摘要：Mobile technology-mediated learning is increasingly being adopted in geographical contexts, but considerably less thought has been applied as to how assessment protocols might be adjusted so that the overall learning experience remains appropriately aligned. In this case study, in which a suite of locationally situated mediascapes were constructed and used as part of a 2nd year Human Geography field course to Dublin, we explore our success or otherwise in designing an assessment regime that captures the field experience as a whole. Evaluation, conducted via a focus group, identified that the use of a combined mediascape-essay approach as a major component of the assessment successfully captured the main elements of the learning and teaching experience and facilitated deeper learning.
