Using activity-oriented design methods (AODM) to investigatemobile learning

The past few years have witnessed significant interest and developments in researching mobile learning, with a lot of important contributions being made towards understanding and defining mobile learning. However, current research efforts are being redirected towards a new agenda to establish appropriate methods for investigating mobile learning, as this book testifies. This chapter contributes to this research effort by articulating how to adapt Activity-Oriented Design Methods (AODM – see Mwanza, 2002) for use in mobile learning research

Conclusions: Future Directions in Researching Mobile Learning

Mobile learning is in the process of developing its identity as a distinct field of research with particular concerns and challenges. What can researchers learn from neighbouring disciplines and how can they harness new techniques and technologies, to smooth the way for their research efforts? On the basis of an analysis of key messages and reflections from those conducting mobile learning research, the author proposes four generic principles that can guide future research in mobile learning. The chapter also points to new directions in mobile learning research within the broader research agenda of Technology Enhanced Learning. These indicative directions should be helpful to all involved in setting future agendas for mobile learning research and development

Methods and models of next generation technology enhanced learning - White Paper

Our understanding of learning with technology is increasingly lagging behind technological advancements, such that it is no longer possible to fully understand learning with technologies without bringing together evidence from practice-based experiences and theoretical insight to inform research, design, policy and practice. Furthermore, whilst practical experiences and theoretical insights make significant contributions towards understanding learning with new technologies, the dynamic nature of learner practices and study contexts make it difficult to predict future requirements in terms of methods and models for next generation technology enhanced learning. We therefore require formal and comprehensive methods and models of learning with technology that accommodate theory and practice whilst allowing us to anticipate methodological innovations that capture future transitions and changes in learner practices and study contexts, in order to inform research, design, policy and practice. Workshop participants represented different communities of interest including research, design, evaluation and assessment. The overall objective was to anticipate methodological innovations in technology enhanced learning research and design over the next 5/10 years

Mobile Learning: Structures, Concepts and Practices of the British and German Mobile Learning Discussion from a Media Education Perspective

As a scientific field within media education and educational sciences the research on and the practical implementation of mobile learning is evolving. An analysis of the predominantly British scientific process of the mobile learning discussion – to which this paper refers to (Seipold 2012) – is opening the view to a taxonomy of this discussion, its contexts, reference points, perspectives and conceptual focal points, as well as to success stories and challenges that are related to the implementation of mobile learning in formalised learning contexts, such as schools

Innovation in Mobile Learning: A European Perspective

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

The genesis and development of mobile learning in Europe

In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning

Produção acadêmica sobre mobile learning: meta-análise de artigos publicados no Repositório Aberto entre 2011 e 2019

Esta dissertação foi motivada pelo interesse em consolidar conhecimento sobre mobile learning produzido no contexto da Universidade Aberta. De fato, a adoção de dispositivos móveis pela sociedade, como suportes a ferramentas de interação, comunicação e realização de atividades, tem gerado crescimento exponencial na utilização de tecnologia digital em diversos ambientes de interação humana, incluindo os de ensino e aprendizagem. Também é crescente o número de publicações acadêmicas que se propõem a analisar, rever e/ou ampliar os conceitos, modelos, técnicas e ferramentas de ensino e aprendizagem. Assim, o presente estudo pretende identificar contributos na produção acadêmica na e da Universidade Aberta no campo do mobile learning, em particular nos artigos acadêmicos disponíveis no respectivo repositório institucional, o Repositório Aberto, no período compreendido entre 2011 e 2019. Para o efeito, foi adotada a estratégia metodológica MAECC®, Meta-Modelo de Análise e Exploração de Conhecimento Científico®, de cariz meta-analítica, com a finalidade de identificar objetos de análise, metodologias, contributos e implicações no campo de ensino e aprendizagem através de dispositivos móveis de conexão, interação e comunicação nos referidos artigos acadêmicos, num total de 31 documentos. Deste modo, foram identificados temas e autores mais citados, bem como as redes de investigação existentes nesse período. Também foram identificadas coocorrências entre métodos e estratégias metodológicas adotadas e uma taxonomia de resultados e conclusões, sendo ainda possível reconhecer que a maioria dos projetos de investigação analisados assume abordagem preponderantemente qualitativa, em especial com propósitos de desenvolvimento de novas ferramentas e avaliação de afeições. Além disso, este trabalho apresenta igualmente propostas de continuidade de investigação, seja para aprofundar os estudos realizados no campo do mobile learning, seja para suprir lacunas nesse domínio.This dissertation was motivated by the interest in consolidating knowledge about mobile learning produced in the context of Universidade Aberta (Open University Portugal). In fact, the adoption of mobile devices by society, as support for interaction, communication and activity tools, has generated exponential growth in the use of digital technology in various human interaction environments, including in teaching and learning. There is also a growing number of academic publications targeted to analyze, review and/or expand teaching and learning concepts, models, techniques and tools. Hence, this study aims to identify contributions in academic production at and from Universidade Aberta in the field of mobile learning, in academic articles available in its institutional repository, the Repositório Aberto (Open Repository), in the period between 2011 and 2019. The methodological strategy MAECC®, Meta-Model for the Analysis and Exploration of Scientific Knowledge®, of a meta-analytical nature, was adopted, to identify objects of analysis, methodologies, contributions and implications in the field of teaching and learning through mobile devices. connection, interaction and communication in the referred academic articles, in a total of 31 documents. As a result, the most cited themes and authors were identified, as well as the existing research networks in that period. Co-occurrences were also identified, between methods and methodological strategies implemented, besides a taxonomy of results and conclusions. As a conclusion, it is possible to recognize that most of the research projects analyzed take a predominantly qualitative approach, especially with the purpose of developing new tools and evaluating affections. In addition, this work also presents proposals for further research, either to deepen the studies conducted in the field of mobile learning, or to fill gaps in this domain.A investigação realizada no âmbito desta dissertação está integrada nas linhas de investigação da Unidade de Investigação e Desenvolvimento - Laboratório de Educação a Distância e eLearning (UID 4372/FCT), da Fundação para a Ciência e Tecnologia do Ministério da Ciência, Tecnologia e Ensino Superior

