Developing digital fluency through ubiquitous mobile devices: Findings from a small-scale study

Wang, Ruolan; Wiesemes, R.; Gibbons, Cathy

doi:10.1016/j.compedu.2011.04.013

Cited by 77 publications

(41 citation statements)

References 11 publications

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“…Not only is a mobile computer lighter than all but the slimmest identification guides, but it allows multiple identification guides to be stored in one place. With mobile computers rapidly taking the place of diaries and phones, owners carry their devices at all times, meaning that identification guides are always to hand (Wang, Wiesemes, and Gibbons 2012). Mobile computers do not have the spatial constraints of a guide book, although the volume of information in an app may affect navigability and ease of use.…”

Section: Usability Of Mobile Computers Compared To Field Guide Booksmentioning

confidence: 98%

Apps for angiosperms: the usability of mobile computers and printed field guides for UK wild flower and winter tree identification

Stagg

Donkin

2016

Journal of Biological Education

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We investigated usability of mobile computers and field guide books with adult botanical novices, for the identification of wildflowers and deciduous trees in winter. Identification accuracy was significantly higher for wildflowers using a mobile computer app than field guide books but significantly lower for deciduous trees. User preference followed a similar pattern. These results suggest that the identification method and its design are more important for a field guide than its presentation medium (electronic or printed). We discuss the relative advantages of the presentation media used and their value as engagement tools for botany.

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Section: Usability Of Mobile Computers Compared To Field Guide Booksmentioning

confidence: 98%

Apps for angiosperms: the usability of mobile computers and printed field guides for UK wild flower and winter tree identification

Stagg

Donkin

2016

Journal of Biological Education

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“…Although recent approaches to mobile learning have shifted the focus from the mobility of the devices to the mobility of students and the context of learning (Laurillard 2007;Traxler 2009) and to concepts of agency, structure, and cultural practices , the major emphasis is still on technologies as a driver of change (Selwyn 2011). We believe that more attention should be paid to the interplay between mobile technologies, cultural practices, and learning opportunities, especially in the field of adult education, where the research is still limited on mature learners' perceptions and experiences with accessing and using mobile technologies (Wang et al 2012). If mobile devices are understood as cultural and learning resources, we need to better understand how adults appropriate them, especially considering the new forms of nomadism now becoming typical in contemporary society.…”

Section: Discussionmentioning

confidence: 99%

Inventing and re-inventing identity: Exploring the potential of mobile learning in adult education

Ranieri

Pachler

2014

Prospects

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This article explores the potential of mobile learning in adult education with a particular focus on identity formation and self-representation. It draws on the mobile learning experiences implemented within MyMobile-Education on the move, a European project (2010)(2011)(2012) whose main purpose was to develop guidelines for mobile learning in adult education. This was achieved through a series of national workshops aimed at testing the use of mobile devices as cultural and learning resources for identity (trans)formation by and social empowerment of adults. In this context, the article addresses two particular cases: workshops conducted in Italy and Britain. It begins with a discussion of the concepts of adult education in relation to mobile learning and identity formation, and then moves to an analytical description of the workshops, exploring participants' self-perceptions and productions. Based on this exploration, it concludes with a reflection on the extent to which adult learners' participation in the mobile learning experiences that the project designed for them supported the formation and development of their identities; it also offers some recommendations for future research in the field.Keywords Mobile learning Á Adult education Á Identity formation Á Self-representation Á Self-narrative Á Lifelong learning Á Italy Á United Kingdom Á Social empowermentThe study was carried out within the MyMobile-Education on the move (www.mymobile-project.eu) project 2010-2012, partially funded by the European Union as part of the Grundtvig programme. We gratefully acknowledge the work of our colleagues Ben Bachmair, Judith Seipold, Isabella Bruni, Katja Friedrich, Daniel Zils, Catherine Geeroms, and Paul de Theux, which contributed significantly to the ideas contained in this article and on which parts of it draw (see Friedrich et al. 2012 Over the last ten years, an increasing number of mobile learning projects has been addressing adults, including both young adults and older people (Dillard 2012;Frohberg, Göth, and Schwabe 2009). The potential of mobile devices to support adult learning has been explored in a variety of contexts. Several studies have investigated the impact of mobile phones on learning outcomes in adult learning programmes among rural populations and poor communities in developing countries (Aker, Ksoll, and Lybbert 2012;Balasubramanian, Thamizoli, Umar, and Kanwar 2010). Others have examined the use of mobile devices to support intentional informal learning among experienced users (Clough, Jones, McAndrew, and Scanlon 2008) or the delivery of micro-contents through very simple mobile phones to fulfill the learning needs of lifelong learners (Gu, Gu, and Laffey 2011). Mobile phones have also been used to provide access to contextually relevant information in clinical education (Hann 2012), to create digital narratives to be used in adult education (Herrington 2009), and as vehicles for interactive museum guidebooks (Sung, Chang, Hou, and Chen 2010). In addition, several studies have focus...

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“…Furthermore, posing questions and disseminating activating exercises for formative assessment via mobile devices was reported to stimulate and activate learners in the lecture hall (Wang, Novak, & Pan, 2009). Beyond instructionist affordances, there is some mostly qualitative evidence that mobile devices lend themselves to supporting learners on the move by allowing them to capture ephemeral thoughts, in the form of audio recordings related to work situations (Wang, Wiesemes, & Gibbons, 2012), quick noting of ideas (Schepman et al, 2012;Taylor et al, 2010) and photographs as instant reminders (Pimmer, Mateescu, & Gröhbiel, 2016;Chaves-Barboza et al, 2017).…”

Section: Learning In the Ubiquitous Societymentioning

confidence: 99%

Ubiquitous Educational Use of Mobile Digital Devices. A General and Comparative Study in Spanish and Latin America Higher Education

Cano

Sevillano-García

2018

J. New Approaches Educ. Res.

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This study conducted a general and comparative analysis of how university students use mobile digital devices for educational purposes in various places and spaces both inside and outside university facilities in Spain and Latin America. It analyses a total sample of 886 students (442 Spanish and 444 Latin American) corresponding to five Spanish and five Latin American universities. The research methodology was based on factorial analysis and comparison between groups with parametric and nonparametric tests. The results show that educational use of mobile digital devices in the Hispanic world concentrates on the use of smartphones and tablets inside university facilities; primarily in college cafeterias, corridors, classrooms and libraries. Spanish and Latin American students used tablets in and out of University facilities for storing and retrieving information, and smartphones for sharing educational information and content.

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Developing digital fluency through ubiquitous mobile devices: Findings from a small-scale study

Cited by 77 publications

References 11 publications

Apps for angiosperms: the usability of mobile computers and printed field guides for UK wild flower and winter tree identification

Apps for angiosperms: the usability of mobile computers and printed field guides for UK wild flower and winter tree identification

Inventing and re-inventing identity: Exploring the potential of mobile learning in adult education

Ubiquitous Educational Use of Mobile Digital Devices. A General and Comparative Study in Spanish and Latin America Higher Education

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