With the support of various personal and institutional mobile technologies, numerous physical and virtual spaces can be turned into interesting and motivating hybrid learning settings. By its nature, outdoor mobile learning happens on the move is connected to specific locations and settings inviting learners to study their surroundings, inquire about natural phenomena and solve complex real‐life problems. This poses challenges for teachers to design meaningful, contextualized and comprehensive learning experiences. The paper aims to explore what kind of mobile learning scenarios K‐12 teachers create and what are the limitations and development perspectives of these scenarios. Content analysis of 25 location‐based outdoor learning tracks with 465 questions and tasks was carried out. The results demonstrate that designing and implementing learning activities outside the safe, familiar classroom environment in new hybrid learning spaces is a challenging task for the teachers on many different levels. Taking Bloom’s revised taxonomy, types of contextualization and integrated learning models as frameworks for content analysis of the learning scenarios, the study shows that the teachers do not perceive the potential hybrid spaces and mobile technologies offer in order to design consistent learning experiences that emphasize higher order thinking levels, encompass contextual information and integrate knowledge from multiple disciplinary sources. The paper concludes that there is a need for more teacher training and systemic interventions into current teaching practices that encourage teachers to step outside of their existing teaching paradigms to acknowledge the pedagogical potential of hybrid learning spaces as well as the technological affordances.

中文翻译：

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设计户外混合学习空间的学习体验

在各种个人和机构移动技术的支持下，众多的物理和虚拟空间可以变成有趣的，激发动力的混合学习环境。本质上，户外移动学习发生在移动中，它连接到特定的位置和设置，邀请学习者研究周围环境，询问自然现象并解决复杂的现实生活中的问题。这给教师设计有意义的，情境化的和全面的学习经验带来了挑战。本文旨在探讨K-12教师创建什么样的移动学习场景，以及这些场景的局限性和发展前景。内容分析了25个基于地点的户外学习轨迹，涉及465个问题和任务。结果表明，在新的混合学习空间中安全，熟悉的课堂环境之外设计和实施学习活动对于许多不同级别的教师而言都是一项艰巨的任务。以Bloom的修订分类法，情境化类型和集成学习模型作为学习情景内容分析的框架，研究表明，教师并没有意识到潜在的混合空间和移动技术为设计始终如一的强调高阶学习体验提供的条件思维水平，包括上下文信息，并整合来自多个学科来源的知识。