Marguerite Koole

Verified

Marguerite verified their affiliation via an institutional email.

Learn more

Verified

Marguerite verified their affiliation via an institutional email.

Learn more

• PhD in E-Research & Technology-Enhanced Learning (Lancaster University, UK)
• Associate Professor (Educational Technology & Design) at University of Saskatchewan

The Framework for the Rational Analysis of Mobile Education (FRAME) model describes mobile learning as a process resulting from the convergence of mobile technologies, human learning capacities, and social interaction. It addresses contemporary pedagogical issues of information overload, knowledge naviga- tion, and collaboration in learning. This m...

The emergence of the makerspace movement offers tremendous potential to transform learning. Learning by making, while ancient in practice, has evolved due to the development and confluence of developments in computing, communications technologies, pedagogy, and library science. In particular, online networking has enabled learners to share and enga...

In this article, the authors explore how mobile learning can complement the Certificate of Indigenous Languages program at the University of Saskatchewan in Western Canada. Through the FRAME model analysis, the authors extract salient cultural, pedagogical, environmental, and technological characteristics that should be considered in the developmen...

This paper discusses the diffusion of two models of mobile learning within the educational research literature: The Framework for the Rational Analysis of Mobile Learning (FRAME) model and the 3-Level Evaluation Framework (3-LEF). The main purpose is to analyse how the two models, now over 10 years old, have been referenced in the literature and ap...

For the past two decades, there has been persistent debate around whether there is a difference between the fields of instructional design (ID) and learning design (LD). While differences in the two approaches are certainly apparent, there are cross-over points that can provide ID and LD researchers and practitioners with opportunities for dialogue...

p style="text-align:justify">This pilot study is part of a larger “Decolonization of Digital Learning Spaces” project, which aims to develop research tools for communities that are remote and/or excluded geographically, politically, economically, socially, culturally, and linguistically. The project’s ultimate goal is to work alongside these commun...

Educational technology (EdTech) has become commonplace in modern educational practice [...]

In this paper, the authors use a postdigital lens to examine augmented (AR) and virtual reality (VR) as potentially effective tools for networked learning. The postdigital perspective suggests that the ‘digital’ is so pervasive that it is no longer considered novel or noteworthy; rather, it is so embedded in our day-to-day lives that it now evades...

This paper is an innovative attempt to quickly scan methodological approaches within the field of EdTech, drawing specifically on the articles contained within the Special Issue of Education Sciences on decolonising educational technology for which we served as editors (https://www.mdpi.com/journal/education/special_issues/2XT510Z1D6, accessed on 1...

In this workshop, we will demonstrate four research tools: 1) card sorting, 2) upward laddering, 3) think-aloud, and 4) a search visualizer. Card sorting can be useful as an exploratory knowledge modelling method to gain insight into people’s understanding of their surrounding world. Derived from Kelly’s Personal Construct Theory (PCT) (Kelly, 1955...

In this paper, the authors use a postdigital lens to examine augmented (AR) and virtual reality (VR) as tools for networked learning. The postdigital perspective suggests that the ‘digital’ is so pervasive that it is no longer considered novel or noteworthy; rather, it is so embedded in our day-to-day lives that it now evades notice. This examinati...

This collection of reflective essays is a treasure trove of advice, reflection and hard-won experience from experts in the field of open and distance education. Each chapter offers tried-and-tested advice for nascent academic writers, delivered with personal, rich, and wonderful stories of the authors’ careers, their process, their research and the...

This chapter is written for current educators who are interested in integrating augmented (AR) and virtual reality (VR) into their current lesson-development and teaching practice. This chapter offers the reader an opportunity to consider these technologies from a new philosophical perspective: the postdigital.KeywordsAnalogAugmented realityBackwar...

Actor-network theory (ANT) originated in science and technology studies (STS) in the early 1980s. The main focus is to trace linkages that perform entities into and out of being. For ANT researchers, all things (human and non-human) exist within a network of relations. ANT is intended to help reveal taken-for-granted a priori assumptions underlying...

Phenomenography originated in the field of Education in the 1970s in order to understand why some students appeared to learn some concepts more deeply and easily than others. It focuses on the experiences and perceptions of phenomenon from a second-order perspective with the intent of discovering what accounts for variation in experience and percep...

This paper outlines the design, development, and preliminary usability study of a system comprising 1) a web-based Indigenous lesson-creation interface and 2) an accompanying mobile app for studying the lessons. The Nisotak project was developed in response to the need for the preservation of Indigenous languages and to support reconciliation withi...

Working alongside members of communities who are remote and/or marginalized from the dominant socio-economic powers, the long-term goal of the Decolonisation of Digital Learning Spaces project is to empower communities in choosing, adopting, developing, and/or appropriating culturally appropriate and sustainable digital learning technologies. Befor...

Working alongside members of communities who are remote and/or marginalized from the dominant socio-economic powers, the long-term goal of the Decolonisation of Digital Learning Spaces project is to empower communities in choosing, adopting, developing, and/or appropriating culturally appropriate and sustainable digital learning technologies. Befor...

