LEMONADE: A Flexible Authoring Tool for Integrated Mobile Learning Scenarios

Most of the existing mobile learning environments for supporting field trip activities are limited to specific domains or contents and do not support authoring. We present a framework for planning and conducting field trips with mobile devices called LEMONADE, which provides full cycle support for authoring and conducting field trips, as well as for post-trip reporting and reflection activities. LEMONADE includes a generic graph-based language for authoring field trip tasks and for querying and presenting field trip results. It is fully integrated in the graph-based modelling environment FreeStyler, allowing the students’ results to be flexibly used in follow-up activities.

[1]  Miguel Nussbaum,et al.  From handheld collaborative tool to effective classroom module: embedding CSCL in a broader design framework , 2009 .

[2]  Heinz Ulrich Hoppe,et al.  A Framework to Support Monitoring and Moderation of e-Discussions with Heterogeneous Discussion Tools , 2008, 2008 Eighth IEEE International Conference on Advanced Learning Technologies.

[3]  Yuh-Shyan Chen,et al.  A mobile learning system for scaffolding bird watching learning , 2003, J. Comput. Assist. Learn..

[4]  Maria Uther,et al.  Mobile Devices for Language Learning: Multimedia Approaches , 2009, Res. Pract. Technol. Enhanc. Learn..

[5]  Marcelo Milrad,et al.  Physical Activities and Playful Learning Using Mobile Games , 2008, Res. Pract. Technol. Enhanc. Learn..

[6]  Heinz Ulrich Hoppe,et al.  Integrating collaborative concept mapping tools with group memory and retrieval functions , 2002, CSCL.

[7]  Jang-Ping Sheu,et al.  A mobile butterfly-watching learning system for supporting independent learning , 2004, The 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education, 2004. Proceedings..

[8]  Marcelo Milrad,et al.  Integrating Co-design Practices into the Development of Mobile Science Collaboratories , 2009, 2009 Ninth IEEE International Conference on Advanced Learning Technologies.

[9]  David Gelernter,et al.  Generative communication in Linda , 1985, TOPL.

[10]  Katrin Gaßner.  Diskussionen als Szenario zur Ko-Konstruktion von Wissen mit visuellen Sprachen , 2003 .

[11]  NussbaumMiguel,et al.  From handheld collaborative tool to effective classroom module , 2010 .

[12]  Wayne J. Krepel,et al.  Field Trips: A Guide for Planning and Conducting Educational Experiences. Analysis and Action Series. , 1981 .

[13]  Jia Zhang,et al.  Applying Web Page Adaptation Technique to the Augmentation of Mobile Learning , 2008, Res. Pract. Technol. Enhanc. Learn..

[14]  Lucia Terrenghi,et al.  Collecting data on field trips - RAFT approach , 2003, Proceedings 3rd IEEE International Conference on Advanced Technologies.

[15]  Heinz Ulrich Hoppe,et al.  Flexible Analysis of User Actions in Heterogeneous Distributed Learning Environments , 2008, EC-TEL.

[16]  Lars Bollen.  Activity structuring and activity monitoring in heterogeneous learning scenarios with mobile devices , 2010 .

[17]  Emilio Julio Lorenzo,et al.  Constructing Mobile Technology-Enabled Environments for an Integrated Learning Approach , 2009 .