Here are three examples for user szenarios…
The target group are young adults. The next two examples describe the typical traffic app user.
Anna an 15 years old girl. She lives in a small, german village which is 20 minutes away from the next town. Her biggest wish is to decide by her own which time is right to drive to school. She wants to be independet. But in this moment she´s addicted to her parents and their schedule. Her parents know that she´s getting an adult and they want to support her. So they allowed to make a moped license. Two weeks ago Anna started the driving school .
Anna´s driving school teacher recommended her this brand new app. He know she can´t be right there for the whole time like the other students. In his opinion getting in contact and exchanging with other students is really important. Now with this mobile app Anna, the 15 years old „village girl“ also has the possiblity to get in touch with other students and learn together (collaboratively) with them.
Anna has enough work in school so she don´t want to learn in her freetime too. She needs a playing learning app, because she is an intuitive type, when she is faced with situations she often knows how to react and solve this difficult situations. In this app she will be pushed by other users in different situations and has to react by her own. It´s not enough to know the traffic rules – she has to handle ond practice her knowledge!
(But we don´t want to create a new playing scooter game! Important is that you know if you are getting an accident you are in trouble!)
Luke is 21 years old. It’s a bit unusual, but Luke hasn´t desired to make the driver’s license together with his old classmates in school. All the strange hypes was to much. So he told his colleagues at the bank where he´s working now Everything you can touch, see, read or calculate is real. He loves working with numbers. Sarah Luke girlfriend believes he is a bit frighten for the ride. He isn´t really in fear about it but there are to many unknown risk factors and of course he´s a type of security. For example he´s frighten of unknown situations and the other road users etc..
Sarah told him from this app. She wants him to practice more and getting a cient of routine. She hopes that he notice that the situation repeat again and again and that he can minimalize the risk of getting in an unknown surprising situations.
The cient of versatility and intuitive application of the Learning Apps users will be able to develop various necessary skills.
By mapping and illustrate various traffic scenarios, including the associated traffic rules (eg priority rules), the user gets to know all possible and impossible traffic situations. He acquired various skills and deepened his playful at the driving school theory and accumulated knowledge reinforces what they have learned with the help of other users. By positioning independent of traffic conditions, he may develop his own scenarios and obtain the appropriate solutions. He gained such a solid allround knowledge and lose the fear of driving without losing the respect what is important if you want to be a good and responsible driver.
The skills you have to learn you will get by a self-determined and active learning approach, so it doesn´t seem like learning. For example, in learning how to operate the arrangements with a pure knowledge query (via question and answer). Starting with the different situations (eg: peer crossroads, junctions, major roads, minor roads, garden paths, etc.), the various road users (bicycle, motorcycle, moped, car etc) towards the environment (traffic rules, traffic signs, rules, etc).
1.) Practically–oriented learning: learning through the intuitive vicariously the specially designed traffic situations you will learn driving, the security provided by the virtual visualization of the various traffic situations. Through the constant repetition you will learn and remenber things in real driving.
2.) Self-directed learning: First, you can independently select the subject area in which you want to gain more knowledge, experience, eg Crossing behavior. Here you can decide whether you want to play alone, or together with other participants.
This phase you can also decided which cient of player you want to be. You can decide between the “agent”, “team member” or the “solver”. Depending on whether you want to be checked, or would like to explain the events. On the other hand, you can also choose to include the app as a mobile reference. So you have the possibility to use it for reading certain rules online.
3.) Playful – Realistic Learning: Because of the playing character of this game you didn´t get the feeling you learn something by heart, or learning at all. You feel like a real road users in realistic situations and you have to resolves them. By sharing topics such as teamwork, competitive behavior, testing situations are resolved through play.
4.) Intuitive – Repeating learning: vicariously through the intuitive of recurring conditions and in different events or situations, and characterizes the learned knowledge is deepened intuitive and subliminal.
At first you connect and start playing. You can choose between “Login with Facebook” or “Login with Email”
If you choose “Login with Email” you create/ use your own Account. Here you can selecting the game variation. “Solo Game”, “Team Game”, “Last Game”.
“Last Game”: You can continue playing your last game and invoke the learning situation
“Team Game”: You can learn together with other players (like Anna, the 15 years old village girl)
“Solo Game”: You play by your own. (like Luke)
If you decided for this game variation you play the single use scenario:
As previously described, the app itself can benefit. At first you choose what you want to learn. Our example is about the learning the right of way.
At first you choose one of the three shown road maps. For example crossroads.
Now you decide which traffic user will particpate. It means you have to decide who´s involved in your road scenario. In our example there are two cars involved.
