Mobile outdoor learning is on-the-go learning that is tied to particular places and situations that encourages students to explore their environment and find solutions to challenging real-world issues. This challenges educators to create thorough and contextualised learning experiences. In one of our project teachers created mobile outdoor learning scenarios that were expected to be location based, incorporate digital data collection tools and integrate different subjects. The questions explored were: How mobile outdoor learning scenarios created by teachers develop taking into account the location, subject integration and Bloom’s taxonomy? How student experiences are related to the developed outdoor learning scenarios? Content analysis of two sets of scenarios (25 from the beginning and 20 from the end of the project) was conducted. The scenarios were categorised based on 3 indicators: the use of location (in context, through context, about context), the level of Bloom’s revised taxonomy (remembering, understanding, applying, analysing, evaluating, creating) and the type of integration used in the tracks based on Fogarty subject integration model (connected, nested, sequenced, shared, webbed, threaded, integrated, immersed). Student experiences were analysed in connection with these learning scenarios. The study demonstrates that teachers did not recognize the potential of mobile technologies and accompanying pedagogical models in order to design consistent learning experiences that emphasise higher order thinking levels, encompass contextual information, and integrate knowledge from multiple subjects at the beginning of the project but it improved over the time. Furthermore, there is no clear connection between the type of learning and scenario and students’ experience.
|Julkaistu - 2022
|Asian Conference of Education abstracts -
Kesto: 28 marrask. 2022 → …
|Asian Conference of Education abstracts
|28/11/22 → …