Iterative Design of Mobile Learning Systems for School Projects

Autor/inn/en	Melzer, André; Hadley, Lia; Glasemann, Marie; Günther, Silke; Winkler, Thomas; Herczeg, Michael
Titel	Iterative Design of Mobile Learning Systems for School Projects
Quelle	In: Technology, Instruction, Cognition and Learning, 6 (2009) 4, S.235-251 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-0182
Schlagwörter	Electronic Learning; Design; Educational Technology; Efficiency; Handheld Devices; Student Projects; Foreign Countries; Holistic Approach; Secondary School Students; Germany + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Effectiveness; Effektivität; Wirkungsgrad; Schulprojekt; Ausland; Holistischer Ansatz; Sekundarschüler; Deutschland
Abstract	Different approaches have been proposed on the design and development of digital and interactive technology in mobile learning contexts. In line with recent findings in literature, we suggest that mobile learning systems benefit from a criteria-based iterative design and development process that incorporates evaluation results of mobile learning scenarios based on school curricula. Underlying these scenarios is a holistic, socio-technical system view, which makes allowance for the complex dynamics between teachers, students, researchers, the multiplicity of contextual factors, and the specifications and requirements of the digital devices and applications, as well as their interrelations. Five school project scenarios are described, as well as the evaluation process involved that served as an integral part in creating a dynamic optimization process for the design and development of digital and interactive systems that follow efficiency criteria for mobile learning (i.e., construction, contextualization, communication, and control). In addition, we argue that mobile systems should also allow for users' or students' participatory activities in the preparation phase to bridge the gap between indoor and outdoor learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01