Towards a Theory of Mobile LearningZu finden in: mLearn 2005, 2005
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Zusammenfassungen
There is a need to re-conceptualise learning for the mobile age, to recognise the essential role
of mobility and communication in the process of learning, and also to indicate the importance
of context in establishing meaning, and the transformative effect of digital networks in
supporting virtual communities that transcend barriers of age and culture.
In this paper we offer a framework for theorising about mobile learning, to complement theories of infant, classroom, workplace and informal learning. A related aim is to inform the design of new environments and technologies to support mobile learning, since the work described here has been developed through a series of projects to design mobile learning technology.
In the tradition of Activity Theory we analyse learning as a cultural-historical activity system, mediated by tools that both constrain and support the learners in their goals of transforming their knowledge and skills. We separate two perspectives, or layers, of tool-mediated activity. The semiotic layer describes learning as a semiotic system in which the learner’s objectoriented actions are mediated by cultural tools and signs. The technological layer represents learning as an engagement with technology, in which tools such as computers and mobile phones function as interactive agents in the process of coming to know.
These layers can be prised apart, to provide either a semiotic framework to promote discussion with educational theorists to analyse learning in the mobile age, or a technological framework for software developers and engineers to propose requirements for the design and evaluation of new mobile learning systems. Or the layers can be superimposed to examine the dynamics and co-evolution of learning and technology.
Von Mike Sharples, Josie Taylor, Giasemi Vavoula im Konferenz-Band mLearn 2005 (2005) im Text Towards a Theory of Mobile Learning In this paper we offer a framework for theorising about mobile learning, to complement theories of infant, classroom, workplace and informal learning. A related aim is to inform the design of new environments and technologies to support mobile learning, since the work described here has been developed through a series of projects to design mobile learning technology.
In the tradition of Activity Theory we analyse learning as a cultural-historical activity system, mediated by tools that both constrain and support the learners in their goals of transforming their knowledge and skills. We separate two perspectives, or layers, of tool-mediated activity. The semiotic layer describes learning as a semiotic system in which the learner’s objectoriented actions are mediated by cultural tools and signs. The technological layer represents learning as an engagement with technology, in which tools such as computers and mobile phones function as interactive agents in the process of coming to know.
These layers can be prised apart, to provide either a semiotic framework to promote discussion with educational theorists to analyse learning in the mobile age, or a technological framework for software developers and engineers to propose requirements for the design and evaluation of new mobile learning systems. Or the layers can be superimposed to examine the dynamics and co-evolution of learning and technology.
Bemerkungen
The framework described in this paper is a step towards an integrated theory of mobile learning
that could inform both the analysis of learning in a mobile world and the design of new
technologies and environments for learning. We describe learning as a labile process of
‘coming to know’ through conversation in context, by which learners in cooperation with peers
and teachers construct transiently stable interpretations of their world. Learning is mediated by
knowledge and technology as instruments for productive enquiry, in a mutually supportive and
dynamically changing relationship. The mediation can be analysed from a technological
perspective of human-computer interaction, physical context and digital communication, and
from a human perspective of social conventions, community, conversation and division of
labour. These two perspectives interact to promote a co-evolution of learning and technology.
We suggest that the implications of this re-conception of education are profound. It describes a
cybernetic process of learning through continual exploration of the world and negotiation of
meaning, mediated by technology. This can be seen as a challenge to formal schooling, to the
autonomy of the classroom and to the curriculum as the means to impart the knowledge and
skills needed for adulthood. But it can also be an opportunity to bridge the gulf between formal
and experiential learning, opening new possibilities for personal fulfilment and lifelong
learning.
Von Mike Sharples, Josie Taylor, Giasemi Vavoula im Konferenz-Band mLearn 2005 (2005) im Text Towards a Theory of Mobile Learning Dieses Konferenz-Paper erwähnt ...
Personen KB IB clear | John Seely Brown , Allan Collins , P. Duguid , Ivan Illich , Lew Semjonowitsch Vygotsky | |||||||||||||||||||||||||||
Aussagen KB IB clear | Lernen ist ein sozialer Prozesslearning is a social process | |||||||||||||||||||||||||||
Begriffe KB IB clear | formal learningformal learning , informal learninginformal learning , Lernenlearning , mobile learningmobile learning , SerendipitySerendipity , Technologietechnology , Theorietheory | |||||||||||||||||||||||||||
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Zeitleiste
12 Erwähnungen
- Multiplatform E-Learning Systems and Technologies - Mobile Devices for Ubiquitous ICT-Based Education (Tiong Thye Goh) (2009)
- Using Mobile and Pervasive Technologies to Engage Formal and Informal Learners in Scientific Debate (Dawn Woodgate, Danaë Stanton Fraser, Amanda Gower, Maxine Glancy, Andrew Gower, Alan Chamberlain, Teresa Dillon, David Crellin)
- A Pedagogical Framework for Mobile Learning - Categorizing Educational Applications of Mobile Technologies into Four Types (Yeonjeong Park) (2011)
- Mobiles Lernen - Analyse des Wissenschaftsprozesses der britischen und deutschsprachigen medienpädagogischen und erziehungswissenschaftlichen Mobile Learning-Diskussion (Judith Seipold) (2011)
- Digitale Medien in der Lehrerinnen- und Lehrerbildung (Dominik Petko, Beat Döbeli Honegger) (2011)
- Macht ein Notebook-Obligatorium überhaupt noch einen Unterschied? - Ein Vergleich von Ansätzen und Umsetzungen an pädagogischen Hochschulen (Daniela Knüsel) (2011)
- Mobile Learning - Potenziale, Einsatzszenarien und Perspektiven des Lernens mit mobilen Endgeräten (Claudia de Witt, Almut Sieber) (2013)
- Rethinking Learning in an Age of Digital Fluency - Is being digitally tethered a new learning nexus? (Maggi Savin-Baden) (2015)
- Digital Didactical Designs - Teaching and Learning in CrossActionSpaces (Isa Jahnke) (2015)
- 4. Learning as Reflective Crossaction - The Example of Learning Expeditions
- Second Handbook of Information Technology in Primary and Secondary Education (Joke Voogt, Gerald Knezek, Rhonda Christensen, Kwok-Wing Lai) (2018)
- Handbuch Mobile Learning (Claudia de Witt, Christina Gloerfeld) (2018)
- 2. Aus der Geschichte des mobilen Lernens - Strömungen, Trends und White Spaces (Judith Seipold)
- Lernen mit Bildungstechnologien - Praxisorientiertes Handbuch zum intelligenten Umgang mit digitalen Medien (Helmut M. Niegemann, Armin Weinberger) (2019)
- 22. Mobiles Lernen (Nicola Döring, M. Rohangis Mohseni)
- E-Learning, E-Didaktik und digitales Lernen - Auseinandersetzung mit E-Learning (David Kergel, Birte Heidkamp-Kergel) (2020)
Volltext dieses Dokuments
Towards a Theory of Mobile Learning: Artikel als Volltext (: , 147 kByte; : Link unterbrochen? Letzte Überprüfung: 2020-11-28 Letzte erfolgreiche Überprüfung: 2020-02-28) |
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Beat und dieses Konferenz-Paper
Beat war Co-Leiter des ICT-Kompetenzzentrums TOP während er Dieses Konferenz-Paper ins Biblionetz aufgenommen hat. Die bisher letzte Bearbeitung erfolgte während seiner Zeit am Institut für Medien und Schule. Beat besitzt kein physisches, aber ein digitales Exemplar. Eine digitale Version ist auf dem Internet verfügbar (s.o.).