scholarly journals A Learning Activity Design Framework for Supporting Mobile Learning

2016 ◽  
Vol 8 (1) ◽  
pp. 1-12 ◽  
Keyword(s):  
Mobile Learning ◽  
Learning Activity ◽  
Design Framework ◽  
Activity Design

A Learning Theory Rubric for Evaluating Mobile Learning Activities

2017 ◽  
Vol 7 (4) ◽  
pp. 24-38 ◽  
Author(s):  
David Parsons ◽  
Kathryn MacCallum
Keyword(s):  
Mobile Learning ◽  
Learning Task ◽  
Task Design ◽  
Learning Activities ◽  
Learning Theories ◽  
Learning Activity ◽  
Potential Value ◽  
Core Set ◽  
Key Concepts ◽  
Activity Design

Learning theories underpin the expectations of meaningful outcomes that any given learning task should have. However, educators' understanding and application of such theories is likely to vary with their own experience and context. In this article, we explore the potential value of a rubric for the design of mobile learning activities that is based on a core set of six learning theories, which we have identified from the literature as being highly relevant to the context of mobile learning. The key concepts of these theories have been used to create the evaluation rubric, which supports the analysis of learning activity design from the perspective of each of the chosen learning theories. The application of this rubric is explored from two perspectives. First, we apply it to an existing mobile learning activity to evaluate to what extent the activity embodies the theories within the rubric. Then we propose a redesigned activity by using the rubric as a guiding framework for improving the task design. This process demonstrates the potential value of applying such a rubric to designing mobile learning activities, to ensure that they adequately leverage the components of one or more relevant theories.

A Learning Theory Rubric for Evaluating Mobile Learning Activities

2020 ◽  
pp. 983-998
Author(s):  
David Parsons ◽  
Kathryn MacCallum
Keyword(s):  
Mobile Learning ◽  
Learning Task ◽  
Task Design ◽  
Learning Activities ◽  
Learning Theories ◽  
Learning Activity ◽  
Potential Value ◽  
Core Set ◽  
Key Concepts ◽  
Activity Design

Learning theories underpin the expectations of meaningful outcomes that any given learning task should have. However, educators' understanding and application of such theories is likely to vary with their own experience and context. In this article, we explore the potential value of a rubric for the design of mobile learning activities that is based on a core set of six learning theories, which we have identified from the literature as being highly relevant to the context of mobile learning. The key concepts of these theories have been used to create the evaluation rubric, which supports the analysis of learning activity design from the perspective of each of the chosen learning theories. The application of this rubric is explored from two perspectives. First, we apply it to an existing mobile learning activity to evaluate to what extent the activity embodies the theories within the rubric. Then we propose a redesigned activity by using the rubric as a guiding framework for improving the task design. This process demonstrates the potential value of applying such a rubric to designing mobile learning activities, to ensure that they adequately leverage the components of one or more relevant theories.

scholarly journals COLLABORATORS AND HECKLERS: Performative Pedagogy and Interruptive Processes

2017 ◽  
Vol XI (1) ◽  
pp. 33-71
Author(s):  
Lee Campbell
Keyword(s):  
Life Experiences ◽  
Real Life ◽  
Learning Activity ◽  
First Year ◽  
Art Practice ◽  
Teaching Session ◽  
Performative Pedagogy ◽  
Effective Use ◽  
Collective Survival ◽  
Activity Design

