Made available in DSpace on 2015-03-04T20:05:59Z (GMT). No. of bitstreams: 0 Previous issue date: 24 / Nenhuma / Estamos vivendo um momento de profundas transformações na sociedade, a partir do uso das Tecnologias Digitais (TDs) nos mais variados domínios que envolvem o nosso cotidiano. No âmbito da Educação, teorias tradicionais de ensino e de aprendizagem se tornam insuficientes para nos ajudar a compreender como os sujeitos se desenvolvem num mundo altamente tecnologizado, o que provoca o surgimento de novas teorias e metodologias que contemplam o ensino e a aprendizagem com o uso de diferentes meios tecnológicos digitais, a fim de promover o desenvolvimento humano. Aliado a isso, a crescente necessidade de mobilidade de pessoas, de acesso e troca de informações em qualquer tempo e espaço, de compartilhamento de idéias, de experiências e de conhecimento, além da necessidade de ampliar os tradicionais espaços formais de educação, oportunizam o emprego da emergente aprendizagem com mobilidade (m-learning), apoiada pelo uso de Tecnologias Móveis Sem Fio (TMSF), tais como Personal Digital Assistant (PDAs), palmtops, smar / We are living a moment of profound transformations in society, from the use of digital technologies on the most varied domains that involve our everyday life. Concerning Education, traditional teaching and learning theories are insufficient to help us understand how subjects are developed in a highly technological world, and it favors the appearing of new theories and methodologies that provide teaching and learning with the use of different digital technological means to promote human development. With this, there is an increasing need of people’s mobility, of access and information exchange in any time and space, of ideas, experiences and knowledge sharing besides the necessity to amplify the traditional spaces of formal education, favor the use of the emergent mobile learning (m-learning), supported by the use of wireless mobile technologies (WMTs), such as Personal Digital Assistant (PDAs), palmtops, smart phones, cell phones, among others. It is in this context that a appears the problem that was the sta

A aplicação de dispositivos eletrônicos móveis na Educação tem ficado cada vez mais intensa na última década. Projetos como UCA (Um Computador por Aluno), elaborado pelo Governo Federal Brasileiro, OLPC (One Laptop per Child), conduzido por uma organização sem fins lucrativos de mesmo nome, e M-Learning, de universidades europeias, são exemplos de larga escala deste fenômeno. Os impactos educacionais do uso destes dispositivos são estudados nestes e em outros projetos relacionados, havendo diversas indicações de como alcançar de resultados positivos. Não existem, entretanto, modelos de Engenharia de Software voltados à produção dos aplicativos usados neste contexto. Visando atender esta demanda, este texto analisa as particularidades no projeto de ferramentas para estas plataformas móveis, com mais interesse no desenvolvimento colaborativo das comunidades de software livre e na realidade brasileira. O desenvolvimento de um aplicativo de desenho para o projeto OLPC foi usado como estudo de caso para esta pesquisa. Este aplicativo foi criado usando o método da Programação Extrema por uma equipe de pesquisadores liderada pelo autor e atualmente conta com colaboração da comunidade de software livre. A partir desta experiência, foram estendidos dois modelos de Engenharia de Software: a Programação Extrema e a Engenharia sócio-cognitiva. Estas extensões foram elaboradas a fim de a dar apoio a uma equipe presencial (funcionando de acordo com um destes 2 métodos) interagindo com uma comunidade de software livre. / The application of mobile electronic devices in Education has been increasing since the last decade. Projects such as UCA (Um Computador por Aluno), formulated by the Brazilian Federal Government, OLPC (One Laptop per Child), conducted by a nonprofit organization of the same name, and M-Learning, organized by European universities, are large-scale examples of that phenomenon. The educational impacts of those devices have been reported in those projects and in related ones; and they also indicate how to achieve positive results. However there is no Software Engineering models focused on producing the kind of applications used in this context. Thence this text analyzes the design particularities of these tools for mobile platforms, with a closer look to the collaborative development in free software communities and the Brazilian reality. The development of a drawing tool for the OLPC project was used as a study case for this research. This application was created using the Extreme Programming model in a team of researchers led by the author and it is currently supported by the OLPC community. Based in that experience, two Software Engineering models have been extended: Extreme Programming and Socio-cognitive Engineering. These extensions were developed in order to support a collocated team (working according to one of these two methods) interacting with a free software community.

