Facilitating Social Constructivist Learning Environments for Product Design Students Using Social Software (Web2) and Wireless Mobile Devices

2009 ◽  
Vol 3 (1) ◽  
pp. 67-88 ◽  
Author(s):  
Thomas Cochrane ◽  
Isaac Flitta ◽  
Roger Bateman
Keyword(s):  
Product Design ◽  
Learning Environments ◽  
Mobile Devices ◽  
Constructivist Learning ◽  
Social Constructivist ◽  
Social Software ◽  
Constructivist Learning Environments ◽  
Design Students ◽  
Social Constructivist Learning ◽  
Wireless Mobile

Mobile Web 2.0

2010 ◽  
pp. 123-151 ◽  
Author(s):  
Thomas Cochrane
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Social Constructivist ◽  
Social Software ◽  
Mobile Web ◽  
Learning Contexts ◽  
Constructivist Learning Environments ◽  
Social Constructivist Learning ◽  
Wireless Mobile

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing upon student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning environment, particularly with the advent of the iPhone (nicknamed “the Jesus phone”) and iPod Touch. Today’s wifi enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, and upload user generated Web 2.0 content. This chapter explores the potential of wireless mobile devices and Web 2.0 (social software) to create social constructivist learning environments that bridge multiple learning contexts. The chapter provides an overview of current literature in the field, and discusses the pedagogical design of six example mobile Web 2.0 trials undertaken during 2007 and 2008 as part of research into the potential of mobile Web 2.0 to enhance tertiary education. The trials were based in three different courses and illustrate the application and integration of mobile Web 2.0 to bridge a range of learning contexts. The chapter argues that wireless mobile devices can be used to intentionally create disruptive learning environments that facilitate a social constructivist approach to teaching and learning.

scholarly journals Transforming Pedagogy Using Mobile Web 2.0

2009 ◽  
Vol 1 (4) ◽  
pp. 56-83 ◽  
Author(s):  
Thomas Cochrane ◽  
Roger Bateman
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Constructivist Learning ◽  
Social Constructivist ◽  
Social Software ◽  
Mobile Web ◽  
Face To Face ◽  
Student Centred Learning ◽  
Social Constructivist Learning

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm.

scholarly journals Transforming Pedagogy Using Mobile Web 2.0

2011 ◽  
pp. 281-307 ◽  
Author(s):  
Thomas Cochrane ◽  
Roger Bateman
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Constructivist Learning ◽  
Social Constructivist ◽  
Social Software ◽  
Mobile Web ◽  
Face To Face ◽  
Student Centred Learning ◽  
Social Constructivist Learning

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and learner-generated content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share learner-generated Web 2.0 content. This chapter outlines how a Product Design course has moved from a traditional teacher-centred face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm.

scholarly journals Transforming Pedagogy Using Mobile Web 2.0

2010 ◽  
pp. 671-698
Author(s):  
Thomas Cochrane ◽  
Roger Bateman
Keyword(s):  
Web 2.0 ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Constructivist Learning ◽  
Social Constructivist ◽  
Social Software ◽  
Mobile Web ◽  
Face To Face ◽  
Student Centred Learning ◽  
Social Constructivist Learning

Blogs, wikis, podcasting, and a host of free, easy to useWeb 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobileWeb 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning environment to one using mobile Web 2.0technologies to enhance and engage students in a social constructivist learning paradigm.

Innovations in Mobile Photography for Digital-Age Teachers and Learners

2018 ◽  
pp. 90-105
Author(s):  
Theresa A. Redmond ◽  
John Henson
Keyword(s):  
Teacher Educators ◽  
Learning Experience ◽  
Constructivist Learning ◽  
Social Constructivist ◽  
Learning Needs ◽  
Student Centered ◽  
Student Centered Learning ◽  
Millennial Students ◽  
Social Constructivist Learning ◽  
Pre Service Teacher

This chapter shares research that examined how perspectives about mobile technology integration were cultivated in a required pre-service teacher (PST) education course. Specifically, the camera feature of mobile smartphones was used to design a social-constructivist learning experience. Pre-service teachers were invited to shift from media consumers to technology producers, participating in innovative, student-centered learning. PSTs were positioned to use their prior-knowledge to engage in meaningful learning using their mobile phones in a way that modeled strategies they could use in their future classrooms to meet the learning needs of millennial students. Literature reveals that mobile tools are often used in limiting ways, such as accessing and consuming industry-produced media content. However, they have the potential to be used for active, social-constructivist learning. This chapter has implications for teacher educators and administrators in higher education who are seeking emerging practices for how to prepare PSTs to learn how to innovate using technology by designing learning experiences that focus on students as media makers.

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