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Influencing Everyday Teacher Practices by Applying Mobile Digital Storytelling as a Seamless Learning Approach
Linnaeus University, Faculty of Technology, Department of Media Technology. (Center for Learning and Knowledge Technologies, CeLeKT)
Linnaeus University, Faculty of Technology, Department of Media Technology. (CeLeKT)ORCID iD: 0000-0002-6937-345X
2015 (English)In: The Mobile Learning Voyage - From Small Ripples to Massive Open Waters: 14th World Conference on Mobile and Contextual Learning, mLearn 2015, Venice, Italy, October 17-24, 2015, Proceedings / [ed] Tom H. Brown & Herman J. van der Merwe, Cham Heidelberg New York Dordrecht London: Springer Science+Business Media B.V., 2015, , 16 p.256-272 p.Conference paper, Published paper (Refereed)
Abstract [en]

The present study describes our on-going efforts aiming at refining and validating a Mobile Seamless Learning (MSL) approach supported by mobile Digital Storytelling (mDS). Considering learning factors of locality, formality and time, as well as elements of designs for learning and technical development, we have chosen six dimensions of the MSL framework (Wong and Looi 2011) to support our work. Guided by the principles of co-design (Spikol et al. 2009) and design-based research (Design-Based Research Collective, 2003; Ejersbo et al. 2008), we collaborated with 4 teachers and 54 pupils, devoting an extensive amount of time to design, develop and enact the phases of our proposed mDS workflow supported by mobile and web technologies. Beyond the mobile application developed for mDS, we have developed and integrated web solutions that support the overall learning experience, and tools that allow teachers to orchestrate the activities. The mDS web serve as a platform for continued work over time, such as reflecting, remixing, and reusing the digital content generated during the activities. The web platform provides means for teachers to search, watch, group, and assess the pupils’ mDS outcomes, and therefore serves as the interconnecting glue between all the learning activities involved in the mDS workflow. This study reports on the activities conducted in four classrooms in the spring of 2015, working with the five phases of the mDS approach. The outcomes of our efforts reinforced the importance of an active involvement by teachers to adopt and incorporate innovative technology enhanced learning (TEL) