Collaboration with Mobile Media: Shifting from 'Participation' to 'Co-creation'

Lewis, Sarah; Pea, Roy; Rosen, Joseph M.

doi:10.1109/wmute.2010.52

Cited by 9 publications

(6 citation statements)

References 17 publications

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“…In the new optional part of the exercises, a number of open problems may be framed by the teachers accordantly to the topics in the syllabus. Such approach is agreed with the decades of research, confirming that collaborative learning presents powerful dynamics for knowledge building and supports education at individual, group, and institutional levels [14].…”

Section: Mechatronics Electronicssupporting

confidence: 62%

Enhancing students' activity in electrical engineering through Web and social networks

Raud

Vodovozov

Lehtla

2012

Proceedings of the 2012 IEEE Global Engineering Education Conference (EDUCON)

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The paper explores Web technology, specifically social networking, which supports students' activity to enhance acquisition of Electrical Engineering disciplines. The results of the three-year study of the institutional learning management system, the thematic-oriented site, and the social network are presented. It was found that management of the learning content that combines various Internet services provides a suitable technology for students, being the social leverage to share and generate knowledge and experience.

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Section: Mechatronics Electronicssupporting

confidence: 62%

Enhancing students' activity in electrical engineering through Web and social networks

Raud

Vodovozov

Lehtla

2012

Proceedings of the 2012 IEEE Global Engineering Education Conference (EDUCON)

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“…Firstly, as she performed the task on her own and during a quiet period, she felt unsupported without any peers with whom to relate or take a lead from. As noted by other researchers [7,14] this feedback highlights the value of peer support when engaging with mobile learning technologies.…”

Section: Individual Experiencessupporting

confidence: 62%

Using mobile media creation to structure museum interpretation with professional vision

Civantos

Brown

Coughlan

et al. 2016

Pers Ubiquit Comput

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Mobile technology plays an increasing role in museum and cultural heritage contexts. In most cases, these tools support the relatively passive consumption of expert interpretations, or the unguided generation of content by users. This paper explores the potential for technologies to help museum visitors, encountering unfamiliar objects, to engage with them as a skilled professional interpreter would, through structured mobile experiences that focus on creating multimedia content. We explore this concept in the area of artefact interpretation and specifically how to enact a structured process of interpretation, as would commonly be taught in courses dedicated to the analytical diagnostics of visual evidence, such as Classical Archaeology or Art History. We discuss two field trials of prototype systems through which the structured creation of multimedia forms a basis for learning to interpret historical artefacts conducted in contexts of both formal and informal learning. By describing, implementing, and evaluating this approach, we contribute understanding of a new way to conceptualise active engagement in museum contexts, through the effective use of scaffolding and user generation of multimedia. We identify issues around the properties and flexibilities of multiple media for this purpose, links between provision for procedural and factual learning, and the value of media creation-based structures in improving the skills and confidence to interpret.

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“…Similarly, Hussain [39] noticed that sharing learning experiences between students via OSNs is linked to developing the virtual community across the world. Lewis et al [52] (p. 112) called them "collaborative knowledge building communities". In addition, another study that took place in USM (Universiti Sains Malaysia), revealed that 300 students consider Facebook as a valuable and important tool that could support and enhance their language skills in English [20].…”

Section: Enhancing Educational Processesmentioning

confidence: 99%

Social Media Use in Higher Education: A Review

Zachos

Paraskevopoulou-Kollia

Anagnostopoulos

2018

Education Sciences

140

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Nowadays, social networks incessantly influence the lives of young people. Apart from entertainment and informational purposes, social networks have penetrated many fields of educational practices and processes. This review tries to highlight the use of social networks in higher education, as well as points out some factors involved. Moreover, through a literature review of related articles, we aim at providing insights into social network influences with regard to (a) the learning processes (support, educational processes, communication and collaboration enhancement, academic performance) from the side of students and educators; (b) the users’ personality profile and learning style; (c) the social networks as online learning platforms (LMS—learning management system); and (d) their use in higher education. The conclusions reveal positive impacts in all of the above dimensions, thus indicating that the wider future use of online social networks (OSNs) in higher education is quite promising. However, teachers and higher education institutions have not yet been highly activated towards faster online social networks’ (OSN) exploitation in their activities.

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Collaboration with Mobile Media: Shifting from 'Participation' to 'Co-creation'

Abstract: Abstract

Cited by 9 publications

References 17 publications

Enhancing students' activity in electrical engineering through Web and social networks

Enhancing students' activity in electrical engineering through Web and social networks

Using mobile media creation to structure museum interpretation with professional vision

Social Media Use in Higher Education: A Review

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