| 1. |
- Spikol, Daniel, 1965-, et al.
(författare)
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Co-Design Practices for the Development of Mobile Open Inquiry-Based Learning for Ecology
- 2009
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Ingår i: MLearn2009: 8th World Conference on Mobile and Contextual Learning. - Orlando : University of Central Florida. - 9780578040516 ; , s. 132-
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Konferensbidrag (refereegranskat)abstract
- Mobile devices are well suited for supporting science education since learners can pervasively collect, visualize, and analyze data in the field. Learners also have access via these devices to a variety of educational resources, as they develop new ways to participate in collaborative learning activities. In this paper we present the initial phase of our LET´S GO! an international project (Learning Ecology with Technologies from Science for Global Outcomes). In the coming three years, the project will develop the notion of “open inquiry” in the field of ecology for K-12 students, through the design of engaging collaborative learning activities supported by mobile and sensor technologies to take place in Sweden and the United States.
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| 2. |
- Spikol, Daniel, 1965-, et al.
(författare)
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Co-Designing Mobile Collaborative and Tangible Math Activities
- 2009
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Ingår i: MLearn2009: 8th World Conference on Mobile and Contextual Learning. - Orlando, Fl. : University of Central Florida. - 9780578040516 ; , s. 131-
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Konferensbidrag (refereegranskat)abstract
- In this paper we present the design challenges that mobile technologies raise for supporting collaboration across different locations using mobile devices and PCs for middle schools in the field of mathematics. Learning geometry presents interesting opportunities for integrating traditional and digital learning tools (manipulatives) that bring together mobile, web, and 3D tools. We want to promote and enhance collaboration by enabling learners to engage in mathematical activities across diverse settings inside and outside the classroom. Our goal is to design and implement meaningful learning tasks supported by mobile and ubiquitous technologies that help students collaborative explore, learn and visualize math together with teachers.
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| 3. |
- Spikol, Daniel, 1965-, et al.
(författare)
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Designing Mobile Persuasion : Using Pervasive Applications to Change Attitudes and Behaviours
- 2009
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Ingår i: Proceedings of the International Workshop in conjunction with MobileHCI 2009. - Bonn, Germany : Tampere University of Technology. - 9789521522093 ; , s. 18-23
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Konferensbidrag (refereegranskat)abstract
- We have a personal relationship with mobile phones, since they are closer to us than any other technological device. They are ubiquitous (60% of the world population owns one), individual, and pervasive in our lifestyle (we have them with us all the time and everywhere). These modern devices are nearly as powerful as personal computers, always connected to the Internet, and loaded with sensors like GPS and accelerometers. These mobile devices offer opportunities for persuading users to change attitudes and behaviors towards personal and societal issues. For this paper we focus on the design of a mobile application for reducing in carbon dioxide emissions in personal transportation choices that can change attitudes and behaviors. The paper presents design practices that have resulted in a prototype social mobile application.
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| 4. |
- Spikol, Daniel, 1965-, et al.
(författare)
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Designing Pervasive Games to Support University Studies in Media Technology
- 2009
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Ingår i: ICALT '09: Proceedings of the 2009 Ninth IEEE International Conference on Advanced Learning Technologies. - : IEEE Press. ; , s. 261-263
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Konferensbidrag (refereegranskat)abstract
- New media technology students at university face many challenges from social to pedagogical when they start academic studies. One of the programs initial goals for these new students is to introduce them to some of the key social web services that they will need to use for their schoolwork. The use of pervasive games to reach this specific purpose may help new students acclimate to these challenges. This paper presents a pervasive game that helps teams of students work together with new technologies to solve a mystery about a missing fictional professor. Our particular research interest relates to how pervasive games can be used to introduce social web technologies and support team building for a university courses. The game presented in this paper show promise as a tool to get new university students in media technology actively involved in exploring social media web services.
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| 5. |
- Spikol, Daniel, 1965-
(författare)
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Exploring Novel Learning Practices Through Co-Designing Mobile Games
- 2009
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Ingår i: Researching mobile learning. - Bern, Oxford : Peter Lang. - 9783039118328
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Co-design practices have been the focus of current research efforts in the field of educational technologies but not as prevalent in mobile games to support learning. Setting the design focus on the entire learning experience including game based activities can provide richer opportunities for evaluation for informal activities. The flow of mobile activities can be captured by using techniques such as tagging technology that combine users’ active contributions and reflections with the exchange of data between devices and systems. This chapter presents how co-design offered insights to the design and evaluation of a mobile game called Skattjakt (Treasure Hunt in Swedish) and the benefits it can have for future learning activities. Two completed trials over the last year and a third trial in progress have provided us with valuable results that can help us to bridge learning in informal and formal settings. Moreover, we believe that involving children in the design process for mobile games may give us new perspectives regarding the nature of their learning practices while learning with these games.
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| 6. |
- Spikol, Daniel, 1965-, et al.
(författare)
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Integrating Co-design Practices into the Development of Mobile Science Collaboratories
- 2009
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Ingår i: ICALT '09: Proceedings of the 2009 Ninth IEEE International Conference on Advanced Learning Technologies. - Riga, Latvia : IEEE Press. - 9780769537115 ; , s. 393-397
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Konferensbidrag (refereegranskat)abstract
- Scientific practices increasingly incorporate sensors for data capture, information visualization for data analysis, and low-cost mobile devices for field-based inquiries incorporating open web standards. While a broad range of design approaches for developing technology-enhanced learning has been used by researchers and practitioners for the last 15 years, significant challenges for educational use remain as new technologies and user experiences continually evolve outside the classroom. We focus on the specific design challenge of how to initiate the co-design process together with teachers, researchers, scientists, designers, and developers in order to devise and develop mobile science collaboratories that support open inquiry-based learning in ecology education. The outcomes presented in this paper point towards the need for additional methods to support co-design that take into consideration future user experiences needed for developing and implementing these types of learning activities.
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| 7. |
- Spikol, Daniel, 1965-
(författare)
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Playing and Learning Across Locations: : Indentifying Factors for the Design of Collaborative Mobile Learning
- 2008
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The research presented in this thesis investigates the design challenges associated with the development and use of mobile applications and tools for supporting collaboration in educational activities. These technologies provide new opportunities to promote and enhance collaboration by engaging learners in a variety of activities across different places and contexts. A basic challenge is to identify how to design and deploy mobile tools and services that could be used to support collaboration in different kinds of settings. There is a need to investigate how to design collaborative learning processes and to support flexible educational activities that take advantage of mobility. The main research question that I focus on is the identification of factors that influence the design of mobile collaborative learning. The theoretical foundations that guide my work rely on the concepts behind computer supported collaborative learning and design-based research. These ideas are presented at the beginning of this thesis and provide the basis for developing an initial framework for understanding mobile collaboration. The empirical results from three different projects conducted as part of my efforts at the Center for Learning and Knowledge Technologies at Växjö University are presented and analyzed. These results are based on a collection of papers that have been published in two refereed international conference proceedings, a journal paper, and a book chapter. The educational activities and technological support have been developed in accordance with a grounded theoretical framework. The thesis ends by discussing those factors, which have been identified as having a significant influence when it comes to the design and support of mobile collaborative learning. The findings presented in this thesis indicate that mobility changes the contexts of learning and modes of collaboration, requiring different design approaches than those used in traditional system development to support teaching and learning. The major conclusion of these efforts is that the learners’ creations, actions, sharing of experiences and reflections are key factors to consider when designing mobile collaborative activities in learning. The results additionally point to the benefit of directly involving the learners in the design process by connecting them to the iterative cycles of interaction design and research.
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