AODM as a framework and model for characterising learner experiences with technology

The task of characterising learner experiences with technology is increasingly becoming complex due to continuous technological advancements that enable learners to connect, collaborate, generate educational resources and promptly share them in various settings. The challenge for the educator is to understand how to effectively capture and represent learners’ current and future experiences with technology. This paper presents ‘Activity-Oriented Design Method’ (AODM) as a framework and model for characterising personalised and contextualised learner experiences with technology. The objective is to show how AODM can be used to understand learner experiences by examining learner practices with technology and interactions with each other. The aim is to assess the significance and adequacy of AODM as a framework and model that contributes to future understanding of learner experiences with technology. In order to support our arguments, we draw practical insights from two studies that applied AODM to e-learning investigations. The outcome of this analysis is an assessment of the capacity of AODM as a model and framework for characterising both current and future learner experiences with technology. Furthermore, the analysis illuminates the processes of change that inform the design and use of future technologies for learning

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

Fostering Open Educational practices in cross-cultural contexts

The open content movement is breaking down traditional barriers to learning and resource sharing by promoting free access to Open Educational Resources (OERs) such as digital educational content and technological tools for teaching and learning. OERs have the potential to enable learners to champion their own learning by providing free access to educational content and tools that enable them to create, use and share knowledge. However, the design and uptake of OERs is often hampered by limited understanding of issues relating to the context in which learners access and use OERs. This paper discusses some of the approaches taken to foster open educational practices in learner use of OERs offered by The Open University’s open content initiative, OpenLearn. Drawing on these experiences, we then consider future ideas about supporting open educational practices in cross-cultural contexts, and, in collaboration with Tshwane University of Technology, examine potential impact of OERs in Africa

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

Understanding mobile VLE usage in distance education: A pilot study

This paper presents preliminary results of a mobile virtual learning environment (VLE) usage study conducted at a United Kingdom (UK) based distance education institution. A total of 207 undergraduate students participated in the study over a period of 6 months. Study participants were recruited through email invitation. An online survey was conducted to gather both quantitative and qualitative data about (i) learner characteristics, (ii) awareness about the existence of the mobile VLE system, (iii) perceptions about the usefulness of using the mobile VLE system to support learning, (iv) attitudes towards using mobile VLE technological tools to support learner activities, and (v) motives for using mobile VLE tools when carrying out learning activities. Results indicate that perceived usefulness of the various technological tools incorporated in the mobile VLE system and also familiarity with their usage in teaching and learning has an effect on their deployment in distance education. These findings confirm our assumptions that the design and integration of mobile VLE in teaching and learning should be closely aligned with pedagogical goals and established practices

Evaluating LAB@FUTURE, a collaborative e-learning Laboratory experiments platform

This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused disciplines namely: Fluid Dynamics - Science subject in Germany, Geometry - Mathematics subject in Austria, History and Environmental Awareness – Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of deployment. To be able to evaluate the lab@future system in its entire complexity an evaluation methodology including several phases has been developed, performing formative as well as summative evaluations

Fostering Collaborative Learning with Mobile Web 2.0 in Semi-Formal Settings

Mobile Web 2.0 technologies such as: mobile apps, social networking sites and video sharing sites have become essential drivers for shaping daily activities and meeting learning needs in various settings. However, very few studies link mobile Web 2.0 to supporting collaborative learning in real-life problem solving activities in semi-formal contexts. A study of collaborative learning and mobile Web 2.0 usage practices in real-life problem solving activities was carried out with 18 participants recruited from a local faith based community club. Research data was gathered through observational studies, open-ended questionnaires, semi-structured interviews and by logging content captured on mobile devices. Data analysis examined learner demographics, social interactions and artefacts produced in activities. Results indicate that the choice and use of mobile Web 2.0 to support collaborative learning in semi-formal settings is based on the ways in which technological functions effectively support and enhance established social relations and practices

Concepts and methods for investigating learner activities with mobile devices: an activity theory perspective

This position paper considers the appropriateness of using activity theory based concepts and methods to investigate issues surrounding learning with mobile devices

Concepts and methods for investigating the disruptive nature of technological systems used to support learning: A focus on mobile devices and distributed virtual environments

Mobile devices and distributed virtual environments are increasingly being used to support learning in various settings mainly due to their capability to enhance learner creativity and interactivity. For example, the combined use of wearable devices and virtual simulations in distributed e-learning environments enable learners to visualise and explore tasks prior to engaging in real-life activities. Furthermore, mobile devices facilitate ad hoc collaborations and group formations by providing remote and flexible access to learning resources. These technological advancements enable learners to spontaneously collaborate and share knowledge, including unsolicited knowledge sharing and collaborations, which in some cases; can be disruptive to the learning process because they transform established settings for learning and change cultural practices. Therefore, a new research challenge has emerged; one that is concerned with understanding the disruptive nature of technological systems used to support learning. Furthermore, the concept of learning with mobile devices and distributed virtual environments is a fairly new phenomenon; therefore, there are no mutually acceptable theories and methods for investigating learning with these technologies. In order to address these issues, we need to consider two issues: First, we need to establish a shared interpretation of the key notions of ‘learning’ and ‘disruptions’ so as to understand the relationship between learner practices and technology usage behaviour. Secondly, we require suitable methods to help us identify disruptions in learner practices, and to consider the impact of these disruptions on learning. Therefore, appropriate methods should prompt a deeper investigation into the social and cultural embeddedness of learner practices whilst enabling us to understand motives for using technology in learning activities. The paper will discuss issues surrounding the use of activity theory based methods and concepts to investigate the disruptive nature of mobile devices and distributed virtual environments used to support learning. The main method will be the Activity Oriented Design Method (AODM); an activity theory based approach to studying human interactions with computer based technologies

Activity theory and educational technology design

[About the book] The Handbook of Design in Educational Technology provides up-to-date, comprehensive summaries and syntheses of recent research pertinent to the design of information and communication technologies to support learning. Readers can turn to this handbook for expert advice about each stage in the process of designing systems for use in educational settings; from theoretical foundations to the challenges of implementation, the process of evaluating the impact of the design and the manner in which it might be further developed and disseminate