| 1. |
- Spikol, Daniel, 1965-
(författare)
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A Design Toolkit for Emerging Learning Landscapes Supported by Ubiquitous Computing
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The widespread use of mobile devices and their integration in our everyday ac- tivities is changing the way we communicate, share information, and learn. The rapid adoption of powerful mobile devices also offers new opportunities to sup- port teaching and learning. For many users, mobile devices along with different types of computers are always connected, providing a constant stream of digital content to and from people and thereby adding new layers to the everyday in- formation landscape. These emergent trends are changing communication and collaboration patterns, but they have not yet been effectively leveraged for the field of education. Nearly 20 years ago, it was argued that the limitations of computer use for education in the coming decades would likely be less a result of technological limitations than a result of limited human imagination and the constraints of old habits and social structures. These two latest behaviors are still observable in many of today's classrooms. Therefore, different strategies are needed to explore and promote innovative educational practices supported by mobile and ubiquitous technologies, and this thesis will argue that design can be the catalyst for such a change.The main research question to be addressed in this thesis relates to what new approaches can be developed to design emerging learning landscapes supported by ubiquitous computing. In order to investigate this question, different design approaches are used to bring together the perspectives of technology- enhanced learning, ubiquitous computing, and interaction design. The empirical work presented in this dissertation is based on the activities and outcomes that emerged from three projects that included informal learning activities, inquiry-based science learning, and mathematics learning inside and outside the formal classroom. The most salient design approaches were identified from a comparative analysis of the projects, and this provided the foundations of a design toolkit. The intention of creating and using such a design toolkit is to provide a set of guidelines for researchers, designers, teachers, and other stakeholders to tackle the challenges of designing innovative learning activities supported by ubiquitous technologies.
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| 2. |
- Spikol, Daniel, 1965-, et al.
(författare)
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Discussing and Synthesizing Three Positions in Computer-supported Inquiry Learning from a Design Perspective : Mobile Collaboratories, Emerging Learning Objects, and Personal Inquiry
- 2011
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Ingår i: 9th International Computer-Supported Collaborative Learning Conference. - Hong Kong : International Society of the Learning Sciences. ; , s. 1202-1204
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Konferensbidrag (refereegranskat)abstract
- This workshop compares and seeks to synthesize different design approaches for exploring and promoting innovative educational practices supported by collaborative technologies. Bringing the design process to the forefront to support research and the realization of products for CSCL can help to balance the different needs of researchers and practitioners. The goal of the workshop is to examine different collaborative inquiry-learning based projects to determine what key themes can be further developed to address the use of design to improve research and implementation. While science inquiry is the focus of these three approaches, the comparative and synthesis activities should be of use for workshop participants concerned with synthesizing multiple design approaches for other CSCL domains as well, such as new literacies.
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| 3. |
- Eliasson, Johan, et al.
(författare)
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Mobile Devices as Support Rather than Distraction for Mobile Learners : Evaluating Guidelines for Design
- 2011
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Ingår i: International Journal of Mobile and Blended Learning. - Hershey, PA : IGI Global. - 1941-8647 .- 1941-8655. ; 3:2, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- This article questions the design of mobile learning activities that lead students to spend time focusing on the mobile devices at the expense of interacting with other students or exploring the environment. This problem is approached from an interaction design perspective, designing and analysing geometry-learning activities. The authors present six guidelines for designing mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. The guidelines are developed through video analysis of groups of middle school students doing learning activities outdoors and evaluated using the task model. The guidelines suggest that students (1) assume roles based on a different functionality of each device, (2) use devices as contextual tools, that the activities, (3) include physical interaction with the environment, (4) let teachers assume roles, (5) encourage face-to-face communication, and (6) introduce students to the mobile devices.
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| 4. |
- Rossitto, Chiara, et al.
(författare)
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Exploring Design Methods for Mobile Learning
- 2011
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Ingår i: Mobile HCI 2011, Stockholm. - New York, New York, USA : ACM Press. - 9781450305419
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper introduces the workshop “Exploring Design Methods for Mobile Learning” to be held at MobileHCI 2011, in Stockholm, Sweden.
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| 5. |
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| 6. |
- Spikol, Daniel, 1965-
(författare)
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Expanding the role of design to support CSCL
- 2011
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Ingår i: 9th International Computer-Supported Collaborative Learning Conference. - Hong Kong : International Society of the Learning Sciences. ; , s. 942-943
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Konferensbidrag (refereegranskat)abstract
- This paper argues for the need of different strategies to explore and promote innovative educational practices supported by collaborative technologies. By expanding the role for design in the research process can acts as a catalyst for this change. By using a design process that guides research and the realization of products for CSCL can help balance the different needs of researchers and practitioners. An improved process is presented that suggests a design approach to tackle this social challenge.
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| 7. |
- Spikol, Daniel, 1965-, et al.
(författare)
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Lessons from Designing Geometry Learning Activities that Combine Mobile and 3D Tools
- 2010
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Ingår i: <em>Proceedings of the 6th IEEE WMUTE International Conference on Wireless, Mobile and Ubiquitous Technologies in Education</em>. - Kaohsiung, Taiwan : IEEE. ; , s. 137-141
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Konferensbidrag (refereegranskat)abstract
- The availability of low-cost and powerful mobile devices and 3D modeling and visualization tools provides new opportunities for bringing innovation into mathematics education. This paper reports on the findings from a mobile geometry project pilot for middle school students designed together with teachers that consisted of outdoors and indoors activities. The aim of the project has been to design and implement a prototype that combines mobile and 3D technologies that allow students to collaboratively, explore, and discuss geometrical concepts. The focus of this paper is to present and reflect on the lessons we have learned after experimenting with novel pedagogical activities that rely on mobile applications, 3D modeling and visualization to support learning in the field of geometry. Finding a balance between team goals and expectations while focusing on the learning activity flow can lead to more innovative solutions.
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