Reference : Iterative design of mobile learning systems for school projects
Scientific journals : Article
Social & behavioral sciences, psychology : Social, industrial & organizational psychology
http://hdl.handle.net/10993/4387
Iterative design of mobile learning systems for school projects
English
Melzer, André mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
Hadley, L. [Universität zu Lübeck, Deutschland]
Glasemann, M. [Universität zu Lübeck, Deutschland]
Günther, S. [Universität zu Lübeck, Deutschland]
Winkler, T. [Universität zu Lübeck, Deutschland]
Herczeg, M. [Universität zu Lübeck, Deutschland]
2009
Technology, Instruction, Cognition & Learning
Old City Publishing, Inc.
6
4
235-251
Yes (verified by ORBilu)
1540-0182
Philadelphia
PA
[en] Mobile learning ; schools ; iterative design ; efficiency criteria ; digital and interactive devices
[en] 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.
http://hdl.handle.net/10993/4387

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