Mobileszközök

A témakör bemutatásához az Informal Science forrásait használjuk:

"Informal STEM learning settings are notable in that, unlike classrooms, which tend to have relatively homogenous physical elements like desks, chairs, black/whiteboards, they can have a wide variety of physical arrangements, content, and constraints. For example, the physical setting of a hands-on science museum may be very different from the physical setting of a natural science museum, which in turn may be very different from outdoor settings found in a zoo or park.

When designing educational applications for mobile devices, the designer should keep in mind that “the space the [learners] are engaged in during their [learning] activity includes the devices, but is not limited to the space within the screen” (Roschelle & Pea, 2002). A mobile design that might work within one type of informal STEM learning experiences may thus not work very well at all in another, if the “space beyond the screen” is notably different. For example, although mobile devices have been used as interactive guides in zoos (e.g., Hlavacs et al., 2006); (Ohashi, Ogawa, & Arisawa, 2008); (Stahl, 2007), at least one study found that in a hands-on science museum setting, visitors found mobile guides to be an inconvenience (Hsi, 2002), as operating the devices interfered with their ability to manipulate hands-on exhibits.

That said, one might argue that this is more of a usability issue than an indictment of mobile technology per se: mobile devices offer a wide array of Input-Output (IO) modalities for interacting in physical settings (Jimenez & Lyons, 2011). Beyond the standard mobile guide approach of having users initiate the delivery of audio, video, or textual content via on-screen menus, mobile devices can be used to read QR codes (e.g., Ceipidor et al.,2009); (e.g., O’Hara et al., 2007), support computer-vision-initiated (e.g., Bruns et al, 2007; (Wagner, Schmalstieg, & Billinghurst, 2006) or GPS-initiated (e.g.,Facer et al., 2004) Augmented Reality, or respond to location beacons (e.g., Klopfer et al., 2005) via technologies like wifi or Bluetooth, among other context-sensitive IO options. Informal educational software designers are just beginning to explore these different mobile IO modalities, so the literature contains more proofs-of-concept than empirical research on learning gains. Nonetheless, these exemplars can be used to illustrate the different ways the physical context of informal learning settings can be kept in mind when designing for mobile learning (Raptis et al., 2005, for a review)."

A teljes anyag elérhető: http://www.informalscience.org/research/wiki/Supporting-the-Design-of-the-Learning-Environment-Through-Mobile-Devices#sthash.BQZisC1B.dpuf