Multiple Views for Supporting Lifelong, Highly Contextual and Ubiquitous Social Learning

Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 8276)


Current social networking services provide ways to access to huge amounts of information in different contexts. However, these applications are still not oriented to managing knowledge or facilitating learning processes. Aiming to help users to access, create, validate and distribute their knowledge, we propose the design of a prototype combining multiple views to support highly contextual learning. This prototype consists on a mobile application based on diverse functionalities and interaction mechanisms currently used in social networking services. With this application, users will be able to register elements from their surrounding environment in form of micronotes, concepts, images, or other media. These knowledge blocks can be processed and rendered in different views (text, map, calendar, concept map, timeline), and augmented with information related to their space, time, and reference contextual information.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., Norman, M.K.: How Learning Works. Jossey-Bass, San Francisco (2010)Google Scholar
  2. 2.
    Brandtzaeg, P.B., Heim, J.: Why People Use Social Networking Sites. In: Ozok, A.A., Zaphiris, P. (eds.) OCSC 2009. LNCS, vol. 5621, pp. 143–152. Springer, Heidelberg (2009)CrossRefGoogle Scholar
  3. 3.
    Brown, J.S., Collins, A., Duguid, P.: Situated Cognition and the Culture of Learning. Educational Researcher 18(1), 32–42 (1989)CrossRefGoogle Scholar
  4. 4.
    Chan, T.-W., Roschelle, J., His, S., Kinshuk, S.M., et al.: One-to-One Technology-Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning 1(1), 3–29 (2006)CrossRefGoogle Scholar
  5. 5.
    Cormier, D.: Rhizomatic Education: Community as Curriculum. Journal of Online Education 4(5) (2008)Google Scholar
  6. 6.
    Cross, J.: Informal Learning: Rediscovering the Natural Pathways that Inspire Innovation and Performance. Pfeiffer, San Francisco (2006)Google Scholar
  7. 7.
    Fischer, G.: Lifelong Learning – More than Training. Journal of Interactive Learning Research 11(3/4), 265–294 (2000)Google Scholar
  8. 8.
    Grudin, J.: Group Dynamics and Ubiquitous Computing. Communications of the ACM 45(12), 74–78 (2002)CrossRefGoogle Scholar
  9. 9.
    Java, A., Song, X., Finin, T., Tseng, B.: Why We Twitter: Understanding Microblogging Usage and Communities. In: Zhang, H., Spiliopoulou, M., Mobasher, B., Giles, C.L., McCallum, A., Nasraoui, O., Srivastava, J., Yen, J. (eds.) WebKDD 2007. LNCS, vol. 5439, pp. 118–138. Springer, Heidelberg (2009)CrossRefGoogle Scholar
  10. 10.
    Joinson, A.N.: ‘Looking At’, ‘Looking Up’ or ‘Keeping Up’ With People? Motives and Uses of Facebook. In: Proceedings of the 26th SIGCHI Conference on Human Factors in Computing Systems (CHI 2008), Florence, Italy (2008)Google Scholar
  11. 11.
    Lave, J., Wenger, E.: Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, Cambridge (1991)CrossRefGoogle Scholar
  12. 12.
    Lindqvist, J., Cranshaw, J., Wiese, J., Hong, J., Zimmerman, J.: I’m the Mayor of my House: Examining Why People Use Foursquare – A Social-Driven Location Sharing Application. In: Proceedings of the 29th SIGCHI Conference on Human Factors in Computing Systems (CHI 2011), Vancouver, Canada (2011)Google Scholar
  13. 13.
    Looi, C.K., Seow, P., Zhang, B., So, H.J., Chen, W.-L., Wong, L.H.: Leveraging Mobile Technology for Sustainable Seamless Learning: A Research Agenda. British Journal of Educational Technology 41(2), 154–169 (2010)CrossRefGoogle Scholar
  14. 14.
    Lyytinen, K., Yoo, Y.: Issues and Challenges in Ubiquitous Computing. Communications of the ACM 45(12), 63–65 (2002)CrossRefGoogle Scholar
  15. 15.
    Nadkarni, A., Hofmann, S.G.: Why do People Use Facebook? Personality and Individual Differences 52(3), 243–249 (2012)CrossRefGoogle Scholar
  16. 16.
    Rutledge, P.: Social Networks: What Maslow Misses,, last visited May 23, 2013)
  17. 17.
    Wenger, E.: Communities of Practice and Social Learning Systems. Organization 7(2), 225–246 (2000)MathSciNetCrossRefGoogle Scholar
  18. 18.
    Zurita, G., Baloian, N.: Context, Patterns and Geo-collaboration to Support Situated Learning. In: Bravo, J., López-de-Ipiña, D., Moya, F. (eds.) UCAmI 2012. LNCS, vol. 7656, pp. 503–511. Springer, Heidelberg (2012)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2013

Authors and Affiliations

  1. 1.Computer Science DepartmentUniversidad de ChileSantiagoChile
  2. 2.Management Control and Information Systems DepartmentUniversidad de ChileChile

Personalised recommendations