The second book on Seamless Learning in Higher Education is a compilation of detailed descriptions and comparisons of educators designing and teaching courses from 10 countries where identified courses before and during COVID-19 are analyzed based on the Seamless Learning Experience Design (SLED) framework. The book is intended as a clarification f...

Introduction Indigenous peoples in Canada face numerous health needs and challenges and often have poor health status due to inequitable access to care. Providing culturally appropriate support for health conditions, particularly chronic conditions that require self-management, can assist in averting complications and morbidity. Mobile health is a...

新冠肺炎大流行是一个对教育，尤其是高等教育的认识进行重新思考的机会。由于这场大流行病 所造成的全面危机，尤其是所谓应急远距离教学的开展，各级各类教育工作者不得不重新思考他们的 角色、支持学生完成学习任务的方法，以及如何把学生看作是自我组织学习者、积极公民和自主社会 能动者。我们发表在本刊的前一篇文章试图总结和分享一些专家的建议，帮助普通高校教师适应在线 教与学。作为该文续篇，本文旨在回答以下问题：普通高校教师已经经历了突发、不得不为之的在线 教与学，这种经验如何能有助于弥合今后在线与面授教学的距离？受访的四位专家（同时也是本文合 作者） 一致强调高等教育的教学法理论化而不是数字化，认为战略决策是后新冠大流行时代教育实践 的核心。本文回顾过去一年发表的文章，并分析受访专家对研究问题的看法，结果...

In the Winter semester of 2020 during a multimedia design and production class for pre-service teachers, the students were introduced to basic computer coding concepts such as variables, conditional statements, various expressions, logic, and syntax. For their final project, the students were asked to create an interactive instructional app using M...

This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in tea...

The Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking...

The goal of this paper was to explore the phenomenon of cyberbullying using a sociomaterialist sensitivity. Through the process, we discovered that cyberbullying is very much postdigital in nature. As part of a larger study, the data was collected via two semi-structured focus groups with sixteen youth, one focus group comprising four adults, and n...

Since the turn of this century, much of the world has undergone tectonic socio technological change. Computers have left the isolated basements of research institutes and entered people’s homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-...

This qualitative research project explored the key characteristics, attitudes, and experiences of makerspace facilitators in Saskatchewan. The aim was to gather knowledge and wisdom from early adopters of makerspace from a variety of contexts ranging from tinkerspaces to increasingly popular school-based spaces in order to inform early and career-e...

The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and...

In this article, the authors explore how mobile learning can complement the Certificate of Indigenous Languages program at the University of Saskatchewan in Western Canada. Through the FRAME model analysis, the authors extract salient cultural, pedagogical, environmental, and technological characteristics that should be considered in the developmen...

Book Review of Design of Technology-Enhanced Learning: Integrating Research and Practice

The study investigated how retired older adults (age 55+) use the Internet and social media to facilitate informal, self-directed learning, specifically, exploring how they use mobile devices (smartphones, tablets) to enhance, access, and maintain their online personal learning networks (oPLNs), facilitating “on-the-go” learning. Following a mixed...

The emergence of makerspaces is an outgrowth of our current educational and technological era. While making is not new, networking capabilities has made it relatively easy to locate materials, knowledge, procedures, and expertise. Through technologies that are now affordable to consumers, there is a folding of human activity, digital, and material;...

This study explores the patterns of relations that emerged and mutated during a particular semester of an online, graduate course, Multimedia Design for Learning. The assemblage, a learning community, was comprised of a professor-course designer, learners, the course content, digital connectivity, a learning management system (LMS), digital media p...

This paper is primarily a theoretical piece that uses a model of mobile learning, the FRAME model (Koole 2009), to explore a mobile teacher-training project that took place in Papua New Guinea: the SMS Story. The author takes a sociomaterial perspective, drawing upon Barad's (2007) agential realism and Sørensen's (2009) multiplicity perspective. As...

Many educators view makerspaces as a means of increasing student engagement in K-12 classrooms. As faculty and staff of the College of Education at the University of Saskatchewan, we have noted low comfort levels in using and experimenting with technology. For this reason, we decided to create a place in which pre-service teachers could test and di...

The emergence of the makerspace movement offers tremendous potential to transform learning. Learning by making, while ancient in practice, has evolved due to the development and confluence of developments in computing, communications technologies, pedagogy, and library science. In particular, online networking has enabled learners to share and enga...

In this study, the authors explored identity positioning as perceived by doctoral learners in online, networked-learning environments. The study examined two distance doctoral programs at a Canadian university. It was a qualitative study based on methodologies involving open coding and discourse analysis. The social positioning cycle, based on soci...

Digital technologies have become pervasive, blending into ways of being-in-the-world. Binary conceptualizations, essentialist, and discursive approaches may leave out aspects affecting human-machine relationships. New materialist approaches, however, encourage researchers to engage with the messiness of multiple, heterogeneous forces in the co-crea...

