Designing Contextualized Learning Marcus Specht [marcus.specht@ou.nl], Educational Technology Expertise Centre, Open Universiteit Nederlands, Netherlands Introduction Contextualized and ubiquitous learning are relatively new research areas that combine the latest developments in ubiquitous and context aware computing with pedagogical approaches relevant to structure more situated and context aware learning support. Searching for different backgrounds of mobile and contextualized learning authors have identified the relations between existing educational paradigms and new classes of mobile appli- cations for education (Naismith, Lonsdale, Vavoula, & Sharples, 2004). Furthermore best practices of mobile learning applications have been iden- tified and discussed in focused workshops (Stone, Alsop, Briggs, & Tomp- sett, 2002; Tatar, Roschelle, Vahey, & Peunel, 2002). Especially in the area of educational field trips (Equator Project, 2003; RAFT, 2003) in the last years innovative approaches for intuitive usage of contextualized mo- bile interfaces have been developed. Recent research in human computer interaction describes several trends in designing new interfaces for interacting with information systems. Ben- ford et al. (Benford et al., 2005) describe four main trends which include growing interest and relevance of sensing technologies, growing diversity in physical interfaces, increasing mobility and physical engagement in HCI, and a shift in types of applications for which innovative interfaces are designed. These developments also have a major impact on the develop- ment of new learning solutions and interfaces for explorative and situated learning support.