HomePublicationsSeries on Engaged Learning and TeachingLearning on Location Chapter 3: Writing on Location with Mobile Devices Book MenuLearning on Location ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6ConclusionAbout the Author Book Resources Buy in PrintISBN: 9781642674217November 2023 Chapter 3 begins by featuring a “writing on location” assignment that asks students to visit and write in a self-selected location as a source of inspiration and invention. The chapter offers one version of the assignment that asks students to write on a mobile device as a way of checking-in (rather than checking-out) from the world around us. Chapter 3 draws on a study of learning on location at Georgia State University, sharing examples of students’ place-based mobile writing and reflections from surveys. There is also one section featuring a student who takes a low-tech approach to the assignment. The chapter makes the case for writing as a central feature of location-based learning, arguing for the value of writing to disciplinary learning and demonstrating how connections among place, writing, and technology can prove fruitful and engaging for student learners. Related Book ResourcesWrite on Location ActivityDiscussion Questions How might the “Write on Location” activity work as a learning on location assignment within your course, program, or initiative? Are there modifications you would make? Writing-intensive courses have been identified as a high-impact practice. How might you use writing on location to enhance the way you assign and teach writing through place-based learning? Considering your institution’s student demographics, what possible challenges do you anticipate in terms of student access to mobile devices or Wi-Fi signals for a writing on location assignment? What resources are on your campus that might help address these challenges? Chapter 3 features students’ writing on location assignments that were composed on mobile devices, as well as examples of April’s “old school” low-tech version of the assignment. Given your course learning goals or program outcomes, is it preferrable for students to compose on mobile devices, handwrite in a journal, or use some alternative format to complete their writing on location? Share:
