Facilitating Place-Based Learning in Outdoor Informal Environments with Mobile Computers

Research output: Contribution to journalArticle

27 Citations (Scopus)

Abstract

This paper advocates for place-based education to guide research and design for mobile computers used in outdoor informal environments (e.g., backyards, nature centers and parks). By bringing together research on place-based education with research on location awareness, we developed three design guidelines to support learners to develop robust science-related understandings within local communities. The three empirically- derived design guidelines are: (1) Facilitate participation in disciplinary conversations and practices within personally-relevant places, (2) Amplifying observations to see the disciplinary-relevant aspects of a place, and (3) Extending experiences through exploring new perspectives, representations, conversations, or knowledge artifacts. Last, we link theory to practice by illustrating how the three guidelines were applied in one outdoor science learning project called Tree Investigators.

Original languageEnglish (US)
Pages (from-to)77-83
Number of pages7
JournalTechTrends
Volume58
Issue number1
DOIs
StatePublished - Jan 1 2014

Fingerprint

conversation
Education
learning
science
education
artifact
participation
community
experience

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications

Cite this

@article{1a2303f417a247ac8fc7bda91cf70701,
title = "Facilitating Place-Based Learning in Outdoor Informal Environments with Mobile Computers",
abstract = "This paper advocates for place-based education to guide research and design for mobile computers used in outdoor informal environments (e.g., backyards, nature centers and parks). By bringing together research on place-based education with research on location awareness, we developed three design guidelines to support learners to develop robust science-related understandings within local communities. The three empirically- derived design guidelines are: (1) Facilitate participation in disciplinary conversations and practices within personally-relevant places, (2) Amplifying observations to see the disciplinary-relevant aspects of a place, and (3) Extending experiences through exploring new perspectives, representations, conversations, or knowledge artifacts. Last, we link theory to practice by illustrating how the three guidelines were applied in one outdoor science learning project called Tree Investigators.",
author = "Heather Zimmerman and Land, {Susan Mary}",
year = "2014",
month = "1",
day = "1",
doi = "10.1007/s11528-013-0724-3",
language = "English (US)",
volume = "58",
pages = "77--83",
journal = "TechTrends",
issn = "8756-3894",
publisher = "Springer New York",
number = "1",

}

Facilitating Place-Based Learning in Outdoor Informal Environments with Mobile Computers. / Zimmerman, Heather; Land, Susan Mary.

In: TechTrends, Vol. 58, No. 1, 01.01.2014, p. 77-83.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Facilitating Place-Based Learning in Outdoor Informal Environments with Mobile Computers

AU - Zimmerman, Heather

AU - Land, Susan Mary

PY - 2014/1/1

Y1 - 2014/1/1

N2 - This paper advocates for place-based education to guide research and design for mobile computers used in outdoor informal environments (e.g., backyards, nature centers and parks). By bringing together research on place-based education with research on location awareness, we developed three design guidelines to support learners to develop robust science-related understandings within local communities. The three empirically- derived design guidelines are: (1) Facilitate participation in disciplinary conversations and practices within personally-relevant places, (2) Amplifying observations to see the disciplinary-relevant aspects of a place, and (3) Extending experiences through exploring new perspectives, representations, conversations, or knowledge artifacts. Last, we link theory to practice by illustrating how the three guidelines were applied in one outdoor science learning project called Tree Investigators.

AB - This paper advocates for place-based education to guide research and design for mobile computers used in outdoor informal environments (e.g., backyards, nature centers and parks). By bringing together research on place-based education with research on location awareness, we developed three design guidelines to support learners to develop robust science-related understandings within local communities. The three empirically- derived design guidelines are: (1) Facilitate participation in disciplinary conversations and practices within personally-relevant places, (2) Amplifying observations to see the disciplinary-relevant aspects of a place, and (3) Extending experiences through exploring new perspectives, representations, conversations, or knowledge artifacts. Last, we link theory to practice by illustrating how the three guidelines were applied in one outdoor science learning project called Tree Investigators.

UR - http://www.scopus.com/inward/record.url?scp=84890331033&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84890331033&partnerID=8YFLogxK

U2 - 10.1007/s11528-013-0724-3

DO - 10.1007/s11528-013-0724-3

M3 - Article

AN - SCOPUS:84890331033

VL - 58

SP - 77

EP - 83

JO - TechTrends

JF - TechTrends

SN - 8756-3894

IS - 1

ER -