Using iterative design and development for mobile learning systems in school projects
Using iterative design and development for mobile learning systems in school projects
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在学校项目中使用迭代设计和开发移动学习系统
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;Simon Werner;Thomas Winkler;M. Herczeg
关于在移动的学习环境中使用数字和互动技术，已经提出了不同的方法。根据最近的研究结果在文献中，我们建议，移动的学习系统受益于一个整体的，社会技术系统的观点内的迭代设计和开发过程。这种系统观点允许教师，学生，研究人员之间的复杂动态，上下文因素的多样性，以及数字设备和应用程序的规格和要求，以及它们之间的相互关系。迭代设计和开发结合了根据基于系统的分析设计的移动的学习场景的评估结果。本文所述的学校项目及其评估结果是为中小学移动的学习环境的数字和交互式系统的设计和开发创建动态优化过程的一个组成部分。
Different approaches have been proposed on the use of digital and interactive technology in mobile learning contexts. In line with recent findings in the literature, we suggest that mobile learning systems benefit from an iterative design and development process within a holistic, socio-technical system view. This system view 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 interrelations. Iterative design and development incorporates evaluation results of mobile learning scenarios that were designed according to system-based analyses. The school projects described in this paper, as well as their evaluation results, served as an integral part in creating a dynamic optimization process for the design and development of digital and interactive systems for mobile learning contexts in primary and secondary schools.