OurPlace PBML Engagements

Workshop and classroom activities and anonymised highlights of data that informed the paper 'We are the Greatest Showmen: Configuring a Framework for Project-Based Mobile Learning'. The abstract for this research is below:Following a
design-based approach, we report on engagements spanning
classroom and outdoor learning with students (ages 6-13) and
teachers from three different UK schools and a summer school
of Travelling Showchildren. Working within the time constraints of each context, we deployed a variety of configurations of a project-based mobile learning (PBML) framework
intended to support the production of student-designed mobile learning activities. We contribute insights gained from these
engagements, including how mobile technologies can harness
students’ existing desire for independence and how they can
be configured to leverage the physical and social attributes
of place and community as learning resources. We argue for
further exploration of the potential roles for mobile technologies within project-based learning, and contribute our PBML
framework with recommendations for its re-configuration in
response to contextual constraints.

本次研讨会与课堂活动，以及基于论文《我们是最伟大的表演者：构建基于项目的移动学习的框架》所涉及的数据匿名化摘要，旨在呈现一系列跨越室内外学习环境的研究成果。该研究遵循设计导向的方法论，记录了来自英国三所不同学校和旅行表演儿童暑期学校的6至13岁学生与教师的互动经历。在各自情境的时间限制内，研究团队部署了多种基于项目的移动学习（PBML）框架配置，旨在支持学生设计移动学习活动。本研究从这些互动中提炼出有益的见解，包括如何利用移动技术激发学生现有的独立愿望，以及如何配置这些技术以利用场所和社区的物理及社会属性作为学习资源。我们主张进一步探讨移动技术在基于项目学习中的潜在角色，并针对情境限制，为PBML框架的重新配置提供建议。