In progress/revision. This work re-examines a model of mobile learning, the FRAME model. The author uses sociomaterialism to examine both the model and a mobile learning intervention in Papua New Guinea: the SMS Story. After introducing the FRAME model, the paper discusses sociomaterialism and how it can serve as means of understanding phenomena....

This paper outlines a preliminary study of the kinds of strategies that master students draw upon for interpreting and enacting their identities in online learning environments. Based primarily on the seminal works of Goffman (1959) and Foucault (1988), the Web of Identity Model (Koole, 2009; Koole and Parchoma, 2012) is used as an underlying theor...

Outline: - Introductory Activity - Perspective - Origins of Phenomenography - Defining Phenomenography - Variation Theory - Approaches to Phenomenography - Phenomenology and Phenomenography - Types of Research Questions - Activities: - Data Collection - Data Analysis - Outcome Space - Issues and Remedies (if time allows)

This presentation reports initial findings from phase one of an applied meta-analysis of empirical quantitative studies based on the Community Inquiry (CoI) framework (Garrison, Anderson and Archer, 2000) and the Community of Inquiry instrument (Arbaugh et al., 2008). A research alliance comprised of Drs. M. Cleveland-Innes, D. R. Garrison, M. Kool...

Mobile learning is often described as ubiquitous, pervasive, accessible, and transparent. It has been seen as providing opportunities for those who could not previously cross existing digital divides - though it of course may create new ones. Yet, some work in the field lacks sufficient and appropriate grounding in theory to effectively address suc...

This paper outlines a preliminary study of the kinds of strategies that master students draw upon for interpreting and enacting their identities in online learning environments. Based primarily on the seminal works of Goffman (1959) and Foucault (1988), the Web of Identity Model (Koole, 2009; Koole and Parchoma, 2012) is used as an underlying theor...

In this study, the authors explored identity positioning as perceived by doctoral learners in online, networked-learning environments. The study examined two distance doctoral programs at a Canadian university. It was a qualitative study based on methodologies involving open coding and discourse analysis. The social positioning cycle, based on soci...

This chapter examines how learners develop a sense of self and belonging in networked learning environments. The authors propose that individuals create and negotiate their identities through an iterative process of dialogic and symbolic exchange with other individuals. The process is always in flux as individuals constantly readjust their understa...

Phenomenography originated in the field of Education in the 1970s. At this time, a series of studies were designed to understand why some students appeared to learn more deeply and easily than others (Marton, 1994, Marton & Säljö, 1976). The researchers gathered the different conceptualizations described by the research participants, analyzed their...

The aims of this research are to explore how doctoral students on networked learning courses experience challenges to their identities, norms, values, and relationships. Within a relational, social constructionist perspective towards identity and positioning amongst individuals, an individual's identity is shaped through a continual interaction of...

The web of identity: A model of digital identity formation in networked learning environments.

Through relational dialogue, learners shape their identities by sharing information about the world and how they see themselves in it. As learners interact, they receive feedback from both the environment and other learners which, in turn, helps them assess and adjust their self-presentations. Although learners retain choice and personal agency, ev...

In this paper, the reflexive relationship between social interaction and understanding of self in online learning networks is examined. In keeping with constructionism, we acknowledge the significance of social interaction in learning and identity formation. It is through identification with and differentiation from others that individuals are able...

Can mobile technology improve flexibility and quality of interaction for graduate students in distance programs? This paper reports the results of an innovative study exploring the usability, learning, and social interaction of mobile access to online course materials at a Canadian distance education university. Through a system called MobiGlam, st...

The purpose of this study was to determine, through a survey of students registered in the first three cohorts (consisting of 40 students) of Athabasca University’s Doctor of Education (Ed.D.) program, the perceived prospects and career and personal plans of students. As they began the program, but before any program interaction had occurred, stude...

This article presents a methodology for developing learning objects for web-based courses using the IMS Learning Design (IMS LD) specification. We first investigated the IMS LD specification, determining how to use it with online courses and the student delivery model, and then applied this to a Unit of Learning (UOL) for online computer science co...

This article presents a methodology for developing learning objects for web-based courses using the IMS Learning Design (IMS LD) specification. We first investigated the IMS LD specification, determining how to use it with online courses and the student delivery model, and then applied this to a Unit of Learning (UOL) for online computer science co...

Practitioners interested in integrating mobile technology effectively into distance learning programs need to consider both the benefits and limitations of such devices. This paper outlines some major limitations of mobile devices and suggests strategies to mitigate them such as chunking information, using appropriate organizational techniques, red...

The Framework for the Rational Analysis of Mobile Education (FRAME) model was originally developed as a basis for assessing the effectiveness of mobile devices for distance learning [1]. The FRAME model is the first comprehensive theoretical model to describe mobile learning as a process resulting from the convergence of mobile technologies, human...

Transcript analysis is an important methodology to study asynchronous online educational discourse. The purpose of this study is to revisit reliability and validity issues associated with transcript analysis. The goal is to provide researchers with guidance in coding transcripts. For validity reasons, it is suggested that the first step is to selec...

Athabasca University https://auspace.athabascau.ca/handle/2149/543