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
2010
| , 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 |
2009
| , Activity theory and ontology (2009), in: Educational Review, 61:2(167--180) |
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| und , 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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2008
| , Activity theory and situated learning theory: contrasting views of educational practice (2008), in: Pedagogy, Culture & Society, 16:3(289--302) |
| , 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 |
| , 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) |
| , 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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2007
| , 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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| , 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) |
| , 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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| , What is mobile learning?, in: Big Issues in Mobile Learning, Learning Sciences Research Institute, Seiten 7--11, Kaleidoscope, 2007 |
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2006
| , , , 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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2005
| , 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 Technology to Create Flexible Learning Contexts (2005), in: Journal of Interactive Media in Education:22 |
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2004
| , What we talk about when we talk about context (2004), in: Personal and Ubiquitous Computing, 8:1(19--30) |
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2003
| , Artifacts and cultures-of-use in intercultural communication (2003), in: Language Learning & Technology, 7:2(38--67) |
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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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2002
| 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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| , Activity Theory and design, in: CSCL 2: Carrying Forward the Conversation, Seiten 529--532, Lawrence Erlbaum, 2002 |
| , Human-field interaction as mediated by mobile computers, in: CSCL 2: Carrying Forward the Conversation, Seiten 533--537, Lawrence Erlbaum, 2002 |
| , Rethinking university teaching: A conversational framework for the effective use of learning technologies, RoutledgeFalmer, 2002 |
| , 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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2001
| , Expansive learning at work: toward an activity theoretical reconceptualisation (2001), in: Journal of Education and Work, 14:1(133--156) |
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1999
| , , , , 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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| , Risk and responsibility (1999), in: Modern Law Review, 62:1(1--10) |
| , Typological and topological meaning in diagnostic discourse (1999), in: Discourse Processes, 27:2(173--185) |
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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 |
1998
| , On two metaphors for learning and the dangers of choosing just one (1998), in: Educational Researcher, 27:2(4--13) |
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| 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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1997
| , Cognition, context, and learning: a social semiotic perspective, in: Situated cognition: social, semiotic, and psychological perspectives, Seiten 37--56, Lawrence Erlbaum, 1997 |
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1996
| , Concepts of cognition and consciousness: four voices (1996), in: Australian Journal of Information Systems, 4:1(64--79) |
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| , Cultural psychology: a once and future discipline, Harvard University Press, 1996 |
1995
| , The mangle of practice, University of Chicago Press, 1995 |
1993
| , Developmental studies on work as a test bench of ATs, in: Understanding practice: perspectives on activity and context, Cambridge, Seiten 64--103, CUP, 1993 |
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 |
| und , 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
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1976
| , Conversational techniques in the study and practice of education (1976), in: British Journal of Educational Psychology, 46(12--25) |
1955
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1932
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