Treasure maps, letterboxing, scavenger hunts and geocaching all leverage environmental markers to guide a participant from one location to another. Just as geocaching enhanced earlier forms of interpretive tours or location-based hunts to a wider audience, smart phones are pushing the potential of place-based learning into uncharted territory.
Some of the recent examples of this are most apparent with augmented reality. Utilizing the smart phone’s camera, GPS and real-time connection to a database allow any number of possibilities for a user to walk, point, and interpret. Much of the initial apps in this space have been tied to marketing, but educational examples are emerging.
Here are a few examples that highlight location-specific interpretation of pests, soil, and grass.
Cooperative Extension has a unique foothold in this domain as its organizational typology (county-based offices) and locale-specific topics lend themselves to this combination of technology and instructional approach. Learning is simply too broad (and too important) and technology has become too powerful for education to be constrained within traditional containers. Sugata Matra’s recent TED talk about building Internet-ready PCs into the walls of poor neighborhoods in India might be the extreme version of “kids grow knowledge” while in their neighborhood, but other organizations in New York that are looking more closely at place-based learning echo this need for in situ learning. Katie Salem at Quest to Learn drives this notion home, “We have to move beyond this notion of school as a container for learning,” adding that kids pass through many different learning contexts every day.
Here at Oregon State University, we recently finished a place-based tree tour iPhone application and many of these instructional issues helped us define our design and development process. I’ll share more about this in the next post. In the meantime, do you have some other examples of place-based learning?