Skip to main content
SpringerLink
Log in

Design of Mobile Learning for Outdoor Environments

  • Chapter
Educational Media and Technology Yearbook

Part of the book series: Educational Media and Technology Yearbook ((EMTY,volume 39))

Abstract

Given their portability, mobile devices allow users to access information, record field observations, or search databases on-site to identify plant and animal species present in natural, outdoor settings. This paper presents five empirically based design guidelines for mobile learning outdoors that our research team used to design a mobile app to help families learn about tree life cycles. We link theory to practice by illustrating how the five guidelines were applied in the context of an outdoor mobile learning project called Tree Investigators.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Allen, S. (2002). Looking for learning in visitor talk: A methodological exploration. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 259–303). New York: Taylor & Francis.

    Google Scholar 

  • Chen, Y. S., Kao, T. C., & Sheu, J. P. (2003). A mobile learning system for scaffolding bird watching learning. Journal of Computer Assisted Learning, 19(3), 347–359.

    Article  Google Scholar 

  • Crowley, K., & Jacobs, M. (2002). Building islands of expertise in everyday family activity. Learning conversations in museums. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 333–356). New York: Taylor & Francis.

    Google Scholar 

  • Eberbach, C., & Crowley, K. (2009). From everyday to scientific observation: How children learn to observe the biologist’s world. Review of Educational Research, 79(1), 39–68.

    Article  Google Scholar 

  • Falk, J. H., & Dierking, L. D. (2002). Lessons without limit: How free-choice learning is transforming education. Walnut Creek, CA: Altamira.

    Google Scholar 

  • Ge, X., & Land, S.M. (2004). A conceptual framework for scaffolding ill-structured problem solving using question prompts and peer interactions. Educational Technology Research & Development, 52(2), 5–22.

    Google Scholar 

  • Halverson, C. A. (2002). Activity theory and distributed cognition: Or what does CSCW need to do with theories? Computer Supported Cooperative Work (CSCW), 11(1–2), 243–267.

    Article  Google Scholar 

  • Hannafin, M. J., & Land, S. M. (1997). The foundations and assumptions of student-centered learning environments. Instructional Science, 25, 167–202.

    Article  Google Scholar 

  • Hannafin, M. J., Land, S. M., & Oliver, K. (1999). Open learning environments: Foundations and models. In C. Reigeluth (Ed.), Instructional design theories and models (Vol. II). Mahway, NJ: Erlbaum.

    Google Scholar 

  • Hsi, S. (2003). A study of user experiences mediated by nomadic web content in a museum. Journal of Computer Assisted Learning, 19(3), 308–319.

    Google Scholar 

  • Huang, Y.-M., Lin, Y.-T., & Cheng, S.-C. (2010). Effectiveness of a mobile plant learning system in a science curriculum in Taiwanese elementary education. Computers & Education, 54, 47–58.

    Article  Google Scholar 

  • Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.

    Google Scholar 

  • Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., et al. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers & Education, 68, 545–556.

    Article  Google Scholar 

  • Land, S. M. (2000). Cognitive requirements for learning with open-ended learning environments. Educational Technology Research & Development, 48(3), 61–78.

    Article  Google Scholar 

  • Land, S., & Hannafin, M. (2000). Student-centered learning environments. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Land, S. M., Hannafin, M. J., & Oliver, K. (2012). Student-centered learning environments. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (2nd ed., pp. 3–26). London, UK: Routledge.

    Google Scholar 

  • Land, S. M., Smith, B. K., & Zimmerman, H. T. (2013). Mobile technologies as tools for augmenting observations and reflections in everyday informal environments. In J. M. Spector, B. B. Lockee, S. E. Smaldino, & M. Herring (Eds.), Learning, problem solving and mind tools: Essays in honor of David H. Jonassen (pp. 214–228). New York: Routledge.

    Google Scholar 

  • Land, S. M., & Zembal-Saul, C. (2003). Scaffolding reflection and articulation of scientific explanations in a data-rich, project-based learning environment: An investigation of progress portfolio. Educational Technology Research & Development, 51(4), 65–84.

    Article  Google Scholar 

  • Land, S. M., & Zimmerman, H. T. (2014). Synthesizing perspectives on augmented reality and mobile learning. TechTrends, 58(1), 2–5.

    Article  Google Scholar 

  • Linn, M., & Slotta, J. (2000). WISE science. Educational Leadership, 58(2), 29–32.

    Google Scholar 

  • Liu, T.-C, Peng, H., Wu, W., & Lin, M.-S. (2009). The effects of mobile natural-science learning based on the 5E learning cycle: A case study. Educational Technology & Society, 12(4), 344–358.

    Google Scholar 

  • Looi, C.-K., Seow, P., Zhang, B., So, H.-J., Chen, W., & Wong, L.-H. (2010). Leveraging mobile technology for sustainable seamless learning: A research agenda. British Journal of Educational Technology, 41(2), 154–169.

    Article  Google Scholar 

  • Palmquist, S., & Crowley, K. (2007). From teachers to testers: How parents talk to novice and expert children in a natural history museum. Science Education, 91(5), 783–804.

    Article  Google Scholar 

  • Pea, R. D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 47–87). Cambridge: Cambridge University Press.

    Google Scholar 

  • Pea, R. D. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. The Journal of the Learning Sciences, 13(3), 423–451.

    Article  Google Scholar 

  • Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13(3), 337–386.

    Article  Google Scholar 

  • Rogers, Y., Price, S., Fitzpatrick, G., Fleck, R., Harris, E., & Smith, H., et al. (2004). Ambient wood: Designing new forms of digital augmentation for learning outdoors. In Proceedings of the 2004 Conference on Interaction Design and Children: Building a Community (pp. 3–10). New York: ACM.

