Discover, Imagine, Change: Community Place-Based Activities Using Unique Mobile Apps

  • Dalit LevyEmail author
  • Yuval Shafriri
  • Yael Aleph
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 903)


Following the results of a study focusing on the unique affordances of mobile technologies that support their informed integration in learning environments, a novel pedagogy has been developed and tried out within the context of cultural, geographical, and archaeological heritage in three different communities of learners in Israel. The first part of this paper briefly presents the main findings of the study and sketches the emergent uniqueness profile of mobile apps for learning. The second part outlines the DICE model (Discover, Imagine, ChangE) for designing educational place-based mobile activities.


Blended spaces Environmental knowledge Mobile learning 


  1. 1.
    Shafriri, Y., Levy, D.: What are the unique characteristics of integrating mobile applications in learning? J. Interactive Learn. Res. 29(3), 271–299 (2018)Google Scholar
  2. 2.
    Hirsh-Pasek, K., Zosh, J.M., Golinkoff, R.M., Gray, J.H., Robb, M.B., Kaufman, J.: Putting education in “educational” apps: lessons from the science of learning. Psychol. Sci. Public Interes. 16(1), 3–34 (2015)CrossRefGoogle Scholar
  3. 3.
    Notari, M.P., Hielscher, M., King, M.: Educational apps ontology. In: Churchill, D., Lu, J., Chiu, T.K.F., Fox, B. (eds.) Mobile Learning Design: Theories and Applications, pp. 83–96. Springer, Singapore (2016)CrossRefGoogle Scholar
  4. 4.
    Woodill, G.: Unique affordances of mobile learning. In: Udell, C., Woodill, G. (eds.) Mastering Mobile Learning. Wiley, Hoboken (2014). Scholar
  5. 5.
    Pegrum, M.: Future directions in mobile learning. In: Churchill, D., Lu, J., Chiu, T.K.F., Fox, B. (eds.) Mobile Learning Design: Theories and Applications, pp. 413–431. Springer, Singapore (2016)CrossRefGoogle Scholar
  6. 6.
    Benyon, D.: Presence in blended spaces. Interact. Comput. 24(4), 219–226 (2012)CrossRefGoogle Scholar
  7. 7.
    O’Keefe, B., Benyon, D.: Using the blended spaces framework to design heritage stories with schoolchildren. Int. J Child-Comp. Interact. 6, 7–16 (2015)CrossRefGoogle Scholar
  8. 8.
    FitzGerald, E., Ferguson, R., Adams, A., Gaved, M., Mor, Y., Thomas, R.: Augmented reality and mobile learning: the state of the art. Int. J. Mob. Blended Learn. 5(4), 43–58 (2013)CrossRefGoogle Scholar
  9. 9.
    Kamarainen, A., Metcalf, S., Grotzer, T., Dede, C.: EcoMOBILE: designing for contextualized STEM learning using mobile technologies and augmented reality. In: Crompton, H., Traxler, J. (eds.) Mobile Learning and STEM: Case Studies in Practice, pp. 98–124. Routledge, New York (2015)Google Scholar
  10. 10.
    Zimmerman, H.T., Land, S.M.: Facilitating place-based learning in outdoor informal environments with mobile computers. TechTrends 58(1), 77–83 (2014)CrossRefGoogle Scholar
  11. 11.
    Rosenberg, J.M., Koehler, M.J.: Context and technological pedagogical content knowledge (TPACK): a systematic review. J. Res. Technol. Educ. 47(3), 186–210 (2015)CrossRefGoogle Scholar
  12. 12.
    Beland, L.P., Murphy, R.: Ill communication: technology, distraction & student performance. Labor Econ. 41, 61–76 (2016)CrossRefGoogle Scholar
  13. 13.
    Ally, M., Prieto-Blázquez, J.: What is the future of mobile learning in education? Int. J. Educ. Technol. High. Educ. 11(1), 142–151 (2014)Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Community Information SystemsZefat Academic CollegeZefatIsrael
  2. 2.Tel Aviv UniversityTel AvivIsrael
  3. 3.Bar Ilan UniversityRamat GanIsrael

Personalised recommendations