31 research outputs found
Understanding the development of teaching and learning resources: A review
No full textThis 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
No full textThere 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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Investigating computer-supported collaborative learning from an affective perspective
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Researching Computers and Learning: CALRG 30th Anniversary Issue
No full textWelcome 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
Academic Staff Attitudes Towards the Use and Production of Networked Learning Resources
No full textThis paper describes part of a project to explore the use and production of learning resources. The project uses data from a series of in-depth interviews with staff at a large, multi-faculty research-oriented institution. Here we discuss briefly general findings from the interviews, but focus specifically on case studies of two academics, their use of and attitudes towards networked learning resources. Both have experience with a variety of types of learning resources, but have contrasting attitudes towards networked learning resources. Academic 1 (A1) is generally positive and Academic 2 (A2) has mixed views. We analyse the reasons for these complex attitudes and conclude that the local context of experience, plus other social and cultural factors are as important an influence as general factors such as staff training and technology
Educational Technology: The influence of theory
No full textIn 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
La scuola estiva virtuale
No full textDiscussione sulla possibilita’ di organizzare una Scuola Estiva a tempo pieno a distanza. Le esperienze di docenti e studenti che hanno partecipato a una Scuola Estiva Virtuale
Using the WWW for Teaching and Learning: Raising Awareness within University College London
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