Mobilizing the past for the present and the future: Design-based research of a model for interactive, informal history lessons

Main Article Content

Brett Oppegaard
Olusola Adesope

Abstract

Informal history education, including many popular museum learning studies, have shown that mobile media objects, such as apps, quickly could become critical parts of the predominate learning technologies of the future. In the process, this could lessen the overall pedagogical focus for history education on aural transmission, such as lecturing, as well as traditional media delivery systems, such as printed books. Having “an app for that,” though, is just the start of the process of developing effective, efficient, and evocative learning systems. This case study describes a National Endowment for the Humanities-funded mobile app designed in situ and deployed at a National Historic Site with the intention of creating a mobile learning model for the National Park Service. After the app module was created and released to the public, an independent evaluator was enlisted to perform a LORI Analysis on the project, to assess the efforts as they related to informal history learning objectives. This evaluation identified potential best practices for the design of these types of mobile apps, such as interactive activities enabled by the mobile technology, as well as opportunities for improvement in the design of such learning systems.

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How to Cite
Oppegaard, B., & Adesope, O. (2013). Mobilizing the past for the present and the future: Design-based research of a model for interactive, informal history lessons. Journal of Teaching and Learning With Technology, 2(2), 90–113. Retrieved from https://scholarworks.iu.edu/journals/index.php/jotlt/article/view/3982
Section
Articles
Author Biographies

Brett Oppegaard, Washington State University

Assistant Professor of Communication, The Creative Media and Digital Culture program, The Edward R. Murrow College of Communication

Olusola Adesope, Washington State University

Assistant Professor of Educational Psychology, Department of Educational Leadership and Counseling Psychology, College of Education

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