Bringing the Classroom into the World: Three Reflective Case Studies of Designing Mobile Technology to Support Blended Learning for the Built and Landscaped Environment

Autor/inn/en	Smith, Wally; Lewi, Hannah; Saniga, Andrew; Stickells, Lee; Constantinidis, Dora
Titel	Bringing the Classroom into the World: Three Reflective Case Studies of Designing Mobile Technology to Support Blended Learning for the Built and Landscaped Environment
Quelle	In: Journal of Problem Based Learning in Higher Education, 5 (2017) 1, S.64-84 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2246-0918
Schlagwörter	Blended Learning; Case Studies; Handheld Devices; Architectural Education; Architecture; Horticulture; Urban Renewal; Observation; Educational Objectives; Technology Uses in Education; Teaching Methods; Educational Practices; College Students; Foreign Countries; Student Surveys; Interviews; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Architektur; Gartenbau; Stadtsanierung; Beobachtung; Educational objective; Bildungsziel; Erziehungsziel; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Collegestudent; Ausland; Schülerbefragung; Interviewing; Interviewtechnik; Australien
Abstract	We report and reflect on three projects, carried out by us as educators and technology researchers over a four year period, that explore the use of mobile technologies in the fieldwork of Australian tertiary students of architectural history, landscape history and urban design. Treating these as three case studies, our focus is on the emerging process of designing, developing and deploying different forms of mobile-inspired fieldwork to complement class-based learning. The first two cases involve the development of apps that work as guides for students to explore places of architectural and historical significance in Melbourne, while the third case invited students themselves to create designs for a mobile app intended to communicate the influence of urban design thinkers on a particular place in Sydney. We consider how the iterative development and deployment of the apps and field exercises, over successive semesters, became one of extended co-design between students, tutors and teaching staff. (As Provided).
Anmerkungen	Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01