Arguing for the positive disruptive nature of interruption, this paper concentrates on my current performative and pedagogic usage of interruption within my teaching as the means to achieve three aims: 1) develop aspects of practice discussed in my doctoral thesis ‘Tactics of Interruption: Provoking Participation in Performance Art’ (Campbell 2016) related to the focused usage of interruptive processes in contemporary art practice (Arlander 2009: 2) provide students with direct experience of how interruption may command immediate reaction and force collaborative means of working, i.e. collective survival tactics to deal with interruption; and 3) theorise, articulate and demonstrate how interruption relates to critical reflection (on the part of both student and teacher), extending the ideas of Maggi Savin-Baden (2007) to propose interruption as reflection. To achieve these aims, the paper discusses how I have implemented interruption into learning activity design and evidences how I have created activities that aim to help students understand collaborative learning in cross-disciplinary projects through an effective use of realia (interruption is part of real life). I discuss one first year teaching seminar at Loughborough University in March 2015 (and subsequent related iterations) combining performance, fine art and collaboration methodologies where students directly engaged in a range of activities not displaced from their own life experiences; there was heavy student engagement in digital technologies, and interruption. The main outcomes of the teaching session support and go beyond the aims by relating to: a) experiential learning related to the interplay between ‘collaboration’ and ‘interruption’; b) performative pedagogy and inclusion; c) the interplay between teaching, liveness and interruption; and d) performative pedagogy and the exchange of power relation.

Applying the Polysynchronous Learning to Foster the Student-Centered Learning in the Higher Education Context

2016 ◽  
pp. 385-403
Author(s):  
Fan Ouyang
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Learning Activity ◽  
Communication Model ◽  
Environment Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
App Design ◽  
Activity Design

Teaching and learning computer programming has posed great challenges for both instructors and students. An emerging blended learning mode - polysynchronous learning has potentials to motivate and engage students in the programming learning process, to optimize students' programming learning experiences, and to transform the computer programming teaching and learning. This paper aims to integrate the polysynchronous learning, as a communication model, with the student-centered learning, as a pedagogical approach, to design a graduate-level course - App Design and Development. The authors primarily focuses on describing my decision-making process of the physical environment design, the technologies and tools selection, and the polysynchronous learning activity design, as well as specific details regarding these three aspects. Moreover, potentials, challenges, and implications of applying the polysynchronous learning to foster the student-centered learning in the higher education context are discussed.

Exploring the Challenges of Supporting Collaborative Mobile Learning

2011 ◽  
Vol 3 (4) ◽  
pp. 54-69 ◽  
Author(s):  
Jalal Nouri ◽  
Teresa Cerratto-Pargman ◽  
Johan Eliasson ◽  
Robert Ramberg
Keyword(s):  
Collaborative Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Collaborative Problem Solving ◽  
Learning Activity ◽  
Task Structure ◽  
Related Information ◽  
Collaborative Skills ◽  
Task Structures ◽  
Asymmetrically Distributed

Mobile technology opens up opportunities for collaborative learning in otherwise remote contexts outside the classroom. A successful realization of these opportunities relies, however, on mobile learning activities providing adequate collaboration structures. This article presents an empirical study aimed at examining the role played by mobile devices, teachers and task structures as a means for collaborative learning in geometry. The study focused on the analysis of the nature of collaboration that unfolded when students measured areas outdoors in the field. The analysis of the mobile learning activity was conducted from an Activity theory perspective. The findings obtained indicate that the collaboration observed may be impaired if: 1) the functionalities needed for collaborative problem-solving are asymmetrically distributed on a number of mobile devices; 2) task-related information is not accessible to all learners; 3) the task structure is not sufficiently complex; 4) teacher scaffolding is too readily available; and 5) necessary collaborative skills are not developed.

A Study of English Mobile Learning Applications at National Chengchi University

2009 ◽  
Vol 7 (4) ◽  
pp. 38-60 ◽  
Author(s):  
Pei-Chun Che ◽  
Han-Yi Lin ◽  
Hung-Chin Jang ◽  
Yao-Nan Lien ◽  
Tzu-Chieh Tsai
Keyword(s):  
Mobile Learning ◽  
Positive Response ◽  
Modern Technology ◽  
Learning Activity ◽  
The Internet ◽  
Immediate Feedback ◽  
The Past ◽  
Learning Platform ◽  
Mobile Learning Environment