A aplicação de dispositivos eletrônicos móveis na Educação tem ficado cada vez mais intensa na última década. Projetos como UCA (Um Computador por Aluno), elaborado pelo Governo Federal Brasileiro, OLPC (One Laptop per Child), conduzido por uma organização sem fins lucrativos de mesmo nome, e M-Learning, de universidades europeias, são exemplos de larga escala deste fenômeno. Os impactos educacionais do uso destes dispositivos são estudados nestes e em outros projetos relacionados, havendo diversas indicações de como alcançar de resultados positivos. Não existem, entretanto, modelos de Engenharia de Software voltados à produção dos aplicativos usados neste contexto. Visando atender esta demanda, este texto analisa as particularidades no projeto de ferramentas para estas plataformas móveis, com mais interesse no desenvolvimento colaborativo das comunidades de software livre e na realidade brasileira. O desenvolvimento de um aplicativo de desenho para o projeto OLPC foi usado como estudo de caso para esta pesquisa. Este aplicativo foi criado usando o método da Programação Extrema por uma equipe de pesquisadores liderada pelo autor e atualmente conta com colaboração da comunidade de software livre. A partir desta experiência, foram estendidos dois modelos de Engenharia de Software: a Programação Extrema e a Engenharia sócio-cognitiva. Estas extensões foram elaboradas a fim de a dar apoio a uma equipe presencial (funcionando de acordo com um destes 2 métodos) interagindo com uma comunidade de software livre. / The application of mobile electronic devices in Education has been increasing since the last decade. Projects such as UCA (Um Computador por Aluno), formulated by the Brazilian Federal Government, OLPC (One Laptop per Child), conducted by a nonprofit organization of the same name, and M-Learning, organized by European universities, are large-scale examples of that phenomenon. The educational impacts of those devices have been reported in those projects and in related ones; and they also indicate how to achieve positive results. However there is no Software Engineering models focused on producing the kind of applications used in this context. Thence this text analyzes the design particularities of these tools for mobile platforms, with a closer look to the collaborative development in free software communities and the Brazilian reality. The development of a drawing tool for the OLPC project was used as a study case for this research. This application was created using the Extreme Programming model in a team of researchers led by the author and it is currently supported by the OLPC community. Based in that experience, two Software Engineering models have been extended: Extreme Programming and Socio-cognitive Engineering. These extensions were developed in order to support a collocated team (working according to one of these two methods) interacting with a free software community.

Submitted by Kamila Costa (kamilavasconceloscosta@gmail.com) on 2015-06-23T17:26:53Z No. of bitstreams: 1 Dissertação-Wesley de S Viana.pdf: 3248107 bytes, checksum: 052d64e91b1af49c56df079ee11e65af (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-07-07T18:08:42Z (GMT) No. of bitstreams: 1 Dissertação-Wesley de S Viana.pdf: 3248107 bytes, checksum: 052d64e91b1af49c56df079ee11e65af (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-07-07T18:23:03Z (GMT) No. of bitstreams: 1 Dissertação-Wesley de S Viana.pdf: 3248107 bytes, checksum: 052d64e91b1af49c56df079ee11e65af (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-07-07T18:39:44Z (GMT) No. of bitstreams: 1 Dissertação-Wesley de S Viana.pdf: 3248107 bytes, checksum: 052d64e91b1af49c56df079ee11e65af (MD5) / Made available in DSpace on 2015-07-07T18:39:44Z (GMT). No. of bitstreams: 1 Dissertação-Wesley de S Viana.pdf: 3248107 bytes, checksum: 052d64e91b1af49c56df079ee11e65af (MD5) Previous issue date: 2015-03-30 / CNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológico / The distance education is a technology-mediated education mode in which the teacher becomes an intermediary of knowledge and the student is primarily responsible for the pursuit of knowledge and learning. In recent years, there has been a rapid growth in the use of this form of education in public and private institutions, boosting the development of new technologies and technological tools in order to support this growth. In this context, the Learning Management System (LMS) have become very used to support for distance education. However, these environments present some limitations, requiring the construction of technological tools to circumvent such restrictions. In the midst of this information it has been found that some teachers have difficulties in tracking students in designated locations for supervised internship, both physically and by E-learning support environment. Therefore, this paper proposes an approach involving mobile technologies and location context to enable the preparation and realization of tasks in specific locations. This