PDAs as lifelong learning tools: an activity theory based analysis

This paper describes the use of an activity theory (AT) framework to analyze the ways that distance part time learners and mobile workers adapted and appropriated mobile devices for their activities and in turn how their use of these new tools changed the ways that they carried out their learning or their work. It is argued that there are two key strengths in using an activity theory framework in this context. The first strength is the emphasis activity theory places on tools, including computer artefacts, as mediators of activity. This emphasis focuses attention on the activity itself rather than, for example, simply the interaction between the human and the computer. The focus is on the learner or user’s objectives and activities and the computer is the tool through which the user achieves her objectives. The second strength was referred to briefly above. The AT perspective also enabled analysis of an interactive dynamic process of users or learners and their tools—in this case personal digital assistants (PDAs). It revealed a two way process in which the user adapts the tools they use according to their everyday practice and preferences in order to carry out their activities; and how, in turn, the tools themselves also modify the activities that the user is engaged in. Three case studies illustrate these processes. The first case study is of distance learners’ use of e‐books on PDAs, to supplement their access to other static media such as books and computers. The second case study investigated how mobile workers in the energy industry used mobile devices to access information when away from the office. The third and final case study investigated the use of mobile devices in an art gallery. The paper concludes with a discussion of the information access needs that are apparent in each of these learning contexts, and highlights the pertinent issues in the use of mobile technologies to support lifelong learners’ information needs.     

The design of technology-rich learning environments as metacognitive tools in history education

Research has shown that learners do not always engage in appropriate metacognitive and self-regulatory processes while learning complex historical topics. However, little research exists to guide the design of technology-rich learning environments as metacognitive tools in history education. In order to address this issue, we designed a metacognitive tool using a bottom-up approach. Thirty-two undergraduate students read an historical narrative text either with or without the benefit of the metacognitive tool. Results from process and product data suggest that learners using the metacognitive tool had better recall and that the tool helped them (a) notice that particular events in an historical narrative text are unexplained, and (b) generate hypothetical causes to explain the occurrence of such events. We discuss the implications of these findings for the development of the MetaHistoReasoning Tool, a technology-rich learning environment that assist learners in terms of regulating their learning while they accomplish authentic tasks of historical inquiry.     

Designing databases as tools for higher-level learning: Insights from instructional systems design

This article reports on a naturalistic study of online and CD-ROM databases to identify design characteristics that are important to high school students' use of these information resources for higher-level learning as well as for information access and retrieval. Primary data collection techniques were interactive observations of 92 students and informal interviews with 54 students, 4 teachers, and the school library media specialist. The article presents an inventory of specific problems students experienced while using 7 CD-ROM and 18 online databases and discusses implications for database design based on the study results. By showing how the lens of instructional systems design can be applied to the study of a specific information technology, this article provides a new perspective on database design and suggests how electronic information resources can be designed to promote higher-level learning through enhancing students' opportunities to process, evaluate, and apply the information they retrieve from these resources.The paper on which this article was based received the 1993 AECT Special Research Award for qualitative research.     

Designing for impact: a conceptual framework for learning analytics as self-assessment tools

Abstract

Although it is frequently claimed that learning analytics can improve self-evaluation and self-regulated learning by students, most learning analytics tools appear to have been developed as a response to existing data rather than with a clear pedagogical model. As a result there is little evidence of impact on learning. Even fewer learning analytics tools seem to be informed by an understanding of the social context and social practices within which they would be used. As a result, there is very little evidence that learning analytics tools are actually impacting on practice. This paper draws on research in self-regulated learning and in the social practices of learning and assessment to clarify a series of design issues which should be considered by those seeking to develop learning analytics tools which are intended to improve student self-evaluation and self-regulation. It presents a case study of how these design issues influenced the development of a particular tool: the Learning Companion.     

Beyond intelligent tutoring systems: Using computers as METAcognitive tools to enhance learning?

Framed by the existing theoretical andempirical research on cognitive and intelligenttutoring systems (ITSs), this commentaryexplores two areas not directly or extensivelyaddressed by Akhras and Self (this issue). Thefirst area focuses on the lack of conceptualclarity of the proposed constructivist stanceand its related constructs (e.g., affordances,situations). Specifically, it is argued that aclear conceptualization of the novelconstructivist stance needs to be delineated bythe authors before an evaluation of theirambitious proposal to model situationscomputationally in intelligent learningenvironments (ILEs) can be achieved. The secondarea of exploration deals with the similaritiesbetween the proposed stance and existingapproaches documented in the cognitive,educational computing, and AI in educationliterature. I believe that the authors are at acrossroads, and that their article presents aninitial conceptualization of an important issuerelated to a constructivist-based approach tothe computational modeling of situations inILEs. However, conceptual clarity isdefinitively required in order for theirapproach to be adequately evaluated and used toinform the design of ILEs. As such, I invitethe authors to re-conceptualize their frameworkby addressing how their constructivist stancecan be used to address a particular researchagenda on the use of computers as metacognitivetools to enhance learning.     

