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%Aigaion2 BiBTeX-eksport fra LMLG - Literature database with relevance for mobile learning
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     author = {Winters, Niall},
     editor = {Arnedillo-S{\'{a}}nchez, Inmaculada and Sharples, Mike and Vavoula, Giasemi},
      month = {0},
      title = {Design Patterns For Mobile Learning},
  booktitle = {Beyond Mobile Learning: Workshop: The CSCL Alpine Rendez-Vous},
       year = {2007},
      pages = {71--0},
  publisher = {Dublin Press},
    address = {Dublin},
       note = {Winters 2007 - DESIGN PATTERNS FOR MOBILE LEARNING k, 27.05.2007},
   crossref = {Arnedillo-SanchezSharples2007},
   abstract = {Designing mobile learning experiences is a complex task, requiring the assimilation and integration of deep knowledge from educators, researchers, practitioners, designers and software developers. While each party may have expertise in several of the associated knowledge domains, no single party has expertise in all of them. The complexity of each of the various bodies of knowledge means that it is often hard to communicate ideas, with each community having developed its own lore and jargon. We promote the use of design patterns to address this problem and argue that design patterns hold a powerful promise for recording, calibrating and collaboratively refining expert knowledge. In general, a design pattern is defined as a high-level specification for a method of solving a problem by design. Its particular strength is in highlighting recurring techniques and solutions to design problems that are found again and again in real world mobile application development. Design patterns enable this process of knowledge discovery by specifying the particulars of a problem, and how the designated design instruments can address them. Patterns are flexible enough to address a very broad spectrum of practice, from in-depth technical development to deployment issues in classrooms and elsewhere. In this talk, we explicitly focus on how to construct design patterns by reflecting on our experiences, emphasising the interdependent relationship between design and deployment for mobile learning. Initial results indicate that while patterns capture solutions to generalisable problems, learning to think about practices in an abstracted way, in order to development patterns, requires significant scaffolding.}
kryssrefererte publikasjoner: 
     editor = {Arnedillo-S{\'{a}}nchez, Inmaculada and Sharples, Mike and Vavoula, Giasemi},
      month = {0},
      title = {Beyond Mobile Learning: Workshop: The CSCL Alpine Rendez-Vous},
       year = {2007},
  publisher = {Trinity College Dublin Press},
    address = {Dublin},
       note = {This is a report from the 2007 Alpine Rendezvous workshop of the Kaleidoscope Mobile Learning SIG.  The workshop explored new opportunities for mobile, contextual and ambient learning. The report contains the abstracts of presentations for the workshop and offer insights into the  state of the art in mobile learning anno 2007 and pointers for future work.},
       isbn = {1871408482},
        url = {http://mlearning.noe-kaleidoscope.org/repository/Beyond%20Mobile%20Learning%20Book%20Proceedings%2011.1.07.pdf},
   abstract = {Beyond Mobile Learning: two mini-workshops, one great vision The ever increasing availability of wireless portable devices, combined with financial, logistical and technical reasons, have provided a rich environment for the proliferation of mobile learning scenarios, applications and research. Mobile Learning experiences and tools have been classified in the literature according to their educational objectives (Gay et al 2002), the activity they support (Roschelle 2003) and the educational theory that (implicitly or explicitly) underlies them (Naismith et al. 2005). More recently, Pattern et al. (2006) proposed a more extensive framework encompassing functionality and pedagogy. The Functional-pedagogical Framework (Pattern et al. op cit.) identifies seven categories of mobile learning systems: (1) Administration; (2) Referential; (3) Interactive; (4) Micro-world; (5) Data Collection; (6) Location-Aware and (7) Collaborative. Systems in the first four categories tend to replicate learning experiences that were until recently enabled by more traditional, 'static' technology. Whereas systems in the last three categories leverage off the unique attributes of handheld devices allowing for the creation of learning opportunities which would not be possible without mobile technology. "Beyond Mobile Learning" will set to explore the future of learning enabled by mobile technology. Through structured and exploratory activities, it will address approaches to mobile learning that go beyond merely leveraging off the mobility of the devices to replicate or augment existing learning scenarios, to focus on scenarios that attempt to create learning opportunities which would not be possible without mobile technology. Workshop methods A series of practical exercises and activities will take participants through a journey from present to future mobile learning enhanced by innovative technology. These hands-on activities will be structured around two miniworkshops, the first based on a Digital Narrative (DN) methodology, and the second based on the FTW method (Future Technology Workshop). The DN methodology involves the production of a film entirely shot on mobile phones. Initially, participants generate a storyline collaboratively (facilitated by a semistructured grounding tool). They are then divided into groups: the 'image', the 'sound' and the 'editing' group. With the 'script' (which is the output of the grounding tool) in hand to provide common ground, the 'image' and 'sound' groups go on location to shoot while the 'editing' group stays in the editing station. As the media is being captured it is automatically transferred to the editors who can start editing shortly after the 'image' and 'sound' crews have arrived on location. While shooting and editing, other communication channels are available to the participants to repair, augment and maintain the common ground if needed. By the time crew and cast are back in the editing station, the first version of the film is ready for viewing. Final editing and production take place as a whole group activity. This hands-on activity is followed by the decomposition and analysis of the experience in relation to core learning principles and how mobile technology can support these. The method has been used over the past two years with over 250 participants ranging from teenagers in an outreach programme, young children in the Irish Museum of Modern Art, children and teenagers from the shantytowns of Cape Town, postgraduate students, school teachers and researchers among others (Arnedillo S{\~{A}}¡nchez, Tangney, 2006; McGreen & Arnedillo S{\~{A}}¡nchez, 2005).}