Certainly, we want our authors’ specific examples of subjects, activities, and methods of designing and engaging in MML to inspire you into action. You will see approaches and designs that are worth borrowing heavily from. We also offer in this chapter a framework of three styles of MML activities as a practical lens through which to view these various examples: See, Explore, and Design. Each of these styles or modes has many uses. It may be easiest to get started by following one of these three paths for your first design. Table 2 summarizes our discussion of these styles and indicates examples of them within our authors’ chapters. There is also some correlation between these styles and the discussions of how ARIS and App Inventor software for the creation of mobile media used by our authors and useable by novices—are used. See. Where you produce mobile media for learners to consume or interact with as a way to learn something. This mode of communication is from one (designers) to many (consumers), and because the content can be decided in advance, is often seen as doable without disrupting too much the typical classroom format.
Explore. Where you create opportunities for learners to collect, share, discuss, organize, or report back on observations or acts in the outside world. Similar to many citizen science projects, students can gather data from the world to produce new knowledge. Design. Where students have a chance to design, create, and often test mobile media for others. Using some of the same tools that you would use to create within the categories above, learners can be guided, in typically open-ended design studios that last several weeks to a full semester.
MML can help us see what is often invisible. In the service of See, mobile media allows for a particularly rich form of presentation, perhaps most easily suggested by an outdoor AR tour. Tours have always worked by leveraging a real physical context as a naturally motivating setting for content. Tours accomplished through MML can make up for some of the things that can be 35 difficult or less than optimal about tours. The tour guide need not be present, especially useful when you want students to hear the insight of an expert who would be difficult to have there in the flesh (e.g. an art historian in the museum).
Content can be delivered via multiple media formats, highly customized, and interactive. Interactive design that is enacted not only on the device’s screen but through a player’s location and actions can come alive in a way it couldn’t before mobile.