Gustavo Zurita

A constructivist mobile learning environment supported by a wireless handheld network

There is a need to incorporate constructivist environments in the pedagogical practice. A constructivist learning environment allows students to build up their own knowledge (based on previous one) while working jointly among them in a reflexive process directed by the teacher. Wireless interconnected handhelds can introduce a space that favours constructivism and collaboration in order to achieve creation of new knowledge. We have developed a constructivist learning environment supported by handhelds, for the teaching of reading for first graders. This environment was compared to an equivalent constructivist environment without technological support, obtaining significant different learning results.

A collaborative face-to-face design support system based on sketching and gesturing

Mobile and pervasive computing has seen a rapid development in the last years. Portable, handheld computing devices are getting more popular as their capabilities increase. Therefore, people having the need to work on-the-field have now the possibility to be supported by computer technology, for example, garden or building designers. Ad-hoc networking capabilities of handheld devices enable the development of supporting tools for collaborative work anywhere. This paper presents MCSketcher, a system that enables face-to-face collaborative design based on sketches using handheld devices equipped for spontaneous wireless peer-to-peer networking. It is especially targeted for supporting preliminary, in-the-field work, allowing designers to exchange ideas through sketches on empty sheets or over a recently taken photograph of the object being worked on, in a brainstorming-like working style. Pen-based designed human-computer interaction is the key to supporting collaborative work. The gestures-based command input results in a lightweight yet efficient and easy to use interface. Graph structured hierarchical documents help to overcome the problems of a small screen size.

Using the cloud to develop applications supporting geo-collaborative Situated Learning

Situated Learning stresses the importance of the context in which learning takes place. It has been therefore frequently associated with informal learning or learning outside the classroom. Cloud technologies can play an important role supporting this type of learning, since it requires ubiquitous computing support, connectivity and access to data across various scenarios: on the field, in the classroom, at home, etc. In this paper we first present the situated learning theory and how we can take advantage of services offered by Cloud Computing to implement computer applications implementing learning activities based on this theory, providing pertinent geographical information and discussion boards. Next we propose a software architecture schema which can be used as a basis for integrating existing cloud services into new applications supporting learning activities. Then we present two examples developed with this approach with its viability and advantages. These are discussed in the concluding chapter.

Integrating spatial data and decision models in an e-planning tool

We review several decision models to derive six fundamental requirements to collaborative spatial decision-making: perceiving changes in spatial data; retaining interpretation mindsets; externalizing actions and expectancies in spatial data; organizing divergent and convergent working modes; supporting the recognition of situation-action elements; and managing task/pattern structures. A review of the current state of the art shows limited support to some of these requirements, in particular task/pattern and divergent/convergent support. An e-planning prototype was developed to demonstrate the impact of these requirements in collaborative spatial decision-making. Results from a preliminary experiment indicate the prototype enables people to contribute, explain, exteriorize and share their ideas in relation with spatial references.

Mobile, Collaborative Situated Knowledge Creation for Urban Planning

Geo-collaboration is an emerging research area in computer sciences studying the way spatial, geographically referenced information and communication technologies can support collaborative activities. Scenarios in which information associated to its physical location are of paramount importance are often referred as Situated Knowledge Creation scenarios. To date there are few computer systems supporting knowledge creation that explicitly incorporate physical context as part of the knowledge being managed in mobile face-to-face scenarios. This work presents a collaborative software application supporting visually-geo-referenced knowledge creation in mobile working scenarios while the users are interacting face-to-face. The system allows to manage data information associated to specific physical locations for knowledge creation processes in the field, such as urban planning, identifying specific physical locations, territorial management, etc.; using Tablet-PCs and GPS in order to geo-reference data and information. It presents a model for developing mobile applications supporting situated knowledge creation in the field, introducing the requirements for such an application and the functionalities it should have in order to fulfill them. The paper also presents the results of utility and usability evaluations.

A Face-to-Face System for Supporting Mobile Collaborative Design Using Sketches and Pen-based Gestures

This paper presents MCSketcher, a system that enables face-to-face collaborative design based on sketches using handheld devices equipped for spontaneous wireless peer-to-peer networking. It is especially targeted for supporting preliminary, in-the-field work, allowing designers to exchange ideas through sketches on empty sheets or over a recently taken photograph of the object being worked on, in a brainstorming-like working style. Pen-based designed human-computer interaction is the key to supporting collaborative work

Ubiquitous Mobile Knowledge Construction in Collaborative Learning Environments

Knowledge management is a critical activity for any organization. It has been said to be a differentiating factor and an important source of competitiveness if this knowledge is constructed and shared among its members, thus creating a learning organization. Knowledge construction is critical for any collaborative organizational learning environment. Nowadays workers must perform knowledge creation tasks while in motion, not just in static physical locations; therefore it is also required that knowledge construction activities be performed in ubiquitous scenarios, and supported by mobile and pervasive computational systems. These knowledge creation systems should help people in or outside organizations convert their tacit knowledge into explicit knowledge, thus supporting the knowledge construction process. Therefore in our understanding, we consider highly relevant that undergraduate university students learn about the knowledge construction process supported by mobile and ubiquitous computing. This has been a little explored issue in this field. This paper presents the design, implementation, and an evaluation of a system called MCKC for Mobile Collaborative Knowledge Construction, supporting collaborative face-to-face tacit knowledge construction and sharing in ubiquitous scenarios. The MCKC system can be used by undergraduate students to learn how to construct knowledge, allowing them anytime and anywhere to create, make explicit and share their knowledge with their co-learners, using visual metaphors, gestures and sketches to implement the human-computer interface of mobile devices (PDAs).

A Flexible, Lightweight Middleware Supporting the Development of Distributed Applications across Platforms

Middleware supporting the development of distributed systems has been produced since the beginnings of the Internet. With the emergence of mobile computing new requirements for this kind of middleware arise since the scenario for mobile computing is very different from the desktop computing one. Nowadays, because increasing ubiquitous computing, new scenarios in which desktop computing application should communicate with mobile application are becoming more and more frequent. In this paper we present a platform which apart of being lightweight and easy to use has also the advantage that it enables the communication of software objects between the most used two platforms for mobile devices: JME using the Java language and .Net using C#.

Context, patterns and geo-collaboration to support situated learning

Situated Learning stresses the importance of the context in which learning takes place. It has been therefore frequently associated with informal learning or learning outside the classroom. Mobile technologies can play an important role supporting this type of learning, since it mainly occurs in the field. In this paper we present a learning system and a methodology based on the use of patterns. Students learn about patterns by finding instances of them in the field, or by recognizing new patterns unknown to them so far. The teacher proposes tasks to the students consisting of finding instances of patterns or discovering new ones along a path or inside a pre defined area on a map. This work illustrates the role that geo-referenced data can play in situated learning.

Handheld-based electronic meeting support

Many studies have reported on the problems that arise when trying to carry out successful meetings. Various authors have developed computerized tools for supporting the different stages of a meeting, but most of these have been conceived for large PCs or Notebooks, which tend to distract the participants from face-to-face interaction. Also, many meetings are organized in a spontaneous manner, sometimes with no access to PCs. In this paper, we propose a meeting support tool for handhelds that overcomes many of the problems inherent in the use of devices with large screens. However, the small size of handheld displays leads to other problems, especially in human-handheld and human-human interactions. The system proposed here is designed using gesture and concept-map principles that enable these problems to be resolved.