Engineering learning objectives and computer assisted tools

ABSTRACT

The different technology fields have increased in complexity, especially during the last two decades, giving place to the concept of Complex Technology. An example is Electronics also characterised as a horizontal technology being incorporated in many products and processes of other technological areas. Bloom’s taxonomy of learning objectives and the revised version of Bloom disciples, which have been used by several experts in pedagogy, suffers from a generalist character and are not adapted to technology learning. In this article an engineering learning taxonomy is presented. Also a computer learning assisted tool called ISETL (Integrated System for Electronics Technology Learning) has been developed to facilitate the Electronics fundamentals understanding. ISETL has been evaluated taking into account not only the results of the theoretical assessments but also through the results obtained in the laboratory. These results demonstrate the advantages of this approach and can be depicted by the progressive improvements registered in student performance.     

Computer simulations as tools for teaching and learning: Using a simulation environment in optics

RAY is a learning environment that includes a flexible ray tracing simulation, graphic tools, and task authoring facilities. This study explores RAY's potential to improve optics learning in high school. In study 1, the teacher used RAY as a smart blackboard with a single computer in the classroom to explore, explain, and predict optical phenomena; to introduce concepts; to interpret experiments and to represent theoretical exercises. A comparative study shows a significant effect on the spontaneous and correct use of the model by students in solving problems and a limited effect on conceptual understanding. In study 2 students, guided by written materials used the simulation individually. Students considered in a systematic manner the relationship between image formation and image observation—a major conceputal stumbling stone. They reflected on the problem-solving activity and reformulated explicity their knowledge in the domain. Case studies describe the interplay between the various aspects of the learning process in the development of conceptual understanding. A comparative study shows the importance of three factors to students' understanding of concepts and their ability to use the ray model: the computerized environment (versus written instruction of similar kind); a task design that addresses directly conceptual difficulties; and the explicit reformulation of ideas.     

Investigating learner attitudes toward e-books as learning tools: based on the activity theory approach

This paper investigates the use of e-books as learning tools in terms of learner satisfaction, usefulness, behavioral intention, and learning effectiveness. Based on the activity theory approach, this research develops a research model to understand learner attitudes toward e-books in two physical sizes: 10″ and 7″. Results suggest that screen size could affect learners' perceived self-efficacy in using 10″ and 7″ e-books. Interactive learning environments, acceptable screen size, perceived self-regulation, and self-efficacy could positively influence perceived satisfaction with and usefulness of e-books as learning tools. Perceived satisfaction and usefulness are crucial factors in learner behavioral intention which, in turn, contributes to learning effectiveness. The paper also proposes a conceptual research model based on the activity theory approach.     

Preservice teachers' perceptions about using mobile phones and laptops in education as mobile learning tools

The purpose of this research was to investigate preservice teachers' perceptions about using m‐phones and laptops in education as mobile learning tools. A total of 1087 preservice teachers participated in the study. The results indicated that preservice teachers perceived laptops potentially stronger than m‐phones as m‐learning tools. In terms of limitations the situation was balanced for laptops and m‐phones. Generally, the attitudes towards using laptops in education were not exceedingly positive but significantly more positive than m‐phones. It was also found that such variables as program/department, grade, gender and possessing a laptop are neutral in causing a practically significant difference in preservice teachers' views. The results imply an urgent need to grow awareness among participating student teachers towards the concept of m‐learning, especially m‐learning through m‐phones.     

Two comparative studies of computer simulations and experiments as learning tools in school and out-of-school education

Instructional Science - Interactive computer simulations and hands-on experiments are important teaching methods in modern science education. Especially for the communication of complex current...     

Community-level environmental projects as learning tools for planners: a case study of graduate planning students

Despite the potential environmental impact of urban planning, there is little research on Environmental Education (EE) in the context of urban planning curricula. This study follows graduate planning students’ learning experience during group projects assigned as part of a planning course at the Technion – Israel Institute of Technology. These participatory projects, characterized as project-based learning and service learning, took place in several communities in Israel. We examined the types of learning impacts the projects engendered by analyzing the reported experiences of the students using parameters from the field of EE. The main goal of this research is to understand the contribution of such practical, hands-on project exercises to the course curriculum for inculcating environmental education themes. Findings indicate that projects helped students acquire and/or improve professional tools. They enhanced motivation to consider environmental concerns in their work and in some cases changed students’ personal environmental behavior.     

Accreditations as local management tools

The development of accreditation agencies within the Higher Education sector in order to assess and guarantee the quality of services or product is still a growing phenomenon in Europe. Accreditations are conceived by institutional authors and by authors who directly deal with quality assurance processes as a means of legitimization or a means of differentiation and grading which reduces the uncertainty that characterizes the market of institutions and diplomas. By doing so, such authors do not put the light on the concrete, local and political consequences of the implementation of accreditation processes within the concerned institutions. They thus do not take into account a major effect of the accreditation. Indeed the main consequence of such an implementation is an internal one. By focusing on the implementation of the three main accreditation processes of Business schools and programmes (AACSB, EQUIS and AMBA) within three French “Grandes écoles” and three English Business Schools, I show that accreditations are first and foremost used by the local Deans of the Business Schools where accreditation processes are implemented. They are used as management tools of a special kind; their implementation results in the progressive consolidation of the institutional position of the Deans within their universities.     

Assimilatory tools for informal learning: prospects in ICAI

This section was introduced in Volume 16, No. 2, for such purposes as: rapid publication of summaries of work in progress (normally in the issue following receipt); outlines of projects or research themes in particular institutions; short papers expressing a strongly-held view or highlighting gaps in the literature; and conventional letters to the editor. We reserve the right to reject submissions or to require changes before publication.