An Interactive Zoo Guide: A Case Study of Collaborative Learning

TL;DR

This paper describes a collaborative, interdisciplinary project involving students from various faculties working with Melbourne Zoo to develop an interactive GPS-enabled zoo guide, demonstrating innovative educational practices and real-world application.

Contribution

It presents a detailed case study of a multi-disciplinary student project creating an interactive zoo guide, highlighting collaborative learning and industry partnership in higher education.

Findings

Successful development of a GPS-enabled interactive zoo guide

Enhanced student engagement through real-world project experience

Interdisciplinary collaboration improved learning outcomes

Abstract

Real Industry Projects and team work can have a great impact on student learning but providing these activities requires significant commitment from academics. It requires several years planning implementing to create a collaborative learning environment that mimics the real world ICT (Information and Communication Technology) industry workplace. In this project, staff from all the three faculties, namely the Faculty of Health, Engineering and Science, Faculty of Arts, Education and Human Development, and Faculty of Business and Law in higher education work together to establish a detailed project management plan and to develop the unit guidelines for participating students. The proposed project brings together students from business, multimedia and computer science degrees studying their three project-based units within each faculty to work on a relatively large IT project with our industry partner, Melbourne Zoo. This paper presents one multimedia software project accomplished by one of the multi-discipline student project teams. The project was called 'Interactive ZooOz Guide' and developed on a GPS-enabled PDA device in 2007. The developed program allows its users to navigate through the Zoo via an interactive map and provides multimedia information of animals on hotspots at the 'Big Cats' section of the Zoo so that it enriches user experience at the Zoo. A recent development in zoo applications is also reviewed. This paper is also intended to encourage academia to break boundaries to enhance students' learning beyond classroom.