Therefore, the relation of different levels of these factors will give the different levels of processes of learning on the move, camiseta athletic bilbao especially in terms of Mobile learning evaluation. María Victoria López Benito
evaluation methods used must be taken into account for future projects that link school visits, museums and mobile technologies, or be adapted to other kinds of visitors of museums. María Victoria López Benito
has a clear purpose related to the research interests of the study; this is to analysis the projects about Mobile learning in Museum education and especially Art Museums, it means one of the informal learning settings. It was devoted to different kinds of audiences, especially adults, using PDA to connect the visit of an on-site visitor with other two off-site visitors who used a web environment and a Virtual
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In that sense, from the perspective of our research we give a high educational level for Art Museums Apps which developed collaborative strategies because we consider that the collaborative possibilities of Mobile Media become a very useful tool to include the user’s perceptions, ideas or comments about Art which is one of the points of our proposal of Art interpretation in Museums. Accordingly, one of the most important outcomes of the project was to develop a theory of learning for the Mobile Age (Sharple, Taylor and Vavoula, 2010). Also this project led the MOBILearn international conference series where were presented very important theoretical approaches and about mobile learning and interesting applications.
Even so, and after the review of the evolution of the concept of Mobile learning and the diverse approaches about Mobile learning as learning theory, we establish that the development of a proper learning theory on the move is something in progress and there are some challenges to accomplish about that in the near future. In that sense, not everybody move physically in the same way, since the conceptual space of people can be very diverse because of a lot of reasons. Finally, the next challenge will be how to determinate the levels of the factors that makes possible meaning-making on the move. 2009) reviewed the most important research projects developed until that moment in European context and also because technological arguments: in the first period the most common technologies are mobile phone and mobile devices such a PDA o GPS, but in the second period the devices dominated are Smartphones and tablets.
Among them the most ambitious project was MOBILearn, not only because its purpose, but because of its impact. As we mentioned above MOBILearn project was very important because of its impact and consequences. Apart from this, their contribution is very important because it might be used to define the most important traits of Mobile learning. From here, after the review of the most important contributions about the definition of Mobile learning as concept and a learning theory, we could summarize that although the advances on the definition there is a long way to establish a solid and clarify theory of learning through mobile media. However, we consider that it was just a first attempt to implement mobile media in Art Museums because its main aim is to know what could imply the presence of Mobile Media in Art Museum settings more than the learning purposes of the use of Mobile Media in Art Museums.
Related to the Art Museum settings of these projects we can summarize several issues about them. 2.4.2.3 Research, practices and results: More than ten years of Mobile learning research
Following on from the review, the last step is to analyse the most significant research projects carried out in the frame of Mobile learning in the last few years. As we mentioned before the most important point of their definition is the conception of learning as conversation in different contexts. They used Pask’s Conversation Theory and the meta-theory “Activity theory” coined by Engeström. Asensio et al. observe that there is a lack of definition in terms of a real learning theory about Mobile learning. Also about text there were diverse responses. However, there is another project, City that overcomes both aspects (Galani & Chalmers, cit. And the findings about the content of the device were that the visitors point out as positive aspects audio-visual coherence, interactive tasks, audio-visual resources, intuitive interfaces. As example of these news research topics about Mobile learning is the research carried out by Anthony Herrington (2009) about the use of smartphone to teach in adult education.
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