allows the teacher to create a task and assign it to a specific location and make sure that the student was at the scene, because the task will be available only in the location set. In addition, we developed a Multi-agent System (SMA) to notify about deadlines and tasks available in the environment through SMS and email. The approach was validated in two disciplines of distance courses and internship in a pilot course conducted at the Federal University of Amazonas (UFAM) that allowed the initial validation with real users in various scenarios of applicability of the approach. / A Educação a Distância (EaD) é uma modalidade de educação mediada por tecnologia no qual o professor torna-se um intermediário do saber e o aluno é o principal responsável pela busca do conhecimento e aprendizado. Nos últimos anos, houve um crescimento acelerado na utilização dessa forma de educação em instituições públicas e privadas, impulsionando o desenvolvimento de novas tecnologias e ferramentas tecnológicas a fim de apoiar esse crescimento. Nesse contexto, os Ambientes Virtuais de Aprendizagem (AVAs) tornaram-se muito utilizados para suporte à EaD. No entanto, esses ambientes apresentam algumas limitações, sendo necessária a construção de ferramentas tecnológicas para contornar tais limitações. Em meio a essas informações foi constatado que alguns professores possuem dificuldades em acompanhar os alunos em locais designados para a realização de estágio supervisionado, tanto fisicamente quanto pelo ambiente de suporte à EaD. Portanto, o presente trabalho propõe uma abordagem envolvendo tecnologias móveis e contexto por localização para possibilitar a elaboração e a realização de tarefas em locais específicos. Isso permite ao professor criar uma tarefa e designá-la a um local especifico e se certificar-se que o aluno foi ao local, pois a tarefa será disponibilizada apenas no local definido. Além disso, foi desenvolvido um Sistema Multiagente (SMA) para notificar sobre prazos e tarefas disponíveis no ambiente por meio de SMS e e-mail. A abordagem foi validada em duas disciplinas de estágio em cursos a distância e em um curso piloto conduzido na Universidade Federal do Amazonas (UFAM) que permitiu a validação inicial com usuários reais em vários cenários de aplicabilidade da abordagem.

Made available in DSpace on 2016-04-29T14:23:33Z (GMT). No. of bitstreams: 1 Tania Filomena Knittel.pdf: 1725855 bytes, checksum: 44e3af055fef450588e4a448a3e063f1 (MD5) Previous issue date: 2014-11-03 / In the field of Education today, we must take into consideration the fact that our students were born in the age of the internet and technologic boom. Video games and computers, faster and more advanced than ever, are part of their routine. According to Marc Prensky (2010), who specialized in technology and education at Yale University, children today are born in a world characterized by technology and digital media, and thus would have their cognitive profile altered. The present study, titled The Use of Mobile Devices as Teaching and Learning Tools in Classrooms, has the goal of identifying possible applications of the use of mobile devices as learning artifacts, as well as analyzing challenges, perspectives and possibilities for both learners and educators. The theoretical framework used as foundation for the argumentation is the Activity Theory, which emphasizes the importance of student action during the learning process (MATTAR, 2013), has as main contributors Vygotsky, Luria, Leontiev and Engeström and as main concept the unity of human consciousness and activity. The methodology used was the study of multiple cases with both a qualitative and quantitative approach, with descriptive and interpretative investigation based on an exploratory perspective that allowed a diversified set of data collection tools: interviews, questionnaires and investigation of the different issues in the focus group. The research analyzed mobile devices as mediation devices for the development of skills and abilities in order to face future challenges such as: critical thinking, problem solving, collaboration, communication, creativity, and innovation skills in classroom activities. The participating subjects were students and teachers in a private school located in the Southern Zone (Zona Sul) of the city of São Paulo. Final considerations of the study evidence mobile devices as a reality in students day-to-day lives, furthermore, in order for them to be used in the classroom, planning is required to allow for resignification by students and teachers, who play a fundamental role as mediators. Research findings show limiting factors, among them distraction and reduced screen size. However, the wide variety of functionalities present in such devices, such as applications, games, books and films, in addition to facilitating real time data and information access, make the use of smartphones and tablets for educational purposes ever more appealing / Atualmente na Educação, deve-se levar em consideração que os alunos já