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IJLT. 01/2006; 2:243-263.
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J. Comp. Assisted Learning. 01/2005; 21:430-439.
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J. Comp. Assisted Learning. 01/2002; 18:77-83.
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Proceedings of the 2nd International Conference on Computer Support for Collaborative Learning, CSCL '97, Toronto, Ontario, Canada, 1997; 01/1997
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ABSTRACT: Evaluation frameworks have been developed for studying learning technology. In this paper, we review their application to a number of evaluation projects, reflect on recent developments in the area of evaluation and illustrate how these frameworks have been applied by reflecting on the methods employed in three contrasting case studies. Each case study is an evaluation of an innovative use of information technology. The first case study describes the evaluation activities related to the technology-enhanced components of an introductory physics course for distance learners, 'Physical World', focusing on the evaluation of multimedia tutorials. The second case study discusses an evaluation project focusing on the impact of networked technologies on learning at school level, the 'ImpaCT2' evaluation, and describes the methods used in tracking use of technology both at school and at home. The third case study involves the evaluation of a history website on a full time higher education course, 'The History of the USA'.
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ABSTRACT: 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 socio-emotional skills. It considers relevant developments in these areas, what the outcomes have been and suggests important directions for future research.
Computers & Education.
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ABSTRACT: 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.
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ABSTRACT: 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.
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ABSTRACT: 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.
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Christine Marshall, Kim Issroff,
Eileen Scanlon,
Canan Blake,
Richard Holliman,
Samantha Smidt,
Gill Clough,
Frank Banks,
Ann Jones,
Nel Roche,
Jenny Waycott
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ABSTRACT: The potential of technological developments in the form of handheld mobile devices, such as personal digital assistants (PDAs) to augment and improve the experience of science for the learner has been well documented (see, e.g. Scanlon et al., 2005), as has their use to augment and improve performance in workplace settings (Waycott and Kulkulska-Hume, 2003; Waycott et al., 2003). These devices also have the potential to provide new ways for teachers and learners to engage with mixed media science learning materials. Working with the Open University’s Practice-based Professional Learning (PBPL) Centre for Excellence in Teaching and Learning (CETL), we will address these questions by investigating how science teachers studying the Masters-level course Contemporary issues in science learning use mobile technologies in their workplace settings. In particular, we hope to better understand the ways in which PDAs influence the use of OU course material in workplace contexts, and investigate how the link between knowledge about science communication, education and practice can be influenced by the use of PDAs. In this paper we will report on the first phase of the project, documenting the experiences of revising existing mixed media materials for use on PDAs, and the development and trialling of familiarisation activities and data collection techniques. We used a range of data collection methods to record student and tutor use of the PDAs, including weekly audio diaries and a web-based surveying infrastructure that can be programmed to automatically invite users to submit online questionnaires as they complete course-related activities on their PDAs. The results of the first phase will iteratively be developed to document the use of these materials in workplace settings. Our evaluation is based on the activity theory approach developed by Scanlon and Issroff (2005) and the tool appropriation model developed by Waycott et al. (2003). References Scanlon, E., Jones, A. and Waycott, J. (2005). Mobile technologies: prospects for their use in learning in informal science settings, Journal of Interactive Media in Education 21(5), pp. 1-17. Scanlon, E. and Issroff, K. (2005). Activity Theory and Higher Education: evaluating learning technologies, Journal of Computers and Learning, 21 (6), pp. 430-439. Waycott, J. and Kukulska-Hulme, A. (2003). Students’ experiences with PDAs for reading course materials, Personal and Ubiquitous Computing 7(1), pp. 30-43. Waycott, J., Scanlon, E. and Jones, A. (2003). Using PDAs as learning and workplace tools: An Activity theory perspective. In S. Anastopoulu, M. Sharples and G. Vavoula (Eds.), M-Learn 2002: European Workshop on Mobile and Contextual Learning, Birmingham, England.
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Eileen Scanlon,
Frank Banks,
Canan Blake,
Gill Clough,
Ann Jones,
Richard Holliman, Kim Issroff,
Christine Marshall,
Nel Roche,
Samantha Smidt,
Jenny Waycott
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ABSTRACT: 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.
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ABSTRACT: 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.
