Show Less

Researching Mobile Learning

Frameworks, Tools and Research Designs

Edited By Giasemi Vavoula, Norbert Pachler and Agnes Kukulska-Hulme

Learning with mobile technologies is an emerging field with a developing research agenda and many questions surrounding the suitability of traditional research methods to investigate and evaluate the new learning experiences associated with mobility and support for increasingly informal learning. This book sets out the issues and requirements for mobile learning research, and presents recent efforts to specify appropriate theoretical frameworks, research methods and tools. Through their accounts of particular mobile learning projects, leading researchers in the field present their experiences and approaches to key aspects of mobile learning research such as data capture and analysis, and offer structured guidance and suggestions on adopting and extending these approaches.


Show Summary Details
Restricted access

List of Figures xxv


Figures 1. Figure 4.1: A simple example of a pension statement “symbolic bound- ary object”. 2. Figure 4.2: Extract from an Excel spreadsheet for simplified pension projections, for the case of 5% annual interest growth. 3. Figure 4.3: Boundary objects at the intersections of social worlds. 4. Figure 6.1: An adaptation of Vygotsky’s original model of human activity (Mwanza, 2002, p. 55). 5. Figure 6.2: The Activity System (Engeström, 1987). 6. Figure 6.3: AODM’s Technique of Mapping AODM Operational Processes (Mwanza, 2002, p. 162). 7. Figure 7.1: The game map with markers and detours with the mobile game interface below. 8. Figure 7.2: How co-design is used across the learning activity. 9. Figure 12.1: ASL MobileEye eye tracker (initial design October 2004). 10. Figure 12.2: Episode of 17 seconds from one participant’s scan pattern. 11. Figure 13.1: Example of initial PMM drawn on chalkboard. 12. Figure 13.2: Gugu’s Pre-visit Personal Meaning Map. 13. Figure 13.3: Gugu’s Post-visit Personal Meaning Map. 14. Figure 14.1: Nahla, 15-years-old, was pleased with the new skills she learnt at Tate Britain (Visual Dialogues programme). 15. Figure 15.1: Example radar chart of 3 users’ application use (percent- age of use time devoted to each application) and median of runtime (seconds of application use length). xxvi Figures 16. Figure 17.1: Pattern of use of OpenLearn – based on 6-week sample of registered users. 17. Figure 18.1: Use of complex multimodal resources characterizes class- room activities. 18. Figure 18.2: Main features in first Gidder prototype. 19. Figure 18.3:...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.