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Orchestrating scaffolded outdoor mobile learning activities
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
2014 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

Since the beginning of time, technological innovations have formed the basis for the development of society and supported the most fundamental societal features. The educational system is no exception. This we have witnessed on many occasions, as for example in form of the transformations of learning and teaching introduced by the printing press, the calculator and computers. With the advance of mobile technology, we have received another technology that inspires research fields to study the learning and teaching potentials that mobile technology may present. It is from here this thesis takes its general starting point, namely, in the determination to critically examine the role mobile technology can play in supporting outdoor learning activities. More specifically, the thesis attempts to, on the one hand, develop an understanding of the challenges and limitations associated with scaffolding students’ mobile learning in outdoor environments. On the other hand, based on such a developed understanding, the thesis investigates how mobile technology-supported outdoor activities should be orchestrated to scaffold students learning. Orchestration is, in this thesis, understood as the process of productively coordinating supportive interventions across multiple learning activities occurring at multiple social levels involving multiple contexts, and multiple tools and media.The framework of design-based research has guided the methodological approach. Three design studies formed the empirical basis of the study of the issues. The results of the thesis indicate the difficulties and challenges in supporting students in outdoor contexts and delineate an understanding of how mobile outdoor learning activities can be orchestrated with students scaffolding needs taken into account.The thesis contributes with a conceptualization of and a model for orchestration of mobile learning activities, a framework for design-based research in mobile learning, as well as a critical perspective on the introduction of mobile technology in education. 

Ort, förlag, år, upplaga, sidor
Stockholm: Department of Computer and Systems Sciences, Stockholm University , 2014. , 120 s.
Serie
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 14-014
Nyckelord [en]
mobile learning, orchestration, scaffolding, outdoor education
Nyckelord [sv]
mobilt lärande, orkestrering, scaffolding, utomhuslärande
Nationell ämneskategori
Mänsklig interaktion med IKT
Forskningsämne
informationssamhället
Identifikatorer
URN: urn:nbn:se:su:diva-107346ISBN: 978-91-7447-977-5 (tryckt)OAI: oai:DiVA.org:su-107346DiVA: diva2:745651
Disputation
2014-10-13, Lilla hörsalen, NOD-huset, Borgarfjordsgatan 12, Kista, 13:00 (Engelska)
Opponent
Handledare
Anmärkning

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 4: Accepted. Paper 5: Accepted.

Tillgänglig från: 2014-09-21 Skapad: 2014-09-10 Senast uppdaterad: 2014-09-15Bibliografiskt granskad
Delarbeten
1. Exploring the challenges of supporting collaborative mobile learning
Öppna denna publikation i ny flik eller fönster >>Exploring the challenges of supporting collaborative mobile learning
2011 (Engelska)Ingår i: International Journal of Mobile and Blended Learning, ISSN 1941-8647, Vol. 3, nr 4, 70-85 s.Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
IGI Global, 2011
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik
Forskningsämne
människa-maskin-interaktion (MMI)
Identifikatorer
urn:nbn:se:su:diva-67131 (URN)10.4018/jmbl.2011100104 (DOI)
Tillgänglig från: 2011-12-26 Skapad: 2011-12-26 Senast uppdaterad: 2014-09-11Bibliografiskt granskad
2. Eliciting the potentials of mathematical mobile learning trough scaffolding learning processes across contexts
Öppna denna publikation i ny flik eller fönster >>Eliciting the potentials of mathematical mobile learning trough scaffolding learning processes across contexts
2012 (Engelska)Ingår i: International Journal of Mobile Learning and Organisation, ISSN 1746-725X, Vol. 6, nr 3/4, 285-302 s.Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Little is understood in terms of scaffolding learning processes in more dynamical contexts than the classroom environment. The scope of mobile learning research has so far been limited to the scaffolding functions of the mobile technology. Thus, in this paper, a larger grip was taken, focusing on all available means, such as teachers, mobile technology, pre- and post-activities as supportive structures. In doing that a sequence of learning activities were designed within the domain of mathematics education. We asked what scaffolding role the available resources can play in supporting the students learning processes, and further, how we are to orchestrate these resources across contexts in a pedagogical manner. The findings demonstrates how students' learning processes are to be scaffolded and how learning in an outdoor context can be meaningfully supported through the sequencing of activities and the utilisation of pre- and post-activities in indoor contexts.

