with a rangeof instruments, devices and sensors. However, the sorts ofinteraction design that UbiComp makes possible have thepotential not just to enhance the value of educationaltechniques in known application areas, but also to expandthe application of those techniques into new areas ofcurriculum. This paper report on a UbiComp-supported fieldtrip tosupport creative writing, associated with the learning ofliteracy skills. It discusses how the fieldtrip, designed andrun in the grounds of a historic English country house , engendered interactions whichchanged both the processes and products of creativewriting, with benefits for both teachers and children.

People: Year 5 UK schoolchildren at Whiteley School, Hampshire, UK. ; staff fromChawton House; and two senior teachers from Whiteley Primary School: the head teacher, Pam, and the deputyhead, Leila.

Place: Chawton House, also in Hampshire, owned by the Knight family from the 16th Century, is associated with the well-known English writer JaneAusten.

　　這篇是報告在無線運算的戶外教學環境中，來幫助寫作和相關的素養技能(literacy skills)。討論如何在一個有歷史背景的環境中設計教學活動，來產生出互動以及創造寫作。
　　學生發現目前的行動學習已朝向戶外發展的趨勢，較早所讀的paper中，大多都是探討在教室內如何將學習軟體與行動載具結合，應用在自然科學教學和學習方面。當然，行動載具的行動性是非常適合用來與環境和情境的互動，本來就該探討戶外的活動。這篇報告的所使用的教學理論基礎為素養技能，學習者不但能夠在環境中進行探索，最後利用探索的記錄寫成故事。研究中所使用的是混合工具：數位(PDA)和類比(筆記本和筆)工具，在寫作時，學習者意識到筆記本比PDA來的實用多了。的確，我們期待科技工具帶來的是輔助效果，而不是取代傳統教學。

::Paris, je t'aime ::

Listen. There are moments when life calls out for a change.

A change. It is just like the seasons.

Our spring was wonderful.

But the summer is over. For a long time.

And we missed the autumn.

Now suddenly, it is cold, so cold that everything freezes.

My heart stopped.

Our love fell asleep, it was surprised by the snow.

But those who are sleeping in the snow, do not notice death.

Keep well


(special thanks to pasocorazon)