This paper discusses the role context plays in promoting engagement and exploration in situated learning experiences during field trips. We look at field trips where children engage with the physical and social environment in order to learn about cultural and social aspects of the city they live in. By drawing on empirical data collected by means of qualitative methods, we discuss how learning unfolds along trajectories of experience towards pre-defined and emerging learning objectives. We reflect of the role technology can play in sup-porting learning experiences outside the classroom.
['Ilaria Canova Calori', 'Chiara Rossitto', 'Monica Divitini']
Understanding Trajectories of Experience in Situated Learning Field Trips