Slide of the paper: Guazzaroni, G. & Leo, T. (2011). Emotional Mapping of a Place of Interest using Mobile Devices for Learning. IADIS International Conference - Mobile Learning 2011 Avila, Spain 10 - 12 March 2011.

1. Emotional mapping of a place
of interest using mobile
devices for learning
Giuliana Guazzaroni and Tommaso Leo
Università Politecnica delle Marche, Ancona, Italy
IADIS International Conference Mobile Learning,
Avila, Spain 10 11 12 March 2011

2. BACKGROUND

3. Mobile and Ubiquitous
Learning Environment
A "bimodal" pedagogical
approach can help in the
creation of a ubiquitous
learning environment. It
can help in activating an
experience of situated-
learning in a museum or in
another interesting place,
using smart technologies
and a subjective co-
constructed map
Image: Useum - Muséum de Toulouse: www.flickr.com/photos/museumdetoulouse

4. This paper is related to..
a. Recognizing the importance of emotions in a situated learning experience
b. Propose a concept for a ubiquitous environment, characterized by a "bimodal"
pedagogical approach, where participants experience a learning path located in a
specific place (e.g. a museum), using smart technologies and emotional
cartography while interacting with peers in a social co-construction of meaning
Image: www.flickr.com/photos/kexino

5. LATERALIZATION
LEARNING is a
process which
activates
simultaneously
the modes of
perception of
the left and
right cerebral
hemispheres
“Mobile Internet Device, Beijing” by Cory M. Grenier: www.flickr.com/photos/26087974@N05

6. Some cognitive functions tend to be connected to
one side or the other of the human brain
RIGHT LEFT The left
hemisphere
is more
concerned in
logical, analytic,
sequential tasks
simultaneous,
analogical, global
tasks are often
lateralized to the
right hemisphere
“Connection” by Łukasz Strachanowski: www.flickr.com/photos/myvector

7. Both brain modalities, the left hemisphere and the right one,
should be considered to involve students in a bimodal learning
process (Balboni, 1994)
RIGHT LEFT
Image: “Front Door Heart” Florence 2011 Image: www.flickr.com/photos/meatheadmovers Image: www.flickr.com/photos/uggboy

8. RIGHT LEFT
The principle of directionality establishes
that there is a specific direction of the
bimodal use of the brain. That is from the
right hemisphere to the left one

9. During the experience students cultivate different
forms of smarts, based on Gardner’s theory of Multiple
Intelligences, while developing key attitudes for the
future
Image: www.flickr.com/photos/stormofgenius

10. The theory of Multiple Intelligences
(Gardner, 2004) suggests that the traditional
notion of intelligence is too limited
In fact, there are a
number of distinct forms
of intelligence that each
individual possesses.
Gardner proposes seven
primary forms: linguistic,
musical, logical-
mathematical, spatial,
body-kinaesthetic,
intrapersonal (e.g.,
insight, metacognition)
and interpersonal (e.g.,
social skills)...
Class results from Multiple Intelligences self-assessment,
image: www.flickr.com/photos/pabeaufait

11. The implication of Gardner's theory is that learning/teaching
has to focus on the prevalent intelligences used by the
student
Image: “Monk's Best Friend”by Flickmor:www.flickr.com/photos/mmoorr

12. In Five Minds for the Future (2006), Gardner
outlines the cognitive abilities that will be
cultivated by future leaders
The Creating Mind: the capacity to find out
and explain new problems, questions and
phenomena
The Creating Mind is trained by asking
unusual and imaginative questions
The aim is to avoid lesson repeating and to
stimulate and encourage unexplored answers
According to the Italian philosopher
Umberto Galimberti (2009),
a sentimental dimension should be cultivated
in young students
Images by Tarah Dawdy: www.flickr.com/photos/stormofgenius

13. Sentimental dimension
Are the emergent
projects relating to
situated experiences
augmented by smart
technologies and
aimed to explore
cities through
emotional lens
unconsciously trying
to recuperate
forgiven emotional
dimensions?
Image by Joe McCarthy:www.flickr.com/photos/gumption

14. Christian Nold in Emotional Cartography.
Technologies of the Self (2009) proposes a
collection of essays centred on the use of
emotional maps
....visualising people’s biometric data and
emotions using technology....to rethink the territory
Christian Nold and Emotional Maps, by Gill Wildman: www.flickr.com/photos/wildwoman

15. A concept for a mobile & ubiquitous
learning environment
1_design a personalized and
inclusive learning
environment
2_activate an experience of
situated-learning
3_train the Creating Mind
4_activate a sentimental
dimension through a social
construction of an emotional
map
Image of a straw wall taken in Ficana, Macerata (2010) during an explorative path using mobile devices to create a map

16. SMART
TECHNOLOGIES

17. A vision of learning
Ubiquitous learning occurs not
just in the classroom, but in
different places
- home, workplace,
playground, library, museum,
natural environment, city, etc.
Moreover, learning occurs
through all the senses
- sight, hearing, touch, feel,
and taste. (Bruce, 2008)
Image taken in Macerata (2010) during an explorative path using mobile devices to create a map

