Supporting Context-Aware Collaborative Learning Activities by CAFCLA - 2nd International Workshop on Evidence-Based Technology Enhanced Learning - page 61

the activity is performed for each group in the particular zone determined by the
teacher through a first task in explanation of the activity.
The last implemented activity is a Jigsaw. As in the previous activities, the
process of defining and describing the scenario, the areas and the objects of inter-
est, the users and the groups of students is the first step to be completed. In this ac-
tivity the teacher divides the activity into different subjects to study individually
and then in different groups. First, the teacher assigns each student a specific topic
in which will be "expert". Later, two different types of groups are formed: on the
one hand by students who have been assigned with different topics (each group
will consist of an expert in each of the different themes described) and on the oth-
er hand by "expert" students in the same topic. Similarly, the teacher determines
which of the areas of interest that have been created belongs to each of the as-
signed topics. For the proper operation of the activity, the teacher indicates what
documents will be generated at each of its stages: single phase, experts phase
(collaboration among students working under the same topic) and group phase
(collaboration among students working on different topics). The final result of the
activity (e.g., a presentation) should be exposed by the group's leader, a role that is
assigned by the teacher.
4 Conclusions and Future Work
The use of Information and Communication Technology in the different areas has
increased in recent years thanks to the emergence in society of mobile devices,
easy access to currently existing technology and the many features they present,
such as communication protocols and context-aware technologies. However, it is
difficult to develop applications to squeeze all the potential offered by technology,
especially when the main objective is the development of technological applica-
tions that are transparent to users.
CAFCLA has been designed with the objective to design and develop a set of
tools that provide a basis for designing, developing and implementing context-
aware collaborative learning activities. CAFCLA is a framework that integrates
different context-aware technologies, such as Real Time Locating Systems, and
several communication protocols that abstract educators and developers of con-
text-aware collaborative learning activities from the complexity of the use of dif-
ferent technologies simultaneously. In this case, CAFCLA focuses on provide a
set of tools and methods to teachers, developers and technical staff in order to eas-
ily design, develop and deploy this type of learning activities.
The development of the framework has been approached from the teacher's
point of view. Thus, the design of different kind of collaborative activities has
been implemented by CAFCLA focusing in the teacher's work and how they can
include information and collaboration between students.
Future work includes the design, development and deployment of a real use
case where all the features of CAFCLA are implemented. This work will be