Now you swipe the road user on the playground (crossroad) while pushing them they got a number. So if you swipe the first car the number one will be shown. Second car get number two and so on . It´s not important for the answer or the solution of the right order. It shows the order in which you swipe it. So you can better match the solution.
After you have choose the road user you decide for one direction. You´ve got three to choose from. The definition of direction is a selection with arrows (left, right, straight on). Next you confirm your input. After that the question will be shown for example: “Who is driving first?” Now you sort the answers ( 1, 2) in the right order by swiping them . Next step is to check if it´s right. There are two possibilities. First: You´ve giving the correct answer and you get some points. In this moment you can share them on Facebook, if you want to.
Second: It´s wrong but the correct answer will be shown with some explanations for better understanding of these rules.
The users also have the opportunity to get in contact with other users and start to play with each other. One user creates a scenario and the other user has to solve the situation. After selecting the game variation you can decide which cient of player you want be. The
There are two different parts of roles by playing this game.
You can be a “Driver” or the “Builder”.
As a “Builder” you create the scenario and defines the position and travelling direction of all road users (including the “Driver”).
As the “Driver” you have to solve the scenario from the viewpoint of the driver.
The player in the role of the “Builder” send via bluetooth or facebook, the scenario to the team player in the “Driver”-role.
The “Driver” enters the correct order of driving in the answer field and confirmed this with OK. If the answer is correct, the “Driver” receives points.
The saved traffic scenarios can be retrieved here.
The traffic scenarios can be saved with the »PIN«
Now replace the points balance and “ceremony”
QR Code & Tutorial (Learning Support)
The QR code allows the users to get additional learning content online – directly, for example, from some driving school.
The Turorial (Help)– is the Learning-Content about the Focus “Learning the Right of Way”, explains everything you need to know about the right of way.
Due to the different approaches to each user can develop his or her individual learning system. You can try different kinds and for the right to decide, for example, depending on the state of knowledge. Thus one examines, for example by studying alone, and how far you can self-determined and playful by question – answer check gain new knowledge or existing. Can play with each other by now you enhance the fun factor and the competition and gain more knowledge and deepen. Then if you’re fit enough you can help the other users may still be learned by expanding and deepening.
I hang again to the whole PDF. This is all still in working process. We publish only the current status
Many greetings from Berlin
I hang again to the whole PDF. This is all still in working process. We publish only the current status
Many greetings from Berlin
What is the difference between e-Learning 1.0 and e-Learning 2.0
and how does Web 2.0/Social Media change learning?
Web 2.0 is getting more public attention. There appear more Application and information services. Today the computer based (local) applications getting more web applications. Web 2.0 is often identified with the innovations in technology.
But how does Web 2.0/Social Media change learning?
Michael Kerres the author of the text “Using the potential of web 2.0” has the proposition that Web 2.0 based on a new kind of perception of the people in the context of using Internet.
It means that classical platforms of learning will be replace by personal learning and working areas.
While using Web 2.0 new technologies, products and business models arise like Wikis, Blogs or Podcasts. Terms like Social platforms, Tagging and user generated content were created and getting important for the Web 2.0. One important feature is that the local computer based applications getting online.
For Example if you want to find a picture you can use platforms like “Flickr”. There are a lot of different pictures from different photographers. The content is online. And of course you can share your pictures, too. That’s the reason why communities emerge. No longer only a place where you can save your facts or information’s. Now it is a medium for social communication. And that’s not enough Internet is what you wish that it should be. It can be television, phone, newspaper and radio. We all define and develop the Internet with our expectations and actions.
There are three differences or a shift of borders:
- User versus author: At the time there was a different between being the user or the author. You only could be one. Today the Internet user from the past could be user and author simultaneously in one person. “Wikipedia” is a good example for using both roles.
- Local versus distant: At the time you saved your data local on your computer and worked local with them. Today data doesn’t take place on the computer at home. Instead the user has a big storage on servers all over the world. That means that local and private are getting distant and public.
- Private versus public: Everybody can publish everything. You can show everything in the Internet about you without any filter. The transfer from private things to public depends on your own and is unlimited. That is really a big responsibility. And also important you cannot delete them.
You also can adopt the effects on the shift of borders into the learning context:
- The so-called user being active in Web 2.0 is a learner and a teacher as well. It means that the clear border between being the teacher or the learner is getting relativise.
- Because of getting mobile with mobile phones, laptops and stuff like that you can learn everywhere. Local gets distant. Also the connecting from everywhere to your home is possible. That means the campus as a classroom and home as a classroom as well. That favored the creation of new physical learning rooms and the increasing networking of already existing learning rooms.
