Location of Repository

Towards a task model for mobile learning: a dialectical approach

By Josie Taylor, Mike Sharples, Claire O'Malley, Giasemi N. Vavoula and Jenny Waycott

Abstract

Our approach to understanding mobile learning begins by describing a dialectical approach to the development and presentation of a task model using the socio-cognitive engineering design method. This analysis synthesises relevant theoretical approaches. We then examine two field studies, which feed into the development of the task model

Topics: activity model, socio-cultural theory, conversation theory, activity theory, mobile learning, dialectical process, learning technology
Publisher: Inderscience Enterprises Limited
Year: 2006
DOI identifier: 10.1504/IJLT.2006.010616
OAI identifier: oai:lra.le.ac.uk:2381/8130
Journal:

Suggested articles

Preview

Citations

  1. (1984). An introduction to radical constructivism. In doi
  2. (2002). Annex
  3. (1990). Art and Answerability: Early Philosophical Essays. doi
  4. (1998). Contextual Design: Defining Customer-Centred Systems. doi
  5. (1976). Conversational techniques in the study and practice of education’, doi
  6. (2002). Everyday life as a stage in creating and performing scenarios for wireless devices. doi
  7. (1999). Exploring the Icebergs of Adult Learning:
  8. (1995). Interactive System Design,
  9. (1987). Learning by Expanding: An Activity Theoretical Approach to Developmental Research, Helsinki: Orienta-Konsultit Engeström, Y. doi
  10. (2000). Making new design ideas more concrete. doi
  11. (1999). Methodology for Evaluation of Collaborative Systems’ The Evaluation Working Group, The DARPA Intelligent Collaboration and Vizualisation Program. doi
  12. (1978). Mind in Society: The development of higher psychological processes, Cambridge: doi
  13. (2005). Pulling together: keeping track of pedagogy, design and evaluation through the development of scenarios – A case study’, doi
  14. (2002). Rethinking University Teaching: a conversational framework for the effective use of learning technologies, 2nd edition, doi
  15. (1995). Scenario-Based Design, doi
  16. (2004). The Appropriation of PDAs as Learning and Workplace Tools: An Activity Theory Perspective’, PhD Thesis,
  17. (1998). The concept of breakdown in Heidegger, Leont'ev, and Dewey and its implications for education. doi
  18. (1991). Through the Interface: A Human Activity Approach to User Interface Design. doi
  19. (2000). Understanding organizational learning by focusing on ”activity systems”. doi
  20. (2001). Understanding Pedagogy and its Impact on Learning 1-19, doi
  21. (2001). Vygotsky and Pedagogy, doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.