The pervasive popularity of the Internet in the past decade has changed the way many students live and learn, in part, because modern technology has made it possible for learners to access Real-Time Multimedia information on the Internet, or research any topic of interest to them from virtually any computer anywhere in the world. Students can also receive immediate feedback from their peers and/or their teachers when involved in collaborative projects. As a result, teachers of all disciplines need to incorporate the Internet and the concept of mobile learning into today’s classrooms to take advantage of this technology. This research investigated the response of English majors to a mobile learning platform (NCCU-MLP) developed at National Chengchi University (NCCU) in which they were involved as participants. The goal of the NCCU-MLP is to improve the students’ English ability as well as to update the teachers’ understanding of how to use the technology. The purpose of this research was to investigate the responses of students to a mobile learning environment. The research involved 18 participants in a pilot study and 37 participants in a follow-up study who participated in a group activity involving mobile learning activities. The students were asked to complete the activity following which they completed a brief survey of their response to the mobile learning activity. The findings indicate a positive response from the participants regarding the content and procedures involved in the activity. Technical support for the project was found to need enhancement for future projects of this nature.

STEM Inquiry Through INPLACE Mobile Games

2017 ◽  
pp. 134-157
Author(s):  
Denise M. Bressler
Keyword(s):  
Best Practices ◽  
Mobile Devices ◽  
Scientific Inquiry ◽  
Learning Activity ◽  
Design Framework ◽  
Stem Learning ◽  
Control Activity ◽  
Mobile Games ◽  
Inquiry Based Learning ◽  
Participatory Learning

To make STEM learning meaningful, students need to feel the relevance and authenticity of the learning activity. Games—particularly mobile games—offer a unique opportunity for students to be immersed in collaborative STEM inquiry. INPLACE mobile games combine the best practices of what the games and learning field knows about using the affordances of mobile devices to engage students, to support collaboration, and to promote authentic practice in a discipline. INPLACE is an acronym that stands for Interdependent, Networked, Participatory Learning, Augmented, Collaborative Experience. School Scene Investigators is a game series designed according to the INPLACE framework; students playing it demonstrated higher engagement and scientific inquiry than students in a control activity. Ultimately, INPLACE provides a design framework that teachers and researchers can use for building mobile games that heightens engagement and increases inquiry-based learning.

Exploring the Challenges of Supporting Collaborative Mobile Learning

2014 ◽  
pp. 178-194
Author(s):  
Jalal Nouri ◽  
Teresa Cerratto-Pargman ◽  
Johan Eliasson ◽  
Robert Ramberg
Keyword(s):  
Collaborative Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Collaborative Problem Solving ◽  
Learning Activity ◽  
Task Structure ◽  
Related Information ◽  
Collaborative Skills ◽  
Task Structures ◽  
Asymmetrically Distributed

Mobile technology opens up opportunities for collaborative learning in otherwise remote contexts outside the classroom. A successful realization of these opportunities relies, however, on mobile learning activities providing adequate collaboration structures. This article presents an empirical study aimed at examining the role played by mobile devices, teachers and task structures as a means for collaborative learning in geometry. The study focused on the analysis of the nature of collaboration that unfolded when students measured areas outdoors in the field. The analysis of the mobile learning activity was conducted from an Activity theory perspective. The findings obtained indicate that the collaboration observed may be impaired if: 1) the functionalities needed for collaborative problem-solving are asymmetrically distributed on a number of mobile devices; 2) task-related information is not accessible to all learners; 3) the task structure is not sufficiently complex; 4) teacher scaffolding is too readily available; and 5) necessary collaborative skills are not developed.

Research on Mobile Learning Based on a Feedback Model

2014 ◽  
Vol 678 ◽  
pp. 653-656
Author(s):  
Biao Dong
Keyword(s):  
Mobile Learning ◽  
Service Evaluation ◽  
Learning Activity ◽  
Feedback Model ◽  
Formal Definitions ◽  
Sparsity Problem

This paper presents an approach for modeling the mobile learning applications using a feedback-based recommendation model. Formal definitions are proposed for the mobile learning activity. The design unites three of the mobile learning's aspects, namely learner, service and context, and provides means for learner service evaluation within the recommendation model. The results show that the recommendation model can easily be constructed, while enabling accurate recommendations by solving the sparsity problem of service and learner′s information.

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