A conceptual framework based on Activity Theory for mobile CSCL

Zurita, Gustavo; Nussbaum, Miguél

doi:10.1111/j.1467-8535.2006.00580.x

Cited by 158 publications

(82 citation statements)

References 24 publications

(33 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Because we wanted to allow for team play, four children divided into two equally-sized teams made sense. We note that other work has suggested two (Inkpen, Booth, Klawe & Upitis, 1995), three (Zurita & Nussbaum, 2007), or five (Pawar, Pal & Toyama, 2006) as "optimal. "…”

Section: Description Of the Prototypesmentioning

confidence: 99%

Reducing dominance in multiple-mouse learning activities

Moed

Otto

Pal³

et al. 2009

Proceedings of the 9th International Conference on Computer Supported Collaborative Learning - CSCL'09

View full text Add to dashboard Cite

Abstract:In resource-constrained classrooms in the developing world, it is common for several students to share each computer. Unfortunately, dominance behavior often naturally emerges in these situations, when one child monopolizes the mouse and keyboard. One way to mitigate this phenomenon is by providing each child with a mouse and a corresponding onscreen cursor so that everyone can interact. Though such multiple-mouse configurations reduce the possibility of total domination by one individual, they do not automatically eliminate dominance behavior completely. We propose the use of a design for small-group learning on shared computers based on enforced turn-taking in a split-screen, multiple-mouse environment. In an evaluation with 104 rural schoolchildren in India, we found that dominance behavior was indeed reduced through these design choices.

show abstract

Section: Description Of the Prototypesmentioning

confidence: 99%

Reducing dominance in multiple-mouse learning activities

Moed

Otto

Pal³

et al. 2009

Proceedings of the 9th International Conference on Computer Supported Collaborative Learning - CSCL'09

View full text Add to dashboard Cite

show abstract

“…Por ejemplo: elección de una respuesta desde un conjunto de alternativas (Crouch & Mazur, 2001); ejercitación con diferentes niveles de complejidad y sistema de autorregulación (Rosas, Nussbaum, Cumsille, Marianov, Correa, Flores, Lopez, Rodriguez & Salinas, 2003); o, elaboración colaborativa de una respuesta a partir de información previamente entregada (Linnell, Anderson, Fridley, Hinckle & Razmov, 2007 (Zurita & Nussbaum, 2007). b) Ejecución.…”

Section: Fase De Desarrollounclassified

Procesos pedagógicos y uso de tecnología en el aula

2015

Self Cite

View full text Add to dashboard Cite

ResumenLos soportes computacionales han diversificado las posibilidades de interactividad de la enseñanza en sala de clase. Los usos del computador en actividades educativas tales como juegos colaborativos, sistemas de retroalimentación de respuesta o participación simulada, entre otros, ponen en evidencia las diversas alternativas que tiene el uso de esta tecnología al interior del proceso educativo desarrollado en el aula. En este contexto, el propósito del artículo es evidenciar el aporte que genera la mediación computacional para los procesos pedagógicos implementados en la sala de clase de la educación escolar formal. Para ello se realizó un análisis bibliográfico que permitió identificar dos configuraciones de los procesos pedagógicos generados, la Inductiva y la Deductiva. Se analizaron y sistematizaron las actividades de enseñanza mediadas por el computador asociadas a ambos procesos. Entre los resultados se delimitan las ventajas del uso de la tecnología en este escenario, destacándose como principales aportes la estructuración y profundización gradual de los contenidos, el fortalecimiento de los procesos de colaboración, la diversificación de los entornos de aprendizaje, y el incremento de la participación estudiantil. Palabas clave: proceso de enseñanza, enseñanza asistida por ordenador, organización de la clase, informática educativa, innovación pedagógica. AbstractComputer supports have diversified the possibilities for interactivity in classroom teaching. Collaborative games, response feedback systems and simulated participation are indicative of the wide range of activities for which these technologies have found application in classroom education processes. In this article, evidence is offered for the contributions made to classroom pedagogical processes by computer mediation. The bibliographic analysis conducted permitted the identification of 2 pedagogic processes generated, an inductive and a deductive one, were identified. The computer-mediated teaching activities associated with each process in this literature were then classified and analyzed. Finally, inferences were drawn regarding the advantages of computer mediation in this scenario, being the main contributions, structuring 1 Este trabajo fue financiado por el CONICYT-FONDECYT del gobierno de Chile N° 1100309.

show abstract

“…Despite the many forms of and increasing services offered by mobile learning, it is still immature in terms of its technological limitations and pedagogical considerations (Traxler, 2007). And although some researchers offer a framework for theorizing about mobile learning with conversation theory and activity theory (Sharples, Taylor, & Vavoula, 2007;Uden, 2007;Zurita & Nussbaum, 2007), instructional designers and teachers need a solid theoretical foundation for mobile learning in the context of distance education and more guidance about how to utilize emerging mobile technologies and integrate them into their teaching more effectively (as cited in Park, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Application of Virtual Team-working in Teaching Productive Skills to Iranian EFL Learners

Chalak

Fouladi

2016

TPLS

View full text Add to dashboard Cite

Abstract-Application of Virtual Team-Working has provided opportunities to solve the limitations of the traditional ways of teaching and learning. This study investigated, how using virtual team-working could affect teaching productive skills of Iranian EFL learners. A group of 30 Iranian upper intermediate female EFL learners, aged 18-31, in Isfahan Air Base were arranged in two groups. They set up their virtual groups and continued team-work activities during 6 weeks. This study employed a triangulated research approach involving questionnaires, pre/post productive tests, observation, and interview to increase the reliability of the study. Pre/Post productive tests were used to compare the participants' speaking and writing productions before/after the project, and they were evaluated based on the comparison of their mean scores by Matlab software. A chi-square test was run for each test to see whether the differences between observed and expected results were significant. The results showed that the mean scores of the participants in the posttest were significantly higher than that in the pretest in experimental group. Moreover, the attitudes of the participants towards using virtual team-working were surveyed by using questionnaires. The results of this study may benefit teachers, students, and those involved in teaching and learning.

show abstract

A conceptual framework based on Activity Theory for mobile CSCL

Cited by 158 publications

References 24 publications

Reducing dominance in multiple-mouse learning activities

Reducing dominance in multiple-mouse learning activities

Procesos pedagógicos y uso de tecnología en el aula

Application of Virtual Team-working in Teaching Productive Skills to Iranian EFL Learners

Contact Info

Product

Resources

About