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Mobile learning: Two case studies of supporting inquiry learning in informal and semiformal settings

机译：移动学习：在非正式和半正式环境中支持探究学习的两个案例研究

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Mobile technologies can support learning across different contexts as their portability enables them to be used by the learner in whichever context she or he is in. They can be particularly beneficial in informal and semiformal contexts where learners have more control over their learning goals and where motivation is often high. Inquiries in informal contexts are likely to be personally relevant in terms of topics of interest and capitalise on learners' location as learners decide what, where, when and whether to learn. There is considerable interest in how such benefits can be harnessed for more formal learning and one challenge is how to make inquiries personally relevant in such contexts. However, there is little literature that considers the structure needed to support informal and semiformal inquiry learning. This paper contributes to that literature by examining dimensions for researchers and designers to consider investigating or developing support for inquiries in informal or semiformal settings. The paper examines two case studies of inquiry learning in contrasting settings in order to understand more about learner control and how technology can support learners' inquiries. Case study one considers the use of web based software to support science inquiry learning by 14-15 year olds in a semiformal context, whilst the second case study reports on informal adult learners using their own mobile technologies to learn about landscape. These case studies are compared and contrasted in terms of the dimensions of learner control, location of learning, and the different support mechanisms for inquiry learning and a framework is proposed for considering these dimensions.
机译：移动技术可以支持跨不同上下文的学习，因为它们的便携性使学习者可以在自己所处的上下文中使用它们。它们在非正式和半正式的上下文中特别有用，因为在这种情况下，学习者可以更好地控制自己的学习目标和动机通常很高。在非正式环境中进行的查询可能与个人感兴趣的主题相关，并且随着学习者决定学习什么，在哪里，何时以及是否进行学习而利用了学习者的位置。如何利用这种好处进行更正式的学习引起了极大的兴趣，而挑战之一就是如何使这种询问在这种情况下个人相关。但是，很少有文献考虑支持非正式和半正式探究学习所需的结构。本文通过检查研究人员和设计人员的尺寸来为该文献做出贡献，以供他们考虑在非正式或半正式的环境中研究或开发对查询的支持。本文考察了两种不同环境下的探究学习案例研究，以了解有关学习者控制以及技术如何支持学习者探究的更多信息。案例研究之一考虑了使用基于Web的软件来支持14-15岁的儿童在半正式的环境中进行科学探究学习，而第二个案例研究报告了非正式的成年学习者使用他们自己的移动技术来学习景观的情况。这些案例研究在学习者控制，学习地点和探究学习的不同支持机制方面进行了比较和对比，并提出了考虑这些维度的框架。

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