Educational Technology: The influence of theory

In this paper we explore the role of theories in current practice in educational technology. We review a range of writings from the past 30 years on the nature of learning technology research. We discuss influences on learning technologies from the related fields of Artificial Intelligence in Education (AIED) and Human-Computer Interaction (HCI). We identify two groups of theories which have been used. The first group are related to principled decisions about the design of learning materials. The second group influence the ways in which we frame our research on learning. Research in learning technologies in the future will need to draw on both groups of theories. In this paper, we draw on our own experiences as educational technologists and the purpose of the paper is to encourage other educational technologists to join with us in reflecting on their own use of theories

Understanding the development of teaching and learning resources: A review

This paper is a literature review of research concerned with the production of learning resources in higher education (HE). It forms part of a larger research project in progress

Motivation and mobile devices: exploring the role of appropriation and coping strategies

There has been interest recently in how mobile devices may be motivating forces in the right contexts: for example, one of the themes for the IADIS International Conference on Mobile Learning in 2007 was ‘Affective Factors in Learning with Mobile Devices’ (http://www.mlearningconf. org). The authors have previously proposed six aspects of learning with mobile devices in informal contexts that might be motivating: control over learners’ goals, ownership, fun, communication, learning-in-context and continuity between contexts. How do these motivational features relate to theoretical accounts of what motivates people to use mobile devices and learn in technology- rich contexts? In this exploratory paper we consider two different candidates for such theoretical approaches. One is technology appropriation—the process by which technology or particular technological artefacts are adopted and shaped in use. Two different approaches to technology appropriation are discussed in order to explore the relationship between the different aspects of appropriation and motivation; that of Carroll et al. and that of Waycott. Both appropriation frameworks have been developed in the context of using mobile devices, but neither has a specific focus on learning. By contrast, the second theoretical approach is Järvelä et al.’s model of coping strategies, which is specifically concerned with learning with technologies, although not with mobile technologies in particular. The paper draws on case-study data in order to illustrate and discuss the extent to which these two approaches are helpful in informing our understanding of the motivating features of using mobile devices for informal learning

Investigating computer-supported collaborative learning from an affective perspective

Recent research on computer-supported collaborative learning has an emphasis on cognitive factors and experimental studies. However there are contradictory findings and disagreements about the mechanisms underpinning collaborative learning. In this thesis, computer-supported collaborative learning situations are assessed with an emphasis on the affective factors, students' perceptions and aspects of the learning situation that learners themselves find important.Three empirical studies were conducted to highlight some of these factors.The first study investigated 11 individuals and 22 pairs of students in a secondary school using a computer to fill in a worksheet about chemistry. The second study examined 61 psychology undergraduates working collaboratively at a summer school. The third study followed a group of three primary school children working collaboratively on a dynamic document in science.The first study found differences between individuals and pairs in terms of on-task performance but no differences between them in terms of preto post-test gain. It also showed the importance of affective factors to students. The analysis of videotapes showed changes over sessions and developments over time in students' collaborative interactions. The affective findings from the first study were supported by the results of the second study which showed that the majority of students thought that it was more important to get along with their peers than to succeed in the task. In the third study, temporal features of the interaction were analysed in a longer-term collaboration.A number of different methodologies were used in the studies and issues concerning pre- and post-testing and the use of naturalistic and experimental studies are discussed. Time-based analyses are carried out on approximately 26 hours of videotapes of collaborative interactions and these show developments in patterns of interactions.The thesis supports Ames' (1984) view that a moral dimension is important in collaborative learning, with findings showing that the majority of students think that it is more important to get along with their peers than to get the correct answer, with this being particularly pertinent for women. Together these studies show that both the task structure and the way in which collaboration is resourced has an impact on the products, processes and outcomes of collaborative interactions

From cadaver to computer: Incorporating computers into the topographical anatomy laboratory

Traditionally, students have studied human anatomy through dissection and prosection. This requires considerable input from demonstrators, with students working mainly in large groups. Increasing student numbers, decreasing funds for staff, and a need to encourage students to develop independent learning skills that will be of value throughout their professional lives, have meant that the nature of their learning in the Topographical Anatomy Laboratory has had to change. The situation in which groups of students are guided by demonstrators has moved towards a more self‐directed learning environment. Several innovations have been introduced at University College London, including a multimedia laboratory which is the focus of this paper. The results of the evaluation and the lessons learned from the early stages of setting up a self‐directed learning environment are presented

Researching Computers and Learning: CALRG 30th Anniversary Issue

Welcome to this special issue of JIME which resulted from the 30th Anniversary conference of the Computers and Learning Research Group (CALRG - http://kn.open.ac.uk/calrg) at the Open University

PDAS as workplace tools for science teachers

This paper reports on work in progress on a project investigating the use of personal digital assistants (PDAs) to help students make use of knowledge gained during the study of a Masters course in science education in their professional practice. We report on a review of the literature on mobile technologies as learning tools in workplace settings. We analyse this literature to suggest possible hypotheses for our study. We also describe the selection and design of activities for use on the PDAs, the evaluation strategy based on an activity theory augmented approach for the project and the issues arising during the project

Learning technologies: Affective and social issues in computer-supported collaborative learning

This paper is concerned with affective issues in learning technologies in a collaborative context. Traditionally in learning there has been a division between cognition and affect: where cognition is concerned with skills and processes such as thinking and problem-solving and affect with emotional areas such as motivation, attitudes, feelings. Affective issues have been viewed as somewhat problematic in studying learning, so although it is well known that learner attitude, motivation, and emotional state are very important, they have often been excluded from the frame of research, or studied separately from cognitive learning. This position is gradually changing and this paper considers what previous research has been conducted in these areas. It discusses the role of affective factors in three main areas of collaboration: in settings where learners are co-located, in on-line communities and to support and develop socioemotional skills. It considers relevant developments in these areas, what the outcomes have been and suggests important directions for future research

Tracing success: graphical methods for analysing successful collaborative problem solving

The aim of this paper is to evaluate the use of trace diagrams for analysing collaborative problem solving. The paper describes a study where trace diagrams were used to analyse joint navigation in a virtual environment. Ten pairs of undergraduates worked together on a distributed virtual task to collect five flowers using two bees with each participant controlling one of the bees. This task is used extensively in research on multi-robot systems. The joint navigation of the pairs was analysed using trace diagrams. They showed that more successful pairs divided the task up, showed very little overlap and very little backtracking. Whereas, the less successful pairs, showed no task division, there was significant overlap and extensive backtracking. From this analysis we developed numerical measures of task division, overlap and backtracking. Task division was significantly and negatively related with task performance. Backtracking and overlap were significantly and positively correlated