nasceram sob o advento da Internet e do boom tecnológico. Videogames e computadores cada vez mais velozes e avanços tecnológicos fazem parte do cotidiano desses aprendizes. Para Marc Prensky (2010), especialista em Tecnologia e Educação pela Universidade de Yale, as crianças de hoje já nascem em um mundo caracterizado pelas tecnologias e mídias digitais e esse novo contexto veio a interferir no perfil cognitivo deles, modificando-o significativamente. O presente trabalho, intitulado A utilização de dispositivos móveis como ferramenta de ensino-aprendizagem em sala de aula , tem por objetivo não só identificar as possíveis aplicações do uso de tais artefatos como instrumentos de aprendizagem, mas também analisar os desafios e as perspectivas que se abrem a alternativas inovadoras tanto para os educandos quanto para os educadores. A sustentação da argumentação dar-se-á a partir da Teoria da Atividade, que enfatiza a importância da ação por parte do aluno durante o processo de aprendizagem (MATTAR, 2013), consoante propostas de Vygotsky, Luria, Leontiev e Engeström no que concerne ao conceito da unidade entre a consciência humana e a atividade. A metodologia utilizada na pesquisa privilegiou a abordagem qualitativa, de investigação exploratória, pelo estudo múltiplo de casos que tornou possível a recolha diversificada de dados: observações diretas e indiretas, entrevistas, questionários e discussões de diferentes questões oportunizadas no grupo focal, cujos participantes foram alunos e professores de uma escola particular, localizada na Zona Sul da cidade de São Paulo. As análises dos dispositivos móveis como artefatos de mediação para o desenvolvimento de habilidades e competências para enfrentar desafios futuros objetivaram a exploração de aspectos tais que pensamento crítico, solução de problemas, colaboração, comunicação, criatividade e inovação em atividades de sala de aula. Levando em conta que os dispositivos móveis são uma realidade e estão presentes no dia a dia, sugere-se a utilização desses recursos com planejamento, que venha a tornar possível a ressignificação do papel dos alunos e professores, que passam a mediadores. Os resultados da pesquisa apontam para fatores limitantes, dentre eles a distração e o tamanho reduzido da tela e, igualmente, destacam a grande variedade de funcionalidades presentes nos aparelhos - aplicativos, jogos, livros e filmes - recursos que proporcionam respostas em tempo real mediante a facilidade de acesso a dados e informações. Isso torna o uso de smartphones e tablets cada vez mais atraente para uso na Educação

A popularização dos dispositivos móveis em todas as camadas sociais tem motivado o desenvolvimento de aplicações educacionais móveis, denominadas aplicações de m-learning. Neste cenário, as aplicações existentes, mesmo possuindo diversos benefícios e facilidades no que diz respeito ao ensino e aprendizagem, apresentam problemas e desafios relacionados, sobretudo no que se refere ao desenvolvimento, reuso e padronização arquitetural. Por outro lado, na vertente do reúso de software, percebe-se uma crescente adoção do conceito de Linha de Produtos de Software (LPS). Esse paradigma possibilita às organizações explorar as similaridades e variabilidades de seus produtos, aumentando a reutilização de artefatos e, como consequência, diminuindo custos e tempo de desenvolvimento. Neste trabalho é apresentada uma LPS voltada ao domínio das aplicações de m-learning, denominada M-SPLearning. A proposição da M-SPLearning envolveu desde o estudo inicial para a obtenção de uma análise de domínio efetiva, até a implementação dos componentes previamente analisados. A LPS concebida teve seus respectivos produtos avaliados experimentalmente no cenário industrial, fornecendo evidências de que sua utilização pode acelerar o time-to-market de produtos de m-learning, com um número reduzido de defeitos. / The popularity of mobile devices in all social classes has motivated the development of mobile educational applications, called m-learning applications. The existing applications, even having many benefits and facilities in relation to teaching and learning, also have problems and challenges, especially regarding the development, reuse and architectural standardization. Particularly, there is an increasing adoption of the concept of Software Product Line (SPL) in researches related to reuse. This paradigm enables organizations to explore the similarities and variabilities of their products, increasing the reuse of artifacts and, consequently, reducing costs and development time. This work presents an SPL focused on the domain of m-learning applications, named M-SPLearning. The development of M-SPLearning has comprised since the initial study for an effective domain analysis until the implementation of the components previously analyzed. Such SPL had its products experimentally evaluated in the industrial scenario, providing evidences that its use can accelerate the time-to-market of m-learning applications, with a reduced number of faults.

