Learning Activities in a Sociable Smart City Eleni Christopoulou 1 , Dimitrios Ringas 2 1 Department of Computer Engineering & Informatics, University of Patras, Patras, Greece 2 Department of Informatics, Ionian University, Corfu, Greece hristope@ceid.upatras.gr, riggas@ionio.gr Abstract. We present our approach on how smart city technologies may enhance the learning process. We have developed the CLIO urban computing system, which invites people to share personal memories and interact the collective city memory. Various educational scenarios and activities were performed exploiting CLIO; in this paper we present the methodology we followed and the experience we gained. Learning has always been the cognitive process of acquiring skills or knowledge, while teachers are often eager to experiment with novel technological means and methods; our aim was to explore the effect that urban computing could have to the learning process. We applied our methodology in the city of Corfu inviting schools to engage their students in learning through the collective city memory while exploiting urban computing. Results from our experience demonstrate the potential of exploiting urban computing in the learning process and the benefits of learning out of the classroom. Keywords: mobile learning, urban computing, smart city learning, collective city memory. 1 Introduction Learning has not changed over the years from being the cognitive process of acquiring skills or knowledge, but the means and methods used in the learning process have evolved reflecting the advent of technology. Not so long ago, a radical change occurred in early 1990s; it was the evolution of the traditional class to the e- class that followed the emergence and popularity of the Web. A number of e-learning platforms and systems were designed with various levels of usability. Simple ones managed and distributed educational content, full-fledged learning management systems promoted interactivity; both could be based either on synchronous or asynchronous communication. The next great breakthrough occurred just before the millennium with the adoption of mobile phones; their initial use was as common wireless telephone devices but soon they evolved to much more than that as people used them to view their emails, watch the news, browse the web, etc. Significant contribution to their adoption had the increase of their capabilities; they converged to small computers as they adopted OS with more capabilities, bigger screens, multiple communication interfaces, lots of memory, etc. All these promoted their adoption as devices suitable for learning; thus an ecosystem of mobile learning systems and applications flourished. Mobile learning Interaction Design and Architecture(s) Journal - IxD&A, N. 17, 2013, pp. 29-42