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This article presents the design and practice of a field course program that combines the urban walking tradition and digitally enabled mobile learning. This program adopts the concept of flâneur/flâneuse to develop a peripatetic pedagogy aiming to cultivate students' digitally assisted ethnographic skills; and to assist students in writing the digitally-mediated and post-modern city creatively. Based on a collaborative analysis, this article can offer a creative and critical way of thinking about our bodies, positionings, and the entanglements of technologies in a digitally assisted and multi-media educational environment and generate new knowledges in urban and cultural geography theories and practices.
Liu et al. (Wed,) studied this question.