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 nach Titel sortiert
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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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[DOI] [URL] |
| , Activity Theory and design, in: CSCL 2: Carrying Forward the Conversation, Seiten 529--532, Lawrence Erlbaum, 2002 |
| , Activity theory and ontology (2009), in: Educational Review, 61:2(167--180) |
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| , Activity theory and situated learning theory: contrasting views of educational practice (2008), in: Pedagogy, Culture & Society, 16:3(289--302) |
| , und , Appropriation of ‘mobile’ cultural resources for learning (2010), in: International Journal of Mobile and Blended Learning |
| und , Appropriation of mobile phones in and across formal and informal learning, in: Digital difference, Sense Publishers, 2010 |
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C
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| , Conversational techniques in the study and practice of education (1976), in: British Journal of Educational Psychology, 46(12--25) |
| und , Critical perspectives on activity theory (2009), in: Educational Review, 61:2(131--138) |
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D
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| , Expansive learning at work: toward an activity theoretical reconceptualisation (2001), in: Journal of Education and Work, 14:1(133--156) |
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F
| und , Factors affecting technology uses in schools: an ecological perspective (2003), in: American Educational Research Journal, 40:4(807--840) |
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| , From teams to knots: activity-theoretic studies of collaboration and learning at work, Cambridge University Press, (Learning in doing: social, cognitive and computational perspect, 2008 |
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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 |
L
| , Learning by expanding. An activity-theoretic approach to developmental research, Orienta-Konsultit Oy, 1987 |
M
| , 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) |
| , Making sense of the meaning maker: tracking the Object of activity in a computer-based mathematics lesson using activity theory (2007), in: International Journal of Education and Development using Information and Communication Technology, 3:4(110--130) |
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O
| , On two metaphors for learning and the dangers of choosing just one (1998), in: Educational Researcher, 27:2(4--13) |
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P
| , 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 , 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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R
| , Reflections on activity theory (2009), in: Educational Review, 61:2(197--210) |
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| , Rethinking university teaching: A conversational framework for the effective use of learning technologies, RoutledgeFalmer, 2002 |
| , Risk and responsibility (1999), in: Modern Law Review, 62:1(1--10) |
| , Risk society: towards a new modernity, Sage, 1992 |
S
| und , Situated learning: Legitimate peripheral participation, Cambridge University Press, Learning in Doing: Social, Cognitive, and Computational Perspect, 1991 |
T
| , The constitution of society: outline of the theory of structuration, Polity Press, 1984 |
| , The construction of reality in the child, Routledge and Kegan Paul, 1955 |
| und , The Disappearance of Technology: Toward an Ecological Model of Literacy, in: Handbook of Literacy and Technology: Transformations in a Post-Typographic World, Seiten 269--281, Lawrence Erlbaum Associates, 1998 |
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| , The learner centric ecology of resources: a framework for using technology to scaffold learning (2008), in: Computers & Education, 50:2(449--462) |
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| , The mangle of practice, University of Chicago Press, 1995 |
| , 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 , 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 , 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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| , Transformation or transformism: Engestrom's version of activity theory? (2009), in: Educational Review, 61:2(151--165) |
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| , Typological and topological meaning in diagnostic discourse (1999), in: Discourse Processes, 27:2(173--185) |
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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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| , , , , , , , , und , Using Mobile Technology to Create Flexible Learning Contexts (2005), in: Journal of Interactive Media in Education:22 |
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V
| , Vygotsky's Enlightenment precursors (2009), in: Educational Review, 61:2(181--195) |
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W
| , What is mobile learning?, in: Big Issues in Mobile Learning, Learning Sciences Research Institute, Seiten 7--11, Kaleidoscope, 2007 |
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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 , When the center does not hold: the importance of knotworking, in: Activity Theory and social practice: cultural-historical Aapproaches, Seiten 345--374, Aarhus University Press, 1999 |