Innovazione nel mobile learning

La proliferazione di telefoni cellulari e di altri dispositivi portatili ha trasformato il mobile learning da un’attività inscritta in ambiti di ricerca pilota a un’attività quotidiana dove i dispositivi mobili sono diventati strumenti personali che supportano gli individui ad apprendere ovunque essi si trovino, attraverso processi di educazione formale o support informale e conversazione

Meta-analyses from a collaborative project in mobile lifelong learning

This paper focuses on the use of mobile technologies in relation to the aims of the European Union’s Lifelong Learning programme. First, we explain the background to the notion of mobile lifelong learning. We then present a methodological framework to analyse and identify good practices in mobile lifelong learning, based on the outcomes of the MOTILL project (“Mobile Technologies in Lifelong Learning: best practices”). In particular, we give an account of the methodology adopted to carry out meta-analyses of published literature and accounts of mobile learning experiences. Furthermore, we present the results of an implementation of our Evaluation Grid and the implications arising from it in terms of management, pedagogy, policies and ethical issues. Finally we discuss lessons learnt and future work

El aprendizaje móvil : revisión de dimensiones y propuesta de un modelo teórico

En la literatura especializada acerca de la mediación tecnológica del aprendizaje existe interés por el desarrollo teórico de modelos que expliquen los procesos de aprendizaje en condiciones movilidad, ya que si bien se reconoce un importante crecimiento en la adopción de dispositivos y aplicaciones móviles, la teorización de los procesos implicados está ausente. Por esto, y a partir de la revisión de literatura relacionada con el tema, en el presente trabajo se propone un modelo teórico que incorpora tres dimensiones que explican estos procesos: 1) las prestaciones de las tecnologías móviles; 2) la agencia del usuario, y 3) el diseño instruccional y de la interactividad de los contenidos. Las prestaciones de las tecnologías se basan en la movilidad y la ubicuidad que hacen posible; la agencia del usuario se relaciona con una serie de atributos que hacen posible el desempeño autónomo de los aprendices; el diseño instruccional y de la interactividad tienen que ver con las funciones de comunicación y del diseño educativo que ésta tenga. Cada dimensión tiene una justificación teórica, y el modelo como un todo debería contrastarse empíricamente, por lo cual en el artículo se recomienda la conducción de un estudio en el que se realice esta aplicación empírica, que deberá implicar el desarrollo, la validación y la aplicación de instrumentos de evaluación, así como de un curso en Internet disponible desde dispositivos móviles, y realizar la medición de las dimensiones indicadas. A partir de lo anterior, y con el fin de validar cuantitativamente el modelo se sugiere un análisis de modelamiento de ecuaciones estructurales.In the specialized literatura on the technological mediation of learning there is interest in developing theoretical models to explain the learning processes explaining mobile learning, given the recognition of a growth in the adoption of mobile devices and applications among users, and the absence of theoretical treatments of these processes. Hence, and departing from a review of literatura related to the subject, in this paper a theoretical model is presented, which incorporates three dimensions explaining these processes