Ort, förlag, år, upplaga, sidor
Inderscience, 2012
Nyckelord
mobile learning, m-learning, scaffolding learning, orchestration, mathematics education
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik
Forskningsämne
människa-maskin-interaktion (MMI)
Identifikatorer
urn:nbn:se:su:diva-86336 (URN)10.1504/IJMLO.2012.050035 (DOI)
Tillgänglig från: 2013-01-12 Skapad: 2013-01-12 Senast uppdaterad: 2014-09-11Bibliografiskt granskad
3. Mobile inquiry-based Learning
Öppna denna publikation i ny flik eller fönster >>Mobile inquiry-based Learning
2013 (Engelska)Ingår i: Human-Computer Interaction. Applications and Services: 15th International Conference, HCI International 2013. Proceedings Part II / [ed] Masaaki Kurosu, Springer Berlin/Heidelberg, 2013, 464-473 s.Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This paper presents a study on mobile learning that could be viewed as a manifestation of strong voices calling for learning in natural contexts. The study was based on a sequence of inquiry-based mobile learning activities within the domain of natural sciences and mathematics education. We questioned the effects of collaborative scaffolding, and the effects scaffolding provided by technology have on learning and performance. Based on a quantitative interaction analysis, findings suggest that low-achievement students benefit from inquiry-based mobile activities; that the use of mobile technologies bring multiple effects on students’ learning, both positive and negative, and that the roles of teachers remains as crucial as before the introduction of learning technologies.

Ort, förlag, år, upplaga, sidor
Springer Berlin/Heidelberg, 2013
Serie
Lecture Notes in Computer Science, ISSN 0302-9743 ; 8005
Nyckelord
mobile learning, scaffolding, across contexts, performance
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik
Forskningsämne
människa-maskin-interaktion (MMI)
Identifikatorer
urn:nbn:se:su:diva-96359 (URN)10.1007/978-3-642-39262-7_53 (DOI)978-3-642-39261-0 (ISBN)978-3-642-39262-7 (ISBN)
Konferens
15th International Conference, HCI International 2013, Las Vegas, NV, USA, July 21-26, 2013
Tillgänglig från: 2013-11-20 Skapad: 2013-11-20 Senast uppdaterad: 2014-09-11Bibliografiskt granskad
4. Characterizing learning mediated by mobile technologies: a cultural-historical activity theoretical analysis
Öppna denna publikation i ny flik eller fönster >>Characterizing learning mediated by mobile technologies: a cultural-historical activity theoretical analysis
2015 (Engelska)Ingår i: IEEE Transactions on Learning Technologies, ISSN 1939-1382, E-ISSN 1939-1382, Vol. 8, nr 4, 357-366 s.Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Mobile technologies have not yet triggered the knowledge revolution in schools anticipated, in particular, by the telecommunications industry. On the contrary, mobile technologies remain extensively used outside the frontiers of formal education. The reasons for this are many and varied. In this paper, we concentrate on those associated with the prevalent methodological weakness in the study of innovative educational interventions with mobile technologies. In this context, the paper investigates the following question: what is the potential of second-generation cultural-historical activity theory (CHAT) for characterizing learning activities mediated by mobile technologies? To this end, an empirical study was designed with the goal of examining five small groups of students (fifth grade, age 12) who were using mobile devices in authentic educational settings, within a natural science inquiry-based learning activity outdoors. Second-generation CHAT was operationalized as an analytical and dialectic methodological framework for understanding learning activities mediated by mobile devices. The study contributes a characterization of mobile learning and identification of constraints and transformations introduced by mobile technology into students’ tasks.

Nationell ämneskategori
Mänsklig interaktion med IKT
Identifikatorer
urn:nbn:se:su:diva-107344 (URN)10.1109/TLT.2015.2389217 (DOI)
Tillgänglig från: 2014-09-10 Skapad: 2014-09-10 Senast uppdaterad: 2016-04-15Bibliografiskt granskad
5. A Learning Activity Design Framework for Supporting Mobile Learning
Öppna denna publikation i ny flik eller fönster >>A Learning Activity Design Framework for Supporting Mobile Learning
2016 (Engelska)Ingår i: Designs for Learning, ISSN 1654-7608, Vol. 8, nr 1, 1-12 s.Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article introduces the Learning Activity Design (LEAD) framework for the development and implementation of mobile learning activities in primary schools. The LEAD framework draws on methodological perspectives suggested by design-based research and interaction design in the specific field of technology-enhanced learning (TEL). The LEAD framework is grounded in four design projects conducted over a period of six years. It contributes a new understanding of the intricacies and multifaceted aspects of the design-process characterizing the development and implementation of mobile devices (i.e. smart phones and tablets) in curricular activities conducted in Swedish primary schools. This framework is intended to provide both designers and researchers with methodological tools that take account of the pedagogical foundations of technologically-based educational interventions, usability issues related to the interaction with the mobile application developed, multiple data streams generated during the design project, multiple stakeholders involved in the design process and sustainability aspects of the mobile learning activities implemented in the school classroom.

Nyckelord
Design-based research, Interaction design, Mobile learning, Methodology
Nationell ämneskategori
Mänsklig interaktion med IKT
Forskningsämne
informationssamhället
Identifikatorer
urn:nbn:se:su:diva-107345 (URN)10.16993/dfl.67 (DOI)
Externt samarbete:
Tillgänglig från: 2014-09-10 Skapad: 2014-09-10 Senast uppdaterad: 2016-08-29Bibliografiskt granskad

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