Using Mobile Technology to Create Flexible Learning Contexts

Luckin, Rosemary; Boulay, Benedict du; Smith, Hilary; Underwood, Joshua; Fitzpatrick, Geraldine; Holmberg, Joseph; Kerawalla, Lucinda; Tunley, Hilary; Brewster, Diane; Pearce, Darren

doi:10.5334/2005-22

Cited by 31 publications

(22 citation statements)

References 14 publications

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“…Collaboration and co-construction of knowledge are nowadays seen as being the defining characteristics of learning, in contrast to cognitive models that previously concentrated more on the individual learner without much consideration of their social and physical environment. In relation to mobile learning, Luckin, du Boulay, Smith et al (2005) have defined a learning context as an 'ecology of resources' and have shown how technology can link different resource elements within and across learning contexts.…”

Section: Requirements In Educationmentioning

confidence: 99%

Mobile Usability in Educational Contexts: What have we learnt?

Kukulska‐Hulme

2007

IRRODL

236

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The successful development of mobile learning is dependent on human factors in the use of new mobile and wireless technologies. The majority of mobile learning activity continues to take place on devices that were not designed with educational applications in mind, and usability issues are often reported. The paper reflects on progress in approaches to usability and on recent developments, with particular reference to usability findings reported in studies of mobile learning. The requirements of education are considered as well as the needs of students participating in distance education; discipline-specific perspectives and accessibility issues are also addressed. Usability findings from empirical studies of mobile learning published in the literature are drawn together in the paper, along with an account of issues that emerged in two mobile learning projects based at The Open University, UK, in 2001 and 2005. The main conclusions are: that usability issues are often reported in cases where PDAs have been used; that the future is in scenario-based design which should also take into account the evolution of uses over time and the unpredictability of how devices might be used; and that usability issues should be tracked over a longer period, from initial use through to a state of relative experience with the technology.

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Section: Requirements In Educationmentioning

confidence: 99%

Mobile Usability in Educational Contexts: What have we learnt?

Kukulska‐Hulme

2007

IRRODL

236

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“…Estudos recentes como Nascimento [2012] e Luckin, et al [2005], Colaço [2004] buscam compreender como o desenvolvimento e a aprendizagem ocorrem e quais fatores podem facilita-los, considerando a tecnologia e seus recursos como meios de potencializar a emergência desses processos.…”

Section: Integração Das Tecnologias Nas Educaçãounclassified

“…Os autores Luckin, et al [2005] concluíram que a utilização adequada dos recursos tecnológicos maximiza a quantidade de assistência que o aluno pode absorver de seu ambiente, assegurando seu direcionado para emergência de ZDP. Pesquisaram a aprendizagem no contexto sócio-cultural de Vygotsky, considerando o conceito de ZDP como uma metáfora que configura a capacidade potencial do sujeito, utilizando a relação entre a diferença no que ele já consegue realizar sozinho e o que ele consegue fazer com assistência.…”

Section: Integração Das Tecnologias Nas Educaçãounclassified

O uso de tecnologias digitais na facilitação da emergência de zonas de desenvolvimento proximal em sala de aula

Arruda

Siqueira

Filho

2016

Anais Dos Workshops Do v Congresso Brasileiro De Informática Na Educação (CBIE 2016)

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“…�ehkonen and Turunen (2003) have also argued that user-centred design means, not only planning learning goals and actions, but also specifying different contexts of use and the requirements of different 'actors', which might include teachers, students and even parents. Luckin et al (2005) have defined a learning context as an 'ecology of resources' and have shown how technology can link different resource elements within and across learning contexts. Technology nowadays has to support collaboration, co-construction of knowledge, cooperative problemsolving, and distributed cognition (distributed between people and external artefacts or tools).…”

Section: Requirements In Educationmentioning

confidence: 99%

Human Factors and Innovation with Mobile Devices

Kukulska‐Hulme

2008

Handbook of Research on Digital Information Technologies

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Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication DataHandbook of research on digital information technologies : innovations, methods, and ethical issues / Thomas Hansson, editor. p. cm.Summary: "This book provides a collection of successful designs, defined as communicative relation-building solutions, for individuals and collectives of interlocutors. It includes a longitudinal perspective of past mistakes, current trends and future opportunities, and is a musthave for beginners in the field as well as qualified professionals exploring the full potential of human interactions"--Provided by publisher. All work contributed to this book set is original material. The views expressed in this book are those of the authors, but not necessarily of the publisher. If a library purchased a print copy of this publication, please go to http://www.igi-global.com/agreement for information on activating the library's complimentary electronic access to this publication.

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Using Mobile Technology to Create Flexible Learning Contexts

Cited by 31 publications

References 14 publications

Mobile Usability in Educational Contexts: What have we learnt?

Mobile Usability in Educational Contexts: What have we learnt?

O uso de tecnologias digitais na facilitação da emergência de zonas de desenvolvimento proximal em sala de aula

Human Factors and Innovation with Mobile Devices

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