2009
DOI: 10.18848/1833-1874/cgp/v03i01/37610
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Facilitating Social Constructivist Learning Environments for Product Design Students Using Social Software (Web2) and Wireless Mobile Devices

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Cited by 4 publications
(3 citation statements)
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“…Identified in the 2006 Bachelor of Product Design project (Cochrane, ) and illustrated by the 2009 Bachelor of Performing and Screen Arts (PASA) project (Cochrane, ). Creating sustained interaction that facilitates the development of ontological shifts, both for the lecturers and the students. Illustrated by the 2009 Bachelor of Product Design projects (Cochrane, Flitta & Bateman, ).…”
Section: Critical Success Factorsmentioning
confidence: 99%
“…Identified in the 2006 Bachelor of Product Design project (Cochrane, ) and illustrated by the 2009 Bachelor of Performing and Screen Arts (PASA) project (Cochrane, ). Creating sustained interaction that facilitates the development of ontological shifts, both for the lecturers and the students. Illustrated by the 2009 Bachelor of Product Design projects (Cochrane, Flitta & Bateman, ).…”
Section: Critical Success Factorsmentioning
confidence: 99%
“…Aspects of this case study have been published in various peer-reviewed papers , 2010a, 2010bFlitta 2009a, 2009b;Cochrane, Flitta, and Bateman 2009). One of the key drivers for the introduction of m-learning into the course was the development of a flexible, context-independent teaching and learning environment.…”
Section: Case Study 2: Bachelor Of Product Design 2008-2010mentioning
confidence: 99%
“…These expectations have vital implications for the impact on lecturer integration of the tools and workload perceptions. (These issues are explored in other papers by the authors, see Cochrane, Flitta, and Bateman, 2009. ) As a record keeping tool, these things (blogs) allow you to go back and see what you did last week, and you can constantly inform your decisions based on what you have done in the past.…”
mentioning
confidence: 97%