This manual provides detailed guidance on creating, designing and developing e-learning and m-learning courses, materials and resources for instructors, faculty, staff, trainers and instructional designers who are new to e-learning design at colleges and universities, especially in Africa and in developing nations. It provides basic concepts and information on the processes and resources involved in e-learning development, and a step by step systematic guide on how to design and develop e-learning and m-learning courses and resources in universities and colleges. The information in this manual is based on consolidated instructional design models and learning theories and incorporates the designer’s experience in delivering e-learning and m-learning courses in development contexts. / https://dc.etsu.edu/etsu_books/1066/thumbnail.jpg

The time for WIMAX (Worldwide Interoperability for Microwave Access) is coming. Wireless network, a major trend of urban development nowadays, has become a part of modern life. In addition, all the countries have put emphasis on the application of information technology in the field of education. Thus, Ministry of Education in Taiwan actively promotes how to integrate information technology into teaching. In order to combine policies with the development of technology industry, building a wireless teaching environment in junior high schools is now a benchmark of becoming a clever mobile city for Kaohsiung City. As the prosperity of wireless network technology, mobile learning is now the main stream of the ubiquitous society; that is, utilizing modern technology into teaching has become a trend. This research takes the teachers major in humanities and art and the executive directors in the junior high schools in Kaohsiung City as an object of study, probing into the completion of building wireless teaching environments in these schools, the application of wireless network for teaching in the field of humanities and art, and the information literacy in connection with the will to utilize such technology of these teachers. This research bases on Davis¡¦s Technology Acceptance Model, probing into the usefulness, the ease of use and the will to use of teaching with the wireless network with the construction of the wireless environment in the campus and the information literacy of the teachers by the questionnaires. It adopts SPSS15.0 for Windows as well as Amos 7.0 systems to analyze the data and Structural Equation Modeling to proceed to the causal path analysis of the research structure, testing the causal relationship of each variable in this research. At the same time, it uses the data from the questionnaires and the interviews to mutually confirm the conclusion. According to this research, there are five conclusions: 1¡BGender, the seniority of teaching, the function of office and the scale of the school will affect the usefulness, the ease of use, the will to use and the information literacy of teaching with the wireless network. 2¡BSo far the construction of wireless environment of the junior high schools in Kaohsiung city is still not perfect; specifically, only few schools can expand wireless access points by themselves while other schools still maintain 5 access points offered by the Education Bureau. Thus, the access points are installed only in the conference rooms or the special-function classrooms; they are insufficient for the normal classrooms. 3¡BThe teachers in the field of humanities and art generally use internet resources to teach, but many of them can not directly teach on the internet owing to the insufficiency of wireless environment. 4¡BThe information literacy of the teachers has a notably positive effect on the usefulness, the ease of use and the will to use of teaching with the wireless network. 5¡BThe effectiveness of how WIMAX influence the completion of building wireless teaching environment in junior high schools is not so obvious.

