Mobile devices enable pupils to decode edificial remains and symbols by spontaneously accessing additional information electronically. This article provides guidelines for mobile learning in history on the basis of mobility and enquiry- and design-based learning. The authors explore ways in which pupils may use their mobile devices to create innovative forms of collaboratively generated products like digital stories or geocaches. By drawing on social networks in order to promote discussion and publications, such products entail social participation and commitment. Mobile history learning also helps pupils to understand public debates about history, memory, and identity.
Mobile Learning in History Education
Alexander König and Daniel Bernsen
“We Must All Be Ready for Major Changes”
Visiting Climate for Change at the Norwegian Petroleum Museum
Lise Camilla Ruud and Erik Thorstensen
produced at massive scale. As the correct answer is given in advance, reproducing it is questionable whether the game stimulates reflection upon alternatives. The important point here, seen from a didactics of history viewpoint, is that the visitor has