Effective use of mobile technologies to enhance learning, teaching and assessment,
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Context take from the paper:
"The culture, practice and pedagogy of academic disciplines such as geography and environmental sciences are based around in the field activities as well as traditional learning in face to face, online and laboratory scenarios. Downward et al (2008) have argued that environmental scientists are uniquely positioned to pilot mobile technologies, because they work across so many different contexts.
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| figure 1 |
Figure 1 depicts the varied contexts in which environmental students are now expected to work. Within each of these disciplinary contexts learners should have access to all the resources they need, as well as the ability to capture, reflect on, develop and extend their ideas into other contexts.
As Kukulska-Hulme et al (2007) note, mobile learning may offer a solution to this problem, by encouraging students to use “portable tools that support observations, interactions, conversations and reflections, within and across various contexts of use...” (p.53).
With this in mind we wanted to find a solution that could facilitate students’ learning both within and across these contexts."
Reference
Kukulska-Hulme, A, Traxler, J, and Pettit, J, (2007). Designed and user generated activity in the mobile age. Journal of Learning Design, 2(1), pp 52–65.
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