One of the best examples of location-based learning is the
Frequency 1550 project, done by the Waag Society in Amsterdam, and funded by KPN Mobile, one of the largest Dutch mobile phone providers:
In the Frequency 1550 mobile game, students are transported to the medieval Amsterdam of 1550 via a medium that's familiar to this agegroup: the mobile phone. The pilot took place in 2005 from 7 to 9 February and was supported by KPN Mobile's UMTS network.
The video on the site is great, only downside, it's in Dutch. I've got a version of it with subtitles in English, which is included on RCET's
Ubiquitous Computing DVD.
Other good examples I've seen include
MOOP, Mobile Learning Environment for Creative Learning Situations: an interactive m-learning environment for situations in which primary school pupils use a mobile phone to observe and analyze their surroundings and communicate within groups. The learning environment supports inquiry learning, during which a pupil outlines his or her thoughts on the current topic, collects information and observations from the surroundings, and reports the findings in the network learning environment. An example of MOOP can be found in the
Korvensuorua schools in Finland.
Chimer project: a European project that, according to its website
“sets out to capitalize on the natural enthusiasm and interest of children in developing new approaches to the use of evolving technologies for documenting items of cultural interest in their local communities. Twelve-year-olds in different parts of Europe will follow the guidance of museologists and teachers in building digital maps combining geographical coordinates defined by using GPS devices with the creative use of mobile technology and digital cameras. In this way, children from Bohemia to A Coruña and from the Netherlands to Vilnius will combine drawings and photographic images with their own comments on items of interest. In this way, little by little, they will participate solidly in creating a digital archive of their own towns, villages and surrounding communities which should enhance interest in these regions, not only for children but for other age groups.”
(
www.chimer.org/chimer_1.html)
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