Showing papers by "Mike Sharples published in 2011"

The Genesis and Development of Mobile Learning in Europe

Abstract: In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning.

An evaluation of multimodal interactions with technology while learning science concepts

Abstract: This paper explores the value of employing multiple modalities to facilitate science learning with technology. In particular, it is argued that when multiple modalities are employed, learners construct strong relations between physical movement and visual representations of motion. Body interactions with visual representations, enabled by interactive technologies, can encourage rhythmic cycles of engagement and reflection. A study was carried out to investigate how students interpret distance-time and velocity-time graphs created through hand movement. It explored the dynamic coupling between their body movements and graphs, and their subsequent interpretation and production of graphs on paper. The results show that physical manipulation of kinematics graphs has a significantly greater effect on students' ability to relate graphs to movement than observing the graphs being produced by someone else. [ABSTRACT FROM AUTHOR]

Orchestrating Inquiry Learning.

Abstract: There is a rapidly growing interest in inquiry learning and an emerging consensus among researchers that, particularly whensupported by technology, it can be a significant means for developing higher order thinking skills. Inquiry learning methodsalso offer learners meaningful and productive approaches to the development of their knowledge of the world, yet such methods can present significant challenges for teachers and students. Orchestrating Inquiry Learning addresses the key challenge of how to resource and support processes of inquiry learning within and beyond the classroom. It argues that technological support, when coupled with appropriate design of activities and management of the learning environment, can enable inquiry learning experiences that are engaging, authentic and personally relevant. This edited collection brings together, for the first time, work on inquiry learning and orchestration of learning. Drawing upon a broad range of theoretical perspectives, this book examines: • orchestration of inquiry learning and instruction; • trajectories of inquiry learning; • designing for inquiry learning; • scripting personal inquiry; • collaborative and collective inquiry learning; • assessment of inquiry learning; • inquiry learning in formal and semi-formal educational contexts.

Designing orchestration for inquiry learning

Abstract: About the book: There is currently a rapidly growing interest in inquiry learning and an emerging consensus among researchers that, particularly when supported by technology, it can be a significant vehicle for developing higher order thinking skills. Inquiry learning methods also offer learners meaningful and productive approaches to the development of their knowledge of the world, yet such methods can present significant challenges for teachers and students. Orchestrating Inquiry Learning addresses the key challenge of how to resource and support processes of inquiry learning within and beyond the classroom. It argues that technological support, when coupled with appropriate design of activities and management of the learning environment, can enable inquiry learning experiences that are engaging, authentic and personally relevant. This edited collection of carefully integrated chapters brings together, for the first time; work on inquiry learning and orchestration of learning. Drawing upon a broad range of theoretical perspectives, this book examines: • Orchestration of inquiry learning and instruction • Trajectories of inquiry learning • Designing for inquiry learning • Scripting personal inquiry • Collaborative and collective inquiry learning • Assessment of inquiry learning • Inquiry learning in formal and semi-formal educational contexts Orchestrating Inquiry Learning is essential reading for all those concerned with understanding and promoting effective inquiry learning. The book is aimed at an international audience of researchers, post-graduate students, and advanced undergraduates in education, educational technology and psychology. It will also be of interest to educational practitioners and policy makers, including teachers, educational advisors, teacher-students and their trainers.

Guidelines for the Design of Location-Based Audio for Mobile Learning

Abstract: A consistent finding of research into mobile learning guides and outdoor learning games has been the value of audio as a medium of communication. This paper discusses the value of location-based and movement-sensitive audio for learning. Three types of audio learning experience are distinguished, based primarily upon differing levels of narrative cohesion: audio vignettes, movement-based guides and mobile narratives. An analysis of projects in these three areas has resulted in the formulation of guidelines for the design of audio experiences. A case study of a novel audio experience, called 'A Chaotic Encounter,' delivers an adaptive story based on the pattern of movements of the user.

A laboratory of knowledge-making for personal inquiry learning

Abstract: We describe nQuire, a constraint-based learning toolkit to support a continuity of inquiry based learning between classroom and non-formal settings. The paper proposes design requirements for personal inquiry learning environments that support learning of personally meaningful science topics with development of metacognitive understanding and self-regulation of the scientific process through situated practice. It introduces a generic implementable model of the inquiry process, and describes an instantiation in the nQuire learning environment. An example of the use of the toolkit for a Healthy Eating inquiry with 28 Year 9 students concludes with results of the trial, design issues and recommendations.

Toponimo: A Geosocial Pervasive Game for English Second Language Learning

Abstract: This paper provides an overview of progress on the Toponimo project, a geosocial game for learning simple, location significant vocabulary. At the core, the technology relies on a crowd-sourced database of individual words which are ‘linked’ to physical locations via GPS data. A simple scoring system awards players for collecting and adding words to their environment. When adding words to the shared database, the player also has the option of adding other media such as images and sound files which will be associated with that location. This core mechanic can be expanded upon by a plug-in architecture which allows mini-games to be built ‘on top’ of the core game engine. We expect that these games will present rich opportunities for learners to acquire and rehearse vocabulary.

Methods and models of next generation technology enhanced learning - White Paper

Abstract: Our understanding of learning with technology is increasingly lagging behind technological advancements, such that it is no longer possible to fully understand learning with technologies without bringing together evidence from practice-based experiences and theoretical insight to inform research, design, policy and practice. Furthermore, whilst practical experiences and theoretical insights make significant contributions towards understanding learning with new technologies, the dynamic nature of learner practices and study contexts make it difficult to predict future requirements in terms of methods and models for next generation technology enhanced learning. We therefore require formal and comprehensive methods and models of learning with technology that accommodate theory and practice whilst allowing us to anticipate methodological innovations that capture future transitions and changes in learner practices and study contexts, in order to inform research, design, policy and practice. Workshop participants represented different communities of interest including research, design, evaluation and assessment. The overall objective was to anticipate methodological innovations in technology enhanced learning research and design over the next 5/10 years.

CAPITAL: Curriculum and pedagogy in technology assisted learning

Abstract: The aim of this report is to synthesise the Capital work over the last two years, identifying the most promising strands for development in educational technology as well as the circumstances that need to be created to take up these opportunities. Importantly, this report structures the work in order to communicate findings as clearly as possible for a wide audience of researchers, policy makers and education leaders.