- Learning is no longer a private activity. Now there is the possibility to learn on websites and make your learning results public on Blogs to discuss with other classmates or unknown people all over the world (It means it’s a kind of learning performance and learning activity).
What is the difference between e-Learning 1.0 and e-Learning 2.0?
Until now developing E-Learning offers was the same like developing E-Learning content, which were offered on a server for the students/ learners. You can imagine the learning platform like didactic islands, without access to diverse communication possibilities the Internet offers. The teachers created the content. They fill the didactic islands with content and different tools. Learning to future platforms to fill with life tools are provided with an independent configuration of the learning environment by enabling the learner as well as exchanges with others. The posssibility to find learning input in the Internet is big but finding high quality material is presupposing a high methodological expertise.
Teacher also try to guide learners or give them a direction and support them by selecting of resources.
In summary: Three aspects characterizing e-Learning 2.0:
a.) Learning environment as a portal with comprehensive tools
b) Teacher has a moderating role and show how using them.
c.) Students will configure itself and their learning and working area.
The change in e-learning web 2.0 is reflected by the term PLE – Personal learning Enviorment. That means an personal enviroment for the learners like a individual Blog or Wikis for collaborative working and a portfolio which includes your own work.
But that doesn´t mean that PLE should replace the “old fashioned” learning platforms. It means that in e-learning 2.0 the learning platforms and the including content should be integrated in your Personal learning Enviroment and your working area.
Also important for using e-learning is that the tools you can use in the online systems are neutral. That is important for creating a flexible working space.
By matching e-learning 2.0 and e-learning 1.0 – e-learning 2.0 submitsthe active learning. The user can practice the offered Applications and the learning content in a social context of a group. Web 2.0 changes the learning in a social place. This changing allows user generated content as a valuable Ressource by interacting in a social place.
E-learning 2.0 is open approaches in the implementation of teaching. 2.0 out of learning portals are characterized by the fact that they are flexible in order to integrate themselves into the desired level of educational environment.
Traffic Learning – Interactive Mockups
I am proud to present after long hours of work, our interactive mock ups: http://dl.dropbox.com/u/48999454/Traffic%20Learning%20update/start.html
I choose to use Axure because I needed to use it for another course I have and I though it is good opportunity for me to learn how to use this program.
It was a new experience.
At the beginning it was very difficult to learn it from scratch,
But after learning the basic it was very easy to use! I recommend this program.
The main problem I had during these mock ups is to make sort by dragging:
After hours!!! I found out there was no solution for that. (I search all over the web).
The solution for that was ‘drag and drop’:
Main Features of our Mockups
The user connect the app with facebook or by email:
Registration by Email:
Choosing Road Map:
Don’t forget to check our mock ups!
Thank You 🙂
Focus: Learning the Right of Way
I. Structure of the game – the display
Here you can see the different possibilities which you can choose from.
It´s realy simple: You click the button and the different examples (maybe road users) will be shown. After that you simply swipe your selection on the playing area.
II. Structure of the game – how does it work?
Target: learning the right of way
Builder = Create the traffic scenario and defines the position and travelling direction of all road users (including the »Driver«.).
Driver = Solve the traffic scenario from the viewpoint of the driver
STEP 1: Select game type
At the first level, you select the cient of game with the buttons. Here you can choose between:
a) Solo game
b) Team game
c) Last game
STEP 2: Select a road map
Select a road map from the mixed stack and put them on the playing area. The stack incluedes cards with crossroads, major roads, traffic circle (mini-roundabout).
STEP 3: Select road users
a) select some road users (2–3) and put them into the road map.
STEP 4: Define directions
a) indicate the direction of each road user.
b) The definition of direction is a selection with arrows (left, right, straight on)
STEP 5: Answer the road scenario
>> Answer the road scenario from the viewpoint of the driver
>> Enter the correct order of driving in the answer field and confirmed this with OK.
>> The player in the role of the »Builder« send via bluetooth or facebook, the scenario to the teamplayer in the »Driver«-role.
>> The »Driver« Enters the correct order of driving in the answer field and confirmed this with OK.
>> If the answer is correct, the »driver« receives points (…)
>> saved traffic scenarios can be retrieved here.
STEP 6: replace the points balance and “ceremony”
STEP 7: QR Code & Tutorial (Learning Support)
>> the QR code allows the users to get additional learning content online – directly, for example, from some driving school.
>> the Turorial – is the Learning-Content about the Focus »Learning the Right of Way«, explains everything you need to know about the right of way.