Οι ασύρματες κινητές υπολογιστικές συσκευές (tablets) και οι εφαρμογές τους αποτελούν μια σημαντική πρόκληση για τα εκπαιδευτικά συστήματα, αφού διαφοροποιούν και επεκτείνουν τις χρήσεις των τεχνολογιών για μετάδοση και αναζήτηση πληροφοριών και για ανθρώπινη επικοινωνία και συνεργασία. Οι συσκευές αυτές είναι μεταφέρσιμες και λειτουργικές παντού, ενώ ταυτόχρονα μπορούν να συνδεθούν σε κινητά ή ασύρματα δίκτυα με σκοπό την ανταλλαγή οποιασδήποτε φύσης δεδομένων. Οι δυνατότητές τους αυτές, η φορητότητα και η συνδεσιμότητα, καθιστούν τις συσκευές αυτές εργαλεία που εν δυνάμει μπορούν να επηρεάσουν σημαντικά την εκπαίδευση και συνακόλουθα τη μάθηση. Σκοπός της συγκεκριμένης έρευνας είναι η ανάλυση της χρήσης των κινητών υπολογιστικών συσκευών στη σχολική τάξη και η μελέτη των δυνατών μαθησιακών χρήσεων των κινητών υπολογιστικών συσκευών στο δημοτικό σχολείο. Οι κινητές υπολογιστικές συσκευές, λόγω των ιδιαίτερων χαρακτηριστικών τους, είναι δυνατό να αποτελέσουν εργαλείο διδασκαλίας και μάθησης σε όλα τα γνωστικά αντικείμενα του προγράμματος σπουδών. Πιο συγκεκριμένα, στόχοι της παρούσας έρευνας είναι η μελέτη του τρόπου αλληλεπίδρασης και συνεργασίας μαθητών δημοτικού σχολείου με τις κινητές υπολογιστικές συσκευές, η αναζήτηση αποτελεσματικού τρόπου ενσωμάτωσης των συσκευών αυτών στη μαθησιακή διαδικασία, με τη χρήση διαφορετικής κατηγορίας εφαρμογών, με στόχο την ανάδειξη των ιδιαίτερων χαρακτηριστικών και δυνατοτήτων τους και η διερεύνηση της αποδοχή της συγκεκριμένης τεχνολογίας από τους μαθητές και τους εκπαιδευτικούς του δημοτικού σχολείου. Για το σκοπό αυτό, σχεδιάστηκε και αξιολογήθηκε ένα εκπαιδευτικό σενάριο, οι δραστηριότητες του οποίου αφορούσαν διαφορετικές μαθησιακές περιοχές του προγράμματος σπουδών του Δημοτικού Σχολείου. Αξιοποιήθηκαν οι δυνατότητες των κινητών υπολογιστικών συσκευών και αναδείχθηκαν οι δυνατότητές τους που υποστηρίζουν και πλαισιώνουν τη μαθησιακή διαδικασία. Το εκπαιδευτικό σενάριο υλοποιήθηκε στο 42ο Δημοτικό Σχολείο Πάτρας, και συγκεκριμένα στα δύο τμήματα της Τετάρτης Τάξης του σχολείου, σε συνεργασία με τον εκπαιδευτικό της τάξης στα πλαίσια μιας συμμετοχικής εθνογραφικής μελέτης περίπτωσης. Από την ανάλυση των δεδομένων της έρευνας φαίνεται πως οι κινητές υπολογιστικές συσκευές μπορούν να καταστούν ένα χρήσιμο και αποτελεσματικό εργαλείο που προάγει τη συνεργασία των παιδιών όταν αυτά δουλεύουν σε ομάδες, αρκεί να γίνει από τον εκπαιδευτικό ο κατάλληλος σχεδιασμός και η διαδικασία να υποστηρίζεται από τις κατάλληλες εφαρμογές. Ακόμη, οι εφαρμογές που φαίνεται να ενισχύουν ή να αναπτύσσουν την εποικοδομητική συνεργασία των μαθητών είναι οι εφαρμογές προσομοίωσης, χωρίς να σημαίνει πως οι άλλου τύπου εφαρμογές δεν προάγουν τη συνεργασία και την ορθολογική χρήση των συσκευών. Επιπλέον, είναι σημαντικός ο προσεκτικός σχεδιασμός μαθησιακών δραστηριοτήτων για στόχους του αναλυτικού προγράμματος σπουδών του δημοτικού σχολείου από άρτια, στην πράξη, επιμορφωμένους εκπαιδευτικούς που γνωρίζουν τις ανάγκες της τάξης και των μαθητών τους. Τέλος, μαθητές και εκπαιδευτικοί φαίνεται να είναι θετικοί στην ορθολογική ενσωμάτωση των συσκευών στην εκπαιδευτική διαδικασία. / -

Augmented Reality (AR) has become a popular interactive technique in the last few years. One of the critical challenges is to identify the real-life objects. Further, how to fully exert the advantages of the AR technique under the limited resources available on the mobile devices is another critical challenge. To resolve the above issue, firstly this thesis reviewed the real-life object tagging and identification techniques. Secondly this thesis studied the Human Computer Interaction (HCI) Interface and the environmental sensors on the mobile phones. Lastly this thesis implemented a Multiple Real-life Object Identification Algorithm along with the development of the Multi Object Identification Augmented Reality (MOIAR) application. Subsequently, the MOIAR application has been implemented in the location-based mobile learning environment, where the Legislative Assembly of Alberta is included as an example real-life learning object. This MOIAR implementation has applied the tagging and identification technique review as well as the HCI and sensors study, to prove the usability and practicability of the MOIAR application. / 2012-01