85,027 research outputs found

    Digital communities: context for leading learning into the future?

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    In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model

    Location-based technologies for learning

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    Emerging technologies for learning report - Article exploring location based technologies and their potential for educatio

    Innovation in Mobile Learning: A European Perspective

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    In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date

    Teaching and learning in virtual worlds: is it worth the effort?

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    Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

    Transforming pre-service teacher curriculum: observation through a TPACK lens

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    This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

    Towards Interaction Design for Mobile Devices in Collocated Mixed-Focus Collaboration

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    In collocated collaboration, applied methods and technologies to support the collaboration process mainly comprise either analog paper and pen methods, large display applications or the usage of several laptops. Whereas paper and pen are easy to use, they impair the digital documentation and further editing. Large displays are expensive, stationary, and depend on speci_c environments. Furthermore, laptops build physical barriers between people, which impedes face-to-face communication. This leads to the fact that direct digitization is still not often performed in collocated collaborative scenarios, although it would be useful for further processing or permanent storing of created content.To address advantages of analog media, especially small size and high ubiquity, and eliminate the disadvantages, namely the lack of direct digitization, we aim at applying mobile devices to collocated collaboration. To contribute to the development of future collaboration tools, we derive and propose concrete design goals for applying mobile devices in collocated mixed-focus collaboration
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