18. The increasing diffusion of smartphones gives people the opportunity to
interact with real objects, and the possibility to activate learning
processes from a real situation. Recent research indicates acceptance
of mobile technologies in teaching and learning
(Wexler et al, 2008; Saravani et al, 2009)
“Ecuadorian mobile phone users”: www.flickr.com/photos/mmoorr

19. The use of mobile technologies for learning has
established the legitimacy of “nomadic” learners
(Alexander, 2004)
Image: www.flickr.com/photos/cocreatr

20. I'm sending a
text message
to my
boyfriend in
Sweden,
telling him
that I want to
stay here
*forever*!
Image: Th
eatre Dist Teenagers and young
Yourdon: rict, New
http://tinyu York adults have adopted a new
rl.com/3xm , by Ed
htao mobile culture and have
been identified as
“archetypal mobile
superusers”
(Ling, 2004)

21. The mobile is not seen as a simple device to call, but a
social instrument to stay always connected with the
network (Bressler, 2006)
According to the French sociologist Maffesoli (2009), urban tribes
are microgroups of people who share common interests in
metropolitan areas
Image “Mobile phone users on L.A. Metro” by Allaboutgeorge: www.flickr.com/photos/allaboutgeorge

22. QR, Data Matrix codes
To increase the impact of mobile
learning a few institutions are using
QR-Code (Quick Response Codes) or
Data Matrix Codes (another two-
dimensional matrix barcode) to help
learners to access information, to
connect to other objects (Saravani et
al, 2009), or to live an active
experience of citizenship
e.g., “Mobile Oxford” a mobile service
launched by the Oxford University
Interface of “Mobile Oxford”: http://m.ox.ac.uk

23. Phones and cameras have been transformed into sensors to tell where
people are located, what they are looking at, and other information in real
time. Everyone everything in the planet casts an “information shadow”
represented by the captured data
Data can be processed for useful purposes (O’Reilly et al, 2009)
Situated Learning is one of these purposes
Image: www.flickr.com/photos/74845103@N00

24. Situated-learning
in a ubiquitous
environment
using emotional
cartography

25. The aim of this concept is to develop innovative pedagogies
using mobile technologies and QR-Code, to create a
ubiquitous learning environment, and to involve participants
emotionally in a real landscape
e.g., an archaeological site
Images of Fasano (BR): www.flickr.com/photos/italy_cycling

26. In a "bimodal" pedagogical approach, that respects
the principle of directionality, the right part of the
brain is stimulated first in the learner
An emotional map is an important learning tool to
approach the complexity of an authentic place
Image taken
in Macerata
(2010)
during an
explorative
path using
mobile
devices to
create a map
Image by Jeco: www.flickr.com/photos/jeco

27. To stimulate the right hemisphere, an
emotional map is produced and is
accessible from the web and from the real
location as well
Denver City and County Building (2010), image by Jeco: www.flickr.com/photos/jeco

28. Each participant is involved in the co-construction of a subjective
map through the active creation of emotional contents relating to
location e.g. memories, stories...
Real learning paths are created using QR, to augment real objects
Oratorio della Madonna del Carmine, Loc. Uscerno, Montegallo (AP)

29. Visitors can choose their itineraries on
the basis of age mind-set or other
interests
The learner is
engaged in the
expressive
aspects of the
place
Image of Savelletri (BR) by HyoTsuk :www.flickr.com/photos/hyotsuk

30. The aim is to cultivate
in young students a
sentimental
dimension, an
important aspect for
a proper development
of other forms of
intelligences
(Galimberti, 2009)
Image taken in Macerata (2010) during an explorative path using mobile devices to create a map

31. In a real archaeological site it is possible to create different
paths...
A path can be augmented with music and another can be
especially designed for spatial smart...
At the end of each path the learner has to cultivate
“The Creating Mind”!
“Mobile Phone” by Milica Sekulic: www.flickr.com/photos/ywds

32. 7E Learning
Cycle
1_Elicit: The teacher/facilitator prepares useful
technologies and contents
2_Engage: The teacher/facilitator explains the experience
and tests prevalent intelligences to divide in groups
3_Explore: Students start reading QR while exploring the
location equipped with emotional mapping devices
4_Explain: Groups start an active interaction with real
learning objects and create contents
5_Elaborate: Each group elaborates the final version of
their emotional map and of their stories
6_Extend: Students collect additional learning contents
and extend the experience asking and answering
unusual questions
7_Evaluate: The teacher/facilitator brings together useful
information to evaluate
Images of QR City: www.qrcity.it

33. CONCLUSION

34. Future work will aim at..
implementing a path in
practice
evaluating the concept
demonstrating that
mobile and ubiquitous
learning can more
actively involve
learners in a rich
experience
developing key Arno, Florence 2011
attitudes

35. Thank you for you kind attention!
Questions & Answers..
PhD candidate in e-Learning
Università Politecnica delle Marche
Ancona, Italy
g.guazzaroni@univpm.it
giuliana.guazzaroni@gmail.com
The contents of this presentation are under Licence Creative Commons 2.5