Integrated learning systems in the classroom
Computers & Education
Toward Measuring and Maintaining the Zone of Proximal Development in Adaptive Instructional Systems
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
Ubi-learning integrates indoor and outdoor experiences
Communications of the ACM - Interaction design and children
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
A walk on the WILD side: how wireless handhelds may change CSCL
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Using handhelds to support collaborative learning
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
E-Science in the classroom - Towards viability
Computers & Education
Design, use and experience of e-learning systems
BCS-HCI '07 Proceedings of the 21st British HCI Group Annual Conference on People and Computers: HCI...but not as we know it - Volume 2
Noising around: investigations in mobile learning
Proceedings of the 9th International Conference on Interaction Design and Children
Reflecting on reflection: framing a design landscape
Proceedings of the 22nd Conference of the Computer-Human Interaction Special Interest Group of Australia on Computer-Human Interaction
Expressive interactions: tablet usability for young mobile learners
Proceedings of the 23rd Australian Computer-Human Interaction Conference
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This paper describes and contrasts findings from two related projects where groups of science pupils investigated local air pollution using a collection of mobile sensors and devices. Both projects however played out in different ways. A qualitative analysis of the projects points to the various issues that contributed to the different experiences despite similar technologies for a similar task. These include: project focus; type of facilitator input and the benefits of in-situ data collection combined with subsequent review and reflection. We point to specific relationships between technologies and context of use, and building on this draw out recommendations for the design of in-context, science learning sessions. This work contributes to the growing conceptual understanding, based on 'real world' experiences, of how mobile and ubiquitous technologies can be appropriated in context to support learning. It contributes to an increased understanding of the types of collaborative scientific activity that are supported by different technology configurations, and the roles that human and system facilitators can play in this process.