USING THE MOLES AND MINI MOLES SOFTWARE SYSTEM TO BRIDGE THE GAP BETWEEN INDOOR AND OUTDOOR LEARNING
USING THE MOLES AND MINI MOLES SOFTWARE SYSTEM TO BRIDGE THE GAP BETWEEN INDOOR AND OUTDOOR LEARNING
复制标题
使用 MOLES 和 MINI MOLES 软件系统缩小室内和室外学习之间的差距
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
M. Herczeg
中科院分区：
文献类型：
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作者：
André Melzer;L. Hadley;Marie Glasemann;M. Herczeg
本文的重点是弥合课堂内外学习经验之间的差距。我们目前的鼹鼠和小鼹鼠，学习软件工具系统专门设计用于这一目的。中学生使用这些工具来假设，收集和传递课堂上学到的信息，并在课堂外的物理环境中测试他们的知识和记录他们的经验。通过Moles和Mini Moles，他们创建了交互式多媒体问卷和解释材料，记录了户外学习情况，并在Web上展示了他们的发现。我们目前的数据，从实际的移动的学习项目的情况下，侧重于跨学科的主题材料的评估。数据表明在各个方面的积极影响：使用学习软件工具促进协作工作，解决问题的能力和组织能力。然而，评估结果也显示出明显的性别问题，并指出了技术问题。最后，对鼹鼠和小鼹鼠学习工具的现状和未来发展进行了展望。
The present paper focuses on bridging the gap between inside and outside classroom learning experiences. We present Moles and Mini Moles, a learning software tools system specifically designed to serve this purpose. Secondary school students use these tools for hypothesizing, gathering, and transferring information learned within the classroom and testing their knowledge and recording their experiences in the physical environment outside their classroom. With Moles and Mini Moles, they create interactive multimedia questionnaires and explanatory material, document outdoor learning situations, and present their findings on the Web. We present data from evaluations of practical mobile learning project scenarios, which focus on cross-disciplinary subject material. The data indicates positive effects on various dimensions: using the learning software tools promotes collaborative work, problem solving skills, and organizational skills. Yet, the evaluation results also indicate pronounced gender issues and point out technological problems. An outlook on current and future developments of the Moles and Mini Moles learning tools concludes the paper.