Part 1: Big picture and Examples
Thema: 05: Whither a Socio-Cultural Ecology of Learning with Mobile Devices
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In this chapter we attempt an overview, and critique of the dominant theoretical and conceptual frames currently used by researchers to explain and analyse learning with mobile devices. In particular, we discuss Activity Theory (Engeström) as well as, to a lesser extent, situated learning theory (Lave and Wenger), the Conversational Framework (Laurillard) and the Ecology of Resources Model (Luckin). We conclude that, whilst they are of merit, the dominant frame, Activity Theory (AT), is characterised by a number of features and weaknesses, which makes it unsuitable for our purposes. Unterthemen: Schlagworte: |
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Publikationen für Thema: 05: Whither a Socio-Cultural Ecology of Learning with Mobile Devices sortiert nach Aktualität
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| , Reflections on activity theory (2009), in: Educational Review, 61:2(197--210) |
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| , Transformation or transformism: Engestrom's version of activity theory? (2009), in: Educational Review, 61:2(151--165) |
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| , , , , und , Principles of self-organization: learning as participation in autocatakinetic systems (1999), in: The Journal of the Learning Sciences, 8:3&4(349--390) |
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| , Human-field interaction as mediated by mobile computers, in: CSCL 2: Carrying Forward the Conversation, Seiten 533--537, Lawrence Erlbaum, 2002 |
| , und , Maintaining, changing and crossing contexts: an activity theoretic reinterpretation of mobile learning (2008), in: ALT-J, Research in Learning Technology, 16:1(41--57) |
| und , A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning (2002), in: International Journal of Cognition and Technology, 1:1(145--168) |
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| , The Object of Activity: Making Sense of the Sense-Maker (2005), in: Mind, Culture, and Activity, 12:1(4--18) |
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| , und , Using mobile computing to enhance field study, in: CSCL 2: Carrying Forward the Conversation, Seiten 507--542, Lawrence Erlbaum, 2002 |
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| , What we talk about when we talk about context (2004), in: Personal and Ubiquitous Computing, 8:1(19--30) |
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| und , Factors affecting technology uses in schools: an ecological perspective (2003), in: American Educational Research Journal, 40:4(807--840) |
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| , Pedagogical forms for mobile learning: framing research questions, in: Mobile learning - towards a research agenda, Seiten 151--173, WLE Centre, 2007 |
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| und , Thinking about the 'm' in m-learning, in: Mobile learning - towards a research agenda, Seiten 7--32, WLE Centre, 2007 |
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| , und , A theory of learning for the mobile age, in: The Sage Handbook of E-learning Research, Seiten 221--247, SAGE Publications Ltd, 2007 |
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| , What is mobile learning?, in: Big Issues in Mobile Learning, Learning Sciences Research Institute, Seiten 7--11, Kaleidoscope, 2007 |
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| , , , und , Towards a Task Model for Mobile Learning: A Dialectical Approach (2006), in: International Journal of Learning Technology, 2:2-3(138--158) |
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| , , , , , , , , und , Using Mobile Technology to Create Flexible Learning Contexts (2005), in: Journal of Interactive Media in Education:22 |
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