Lessons learned from the design and development of technology-enhanced outdoor learning experiences

Outdoor learning expeditions supported by emerging technologies and occurring in remote locations are often engaging and motivating. Such expeditions however, are demanding, physically challenging, and logistically complex. In this paper, we describe how we used a framework for the design of technologyenhanced learning expeditions to develop small and local expeditions, and what we learned through the process. Our contributions to the literature include (a) descriptions of projects that took place in local environments in contrast to projects in the existing literature that focus on remote locations, (b) descriptions of projects in which students and teachers acted as expedition members and leaders, in contrast to the existing literature which describes expeditions undertaken by explorers while teachers and students follow along, and (c) design processes and decisions we took to create these projects in contrast to the existing literature which describes cognitive and affective outcomes associated with such projects.