    Google Scholar 

  • Rogers, Y., Price, S., Randell, C., Fraser, D. S., Weal, M., & Fitzpatrick, G. (2005). Ubi-learning integrates indoor and outdoor experiences. Communications of the ACM, 48(1), 55–59.

    Article  Google Scholar 

  • Salman, F. H., Zimmerman, H. T., & Land, S. M., (2014). Collective problem solving in a technologically mediated science learning experience: A case study in a garden. In Proceedings of the Eleventh International Conference for the Learning Sciences (Vol. 1, pp. 378–384).

    Google Scholar 

  • Sharples, M., Taylor, J., & Vavoula, G. (2005). Towards a theory of mobile learning. Proceedings of mLearn, 1(1), 1–9.

    Google Scholar 

  • Sharples, M., Arnedillo-Sanchez, I., Milrad, M., & Vavoula, G. (2009). Mobile learning: Small devices, big issues. In N. Balacheff, S. Ludvigsen, T. Jong, A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning (pp. 233–249). Dordrecht, The Netherlands: Springer. doi:10.1007/978-1-4020-9827-7.

    Chapter  Google Scholar 

  • Smith, B. K., & Blankinship, E. (2000). Justifying imagery: Multimedia support for learning through explanation. IBM Systems Journal, 39(3/4), 749–767.

    Article  Google Scholar 

  • Smith, B. K., & Reiser, B. J. (2005). Explaining behavior through observational investigation and theory articulation. The Journal of the Learning Sciences, 14(3), 315–360.

    Article  Google Scholar 

  • Squire, K. D., & Jan, M. (2007). Mad city mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5–29.

    Article  Google Scholar 

  • Tabak, I. (2004). Synergy: A complement to emerging patterns of distributed scaffolding. The Journal of the Learning Sciences, 13(3), 305–335.

    Article  Google Scholar 

  • Tan, E., & So, H. J. (2011). Location-based collaborative learning at a geography trail: Examining the relationship among task design, facilitation and discourse types. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Proceedings of the 2011 CSCL Conference (pp. 41–48).

    Google Scholar 

  • Traxler, H. M. (2013). Mobile learning across developing and developed world. In Z. L. Berge & L. Muilenburg (Eds.), Handbook of mobile education (pp. 129–141). New York: Routledge.

    Google Scholar 

  • Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179–225. doi:10.3102/0091732X09349791.

    Article  Google Scholar 

  • Yardi, S., & Bruckman, A. (2012). Income, race, and class: Exploring socioeconomic differences in family technology use. In Proceedings of the 2012 ACM Annual Conference on Human Factors in Computing Systems (pp. 3041–3050). New York: ACM. doi:10.1145/2207676.2208716.

  • Yoon, S. A., Elinich, K., Wang, J., Steinmeier, C., & Tucker, S. (2012). Using augmented reality and knowledge-building scaffolds to improve learning in a science museum. International Journal of Computer-Supported Collaborative Learning, 7(4), 519–541. doi:10.1007/s11412-012-9156-x.

    Article  Google Scholar 

  • Zimmerman, H. T., & Land, S. M. (2014). Facilitating place-based learning in outdoor informal environments with mobile computers. TechTrends, 58(1), 77–83.

    Article  Google Scholar 

  • Zimmerman, H. T., Land, S. M., McClain, L. R., Mohney, M. R., Choi, G. W., & Salman, F. H. (2013). Tree investigators: Supporting families and youth to coordinate observations with scientific knowledge. International Journal of Science Education, 1–24. Advance online publication. doi:10.1080/21548455.2013.832437.

  • Zimmerman, H. T., Land, S. M., Seely, B. J., Mohney, M. R, Choi, G. W., & McClain, L. R. (2014). Supporting conceptual understandings outdoors: Findings from the Tree Investigators Mobile Project. In Proceedings of the Eleventh International Conference for the Learning Sciences (Vol. 2, pp. 1067–1071).

    Google Scholar 

  • Zimmerman, H. T., McClain, L. R., & Crowl, M. (2013). Understanding how families use magnifiers during nature center walks. Research in Science Education, 43(5), 1917–1938.

    Article  Google Scholar 

  • Zimmerman, H. T., Reeve, S., & Bell, P. (2008). Distributed expertise in a science center: Social and intellectual role-taking by families. Journal of Museum Education, 33(2), 143–152. doi:10.1179/jme.2008.33.2.143.

    Article  Google Scholar 

  • Zimmerman, H. T., Reeve, S., & Bell, P. (2010). Family sense-making practices in science center conversations. Science Education, 94(3), 478–505. doi:10.1002/sce.20374.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. The Pennsylvania State University, State College, PA, USA

    Susan M. Land, Heather T. Zimmerman, Gi Woong Choi, Brian J. Seely & Michael R. Mohney

Authors
  1. Susan M. Land
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Heather T. Zimmerman
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Gi Woong Choi
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Brian J. Seely
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Michael R. Mohney
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Susan M. Land .

Editor information

Editors and Affiliations

  1. Learning, Design, and Technology pr, University of Georgia, Athens, Georgia, USA

    Michael Orey

  2. Learning, Design, and Technology pr, University of Georgia, Athens, Georgia, USA

    Robert Maribe Branch

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Land, S.M., Zimmerman, H.T., Choi, G.W., Seely, B.J., Mohney, M.R. (2015). Design of Mobile Learning for Outdoor Environments. In: Orey, M., Branch, R. (eds) Educational Media and Technology Yearbook. Educational Media and Technology Yearbook, vol 39. Springer, Cham. https://doi.org/10.1007/978-3-319-14188-6_8

Download citation

Publish with us

Policies and ethics

Search

Navigation