Iterative Design of Mobile Learning Systems for School Projects

摘要

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 incorpo-rates evaluation results of mobile learning scenarios based on school curri-cula. 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 interrela-tions. Five school project scenarios are described, as well as the evaluation process involved that served as an integral part in creating a dynamic optimi-zation process for the design and development of digital and interactive sys-tems 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 activi-ties in the preparation phase to bridge the gap between indoor and outdoor learning.