Design-based Mobile Learning Research: Results and reflections on communication and sustainability
2013 (English)Conference paper, Presentation (Refereed)
In the last decades design-based research has grown in application within the learning sciences. Key to design-based research within Technology Enhanced Learning (TEL), is that researchers, users and practitioner's work together to produce a meaningful change in contexts of practice. Much research within mobile learning has however come under criticism for being technology-driven with a large portion of studies lacking explicit educational foundations (eg. Kukulska-Hulme et al., 2011, Traxler & Kukulska-Hulme, 2005). I.e., lacking at least one of the key characteristics of design-based research in general and design-based research within TEL in particular. Elaborated views of mobile learning have been articulated and these have constituted a significant step in the evolution of mobile learning, characterized by a shift of focus, from an imprecise and inadequate foregrounding of technology, towards a conceptualization of mobile learning that emphasizes social practices mediated by mobile technology. Crucial to design-based research in general and perhaps particularly to design-based research within TEL and mobile learning is that results from research are usable also to others than the research community. I.e. to practitioners and other stakeholders involved in designing for a particular learning context or activity. Further, design solutions that have been collaboratively developed with stakeholders need to be usable also by others outside of the immediate collaboration. How else would these results become usable to a wider audience of practitioners?
Building on a design-based research approach, in the past five years a number of studies pertaining to mobile learning and design of out-door and in-door learning activities have been carried out in collaboration with a primary school in a suburb to Stockholm, Sweden. Results from these studies have among other things shown the importance of scaffolding and support across out-door and in-door learning activities. In my talk, I will present and discuss our design-based research process and results from studies conducted on out-door learning activities (for instance Nouri et al., 2011,and Nouri, 2011). I will also discuss and present different ways of trying to conceptualize and communicate results from the design-based research process in terms of guidelines for design and evaluation (for instance Eliasson et al., 2011, Eliasson et al., 2012, Eliasson et al., submitted).
Place, publisher, year, edition, pages
IEEE conference proceedings, 2013.
Research subject Man-Machine-Interaction (MMI)
IdentifiersURN: urn:nbn:se:su:diva-97720ISBN: 978-1-4799-1274-2OAI: oai:DiVA.org:su-97720DiVA: diva2:679950
ICTer 2013, International Conference on Advances in ICT for Emerging Regions, 11-15 December 2013, Colombo (Sri Lanka)