Part 1: Big picture and Examples
Onderwerp: 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. Sub-onderwerpen: Trefwoorden: |
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Alle publicaties voor onderwerp "05: Whither a Socio-Cultural Ecology of Learning with Mobile Devices" gesorteerd op tijdschrift en type
ALT-J, Research in Learning Technology
| , en , Maintaining, changing and crossing contexts: an activity theoretic reinterpretation of mobile learning (2008), in: ALT-J, Research in Learning Technology, 16:1(41--57) |
American Educational Research Journal
| en , Factors affecting technology uses in schools: an ecological perspective (2003), in: American Educational Research Journal, 40:4(807--840) |
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Australian Journal of Information Systems
| , Concepts of cognition and consciousness: four voices (1996), in: Australian Journal of Information Systems, 4:1(64--79) |
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British Journal of Educational Psychology
| , Conversational techniques in the study and practice of education (1976), in: British Journal of Educational Psychology, 46(12--25) |
Computers & Education
| , 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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Discourse Processes
| , Typological and topological meaning in diagnostic discourse (1999), in: Discourse Processes, 27:2(173--185) |
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Educational Researcher
| , On two metaphors for learning and the dangers of choosing just one (1998), in: Educational Researcher, 27:2(4--13) |
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Educational Review
| , Activity theory and ontology (2009), in: Educational Review, 61:2(167--180) |
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| en , Critical perspectives on activity theory (2009), in: Educational Review, 61:2(131--138) |
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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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| , Vygotsky's Enlightenment precursors (2009), in: Educational Review, 61:2(181--195) |
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International Journal of Cognition and Technology
| en , 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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International Journal of Education and Development using Information and Communication Technology
| , 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) |
International Journal of Learning Technology
| , , , en , 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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International Journal of Mobile and Blended Learning
| , en , Appropriation of ‘mobile’ cultural resources for learning (2010), in: International Journal of Mobile and Blended Learning |
Journal of Education and Work
| , Expansive learning at work: toward an activity theoretical reconceptualisation (2001), in: Journal of Education and Work, 14:1(133--156) |
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Journal of Interactive Media in Education
| , , , , , , , , en , Using Mobile Technology to Create Flexible Learning Contexts (2005), in: Journal of Interactive Media in Education:22 |
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Language Learning & Technology
| , Artifacts and cultures-of-use in intercultural communication (2003), in: Language Learning & Technology, 7:2(38--67) |
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Mind, Culture, and Activity
| , The Object of Activity: Making Sense of the Sense-Maker (2005), in: Mind, Culture, and Activity, 12:1(4--18) |
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Modern Law Review
| , Risk and responsibility (1999), in: Modern Law Review, 62:1(1--10) |
Pedagogy, Culture & Society
| , Activity theory and situated learning theory: contrasting views of educational practice (2008), in: Pedagogy, Culture & Society, 16:3(289--302) |
Personal and Ubiquitous Computing
| , What we talk about when we talk about context (2004), in: Personal and Ubiquitous Computing, 8:1(19--30) |
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The Journal of the Learning Sciences
| , , , , en , 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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Alle publicaties van type Book
2008
| , 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 |
2002
| , Rethinking university teaching: A conversational framework for the effective use of learning technologies, RoutledgeFalmer, 2002 |
1996
| , Cultural psychology: a once and future discipline, Harvard University Press, 1996 |
1995
| , The mangle of practice, University of Chicago Press, 1995 |
1992
| , Risk society: towards a new modernity, Sage, 1992 |
1991
| , Modernity and self-identity. Self and society in the late modern age, Polity Press: Blackwell Publishers, 1991 |
| en , Situated learning: Legitimate peripheral participation, Cambridge University Press, Learning in Doing: Social, Cognitive, and Computational Perspect, 1991 |
1987
| , Learning by expanding. An activity-theoretic approach to developmental research, Orienta-Konsultit Oy, 1987 |
1984
| , The constitution of society: outline of the theory of structuration, Polity Press, 1984 |
1955
| , The construction of reality in the child, Routledge and Kegan Paul, 1955 |
1932
| , Der sinnhafte Aufbau der sozialen Welt. Eine Einleitung in die verstehende Soziologie, Verlag Julius Springer, 1932 |
Alle publicaties van type Incollection
2010
| en , Appropriation of mobile phones in and across formal and informal learning, in: Digital difference, Sense Publishers, 2010 |
2007
| , en , A theory of learning for the mobile age, in: The Sage Handbook of E-learning Research, pagina's 221--247, SAGE Publications Ltd, 2007 |
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| , Pedagogical forms for mobile learning: framing research questions, in: Mobile learning - towards a research agenda, pagina's 151--173, WLE Centre, 2007 |
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| en , Thinking about the 'm' in m-learning, in: Mobile learning - towards a research agenda, pagina's 7--32, WLE Centre, 2007 |
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| , What is mobile learning?, in: Big Issues in Mobile Learning, Learning Sciences Research Institute, pagina's 7--11, Kaleidoscope, 2007 |
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2002
| , Activity Theory and design, in: CSCL 2: Carrying Forward the Conversation, pagina's 529--532, Lawrence Erlbaum, 2002 |
| , Human-field interaction as mediated by mobile computers, in: CSCL 2: Carrying Forward the Conversation, pagina's 533--537, Lawrence Erlbaum, 2002 |
| , en , Using mobile computing to enhance field study, in: CSCL 2: Carrying Forward the Conversation, pagina's 507--542, Lawrence Erlbaum, 2002 |
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1999
| , en , When the center does not hold: the importance of knotworking, in: Activity Theory and social practice: cultural-historical Aapproaches, pagina's 345--374, Aarhus University Press, 1999 |
1998
| en , The Disappearance of Technology: Toward an Ecological Model of Literacy, in: Handbook of Literacy and Technology: Transformations in a Post-Typographic World, pagina's 269--281, Lawrence Erlbaum Associates, 1998 |
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1997
| , Cognition, context, and learning: a social semiotic perspective, in: Situated cognition: social, semiotic, and psychological perspectives, pagina's 37--56, Lawrence Erlbaum, 1997 |
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1993
| , Developmental studies on work as a test bench of ATs, in: Understanding practice: perspectives on activity and context, Cambridge, pagina's 64--103, CUP, 1993 |