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Cited by 63 publications
(44 citation statements)
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References 43 publications
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“…Some researchers eschew the often direct nature of instructional design in favor of pedagogical design, which is a more indirect approach (Häkkinen and Hämäläinen, 2012). The argument is that socially organized learning activities cannot be predicted and therefore the design should not be prescriptive.…”
Section: Social Media Affordances and Complementary Learning Theoriesmentioning
confidence: 99%
See 3 more Smart Citations
“…Some researchers eschew the often direct nature of instructional design in favor of pedagogical design, which is a more indirect approach (Häkkinen and Hämäläinen, 2012). The argument is that socially organized learning activities cannot be predicted and therefore the design should not be prescriptive.…”
Section: Social Media Affordances and Complementary Learning Theoriesmentioning
confidence: 99%
“…The argument is that socially organized learning activities cannot be predicted and therefore the design should not be prescriptive. In designing these types of environments, it is a struggle to find the balance between enabling open and self-directed activities as well as providing the correct level of structure and support, since significant collaboration and knowledge-sharing does not automatically happen when a group of learners come together (Häkkinen and Hämäläinen, 2012). An additional challenge to this type of learning is environments that often include the simultaneous use of multiple tools and resources that invites multi-tasking, which could lead to increased cognitive load and less efficient learning.…”
Section: Social Media Affordances and Complementary Learning Theoriesmentioning
confidence: 99%
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“…Present seamless learning environments can be characterized as being hybrid entities that integrate formal and informal, individual and collaborative, physical and virtual, and local and global elements of learning environments (Häkkinen & Hämäläinen, 2012;Sharples, 2006). They imply an embodiment of learning into everyday living, or a seamless flow of learning across contexts (Wong & Looi, 2011).…”
Section: Theoretical Backgroundmentioning
confidence: 99%