A Theory of Learning for the
						Mobile Age

Sharples, Mike; Taylor, Josie; Vavoula, Giasemi

doi:10.4135/9781473955011.n4

Cited by 117 publications

(174 citation statements)

References 5 publications

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“…Heeks (2008) might have characterised this as 'mobile learning1.0' rather than 'mobile learning2.0', done with and by learner rather than at and to learners. Th irdly, the mobile learning research community has challenged and extended theories of learning (Brown, 2005;Sharples, Taylor, & Vavoula, 2007) (for example, Laurillard, 2007 in extensions to her own 'conversational framework') and engaged with wider theories (for example, Engeström, with his activity theory (Engeström, 2001) and latterly wildfi re learning (Engeström, 2009), and for example, Beddall-Hill and Raper (2010) engaging with actor network theory), with the increasing addition of the FRAME concept (Koole & Ally, 2006) in the less theoretical papers. Th is took place across both formal learning, including the university sector and the schools sector, and informal learning, including adult learners and visitors at art galleries and heritage sites.…”

Section: The Mobile Learning Paradigmmentioning

confidence: 99%

Learning with Mobiles in the Digital Age

Traxler¹

2018

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Personal mobile devices are central to the current digital age, and will soon be pervasive and ubiquitous, and unremarkable in most of the world’s societies and cultures. They are central to the educational futures for the digital age, to both in theory and practice. They are, however, not straightforward. Whilst the relationships of these technologies to formal education and its professions and institutions, conceptualised as ‘mobile learning’, seemed straightforward, it has also become increasingly marginal and irrelevant whilst the relationship between mobile devices and society outside formal education is increasingly problematising the nature, role and purpose of both education and learning. This article explores this tension; it characterises and conceptualises it in terms of competing paradigms.

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Section: The Mobile Learning Paradigmmentioning

confidence: 99%

Learning with Mobiles in the Digital Age

Traxler¹

2018

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“…Since the early 1980s schools, colleges and universities have experimented with technology for learning (Sharples et al, ). As the adoption of mobile technologies in education becomes more widespread, research is starting to demonstrate the value of incorporating such devices in teaching (McFarlane et al, ).…”

Section: Introductionmentioning

confidence: 99%

Tablet use in schools: a critical review of the evidence for learning outcomes

Haβler

Major

Hennessy

2015

Computer Assisted Learning

289

189

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The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here.

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“…The concept of mobile learning is in consistence with the modern concept of lifelong learning. Sharples, Taylor and Vavoula (2006) observed a convergence between modern form of learning and technology. They stated that new technology (personal, user-centered, mobile, networked, ubiquitous, and durable) is suitable for new learning (personalized, learner centered, situated, collaborative, ubiquitous, and lifelong).…”

Section: Theoretical Framework For Mobile Learningmentioning

confidence: 99%

Open Praxis, volume 8 issue 1

Gil‐Jaurena¹

2016

Open Praxis

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Introduction Mechanical neck pain is a common problem in the world today and there are epidemiological and statistical studies documenting the high incidence and prevalence of mechanical neck pain, which effects people's daily function [1]. Nearly 50% of the population suffer from neck pain at least once in their life [2,3], prevalence is high in middle age, with women being affected more than men [3-5] the prevalence of neck pain varies widely between studies, with a mean point prevalence of 7.6% (range 5.9-38.7%) and mean lifetime prevalence of 48.5% (range 12.2-71.0) [6]. The etiology of uncomplicated neck pain is unclear. Most uncomplicated neck pain is insidiously and is generally multifactorial in origin associated with poor posture, anxiety, depression, neck strain, occupational activities and sporting injuries [4,7]. Chronic mechanical neck pain is characterized by pain in cervical region with restricted range of motion and dysfunctional musculature [1]. Reduction of activation of deep cervical flexor muscles (longus coli and longus capitis) is one of the most important factor in mechanical neck pain, superficial neck muscles (sternocleidomastoid and anterior scalene) become over active and painful. Generally, the physiotherapy methods for mechanical neck pain consist of stretching and strengthening the neck muscles [8] cervical stabilization exercises, cervical mobilization exercises, thoracic thrust manipulation, ischemic compression on trigger points [7-10], kinesio-taping method [2,3] and electrotherapy [11]. Joseph H. Pilates developed the comprehensive program known as the Pilates method in the 1920's [12]. Pilates is another popular form of mind-body exercises where the focus is on controlled movement, posture and breathing. It is system designed to condition the body as well as improve posture, muscle tone, alignment and provide flexibility by using exercises that stretch and strengthen selective muscles [1,13]. Very few studies have shown the effectiveness of Pilates in treating chronic mechanical neck pain. Pilates exercises were used to strengthen and stabilize the neck muscles. The key is to strength the inner (local) muscles of the neck and ensure the large outer (global) muscles are not being used to support your head [12,14]. However, there are no studies which compared the effectiveness of Pilates combined with conventional therapy alone. Methods and Study Design We recruited 60 subjects from Physiotherapy outpatient Department, Nizam's Institute of Medical Sciences, Hyderabad. Subjects diagnosed with chronic mechanical neck pain by Orthopedic department were included in the study. Abstract Background: Neck pain is one of the most common musculoskeletal disorders second to low back pain associated with chronic pain, restricted range of motion and muscular imbalance. Generally, the physiotherapy methods for mechanical neck pain consist of stretching and strengthening the neck muscles, cervical stabilization exercises, cervical mobilization exercises, thoracic thrust manipulation, ischemic ...

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A Theory of Learning for the Mobile Age

Cited by 117 publications

References 5 publications

Learning with Mobiles in the Digital Age

Learning with Mobiles in the Digital Age

Tablet use in schools: a critical review of the evidence for learning outcomes

Open Praxis, volume 8 issue 1

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