Trajectories of learning across museums and classrooms

This paper explores the use of social and mobile technologies on school field trips as means of enhancing the visitor experience. It employs the notion of a ‘trajectory’ (Ludvigsen et al. 2010; Pierroux et al., 2010; Littleton & Kerawalla, 2012) as appropriate means of connecting learners temporal experiences with informal and formal learning contexts. The focus of the analysis is on a group’s trajectory with an aim to examine the meanings made and represented in multimodal ‘ensembles’ and further, to explore whether artefacts and tools encountered or used inform students’ ensembles and assist them in making connections across the settings. This paper aims to contribute to contemporary discourse on technology-enhanced museum learning by exploring aspects of the visitor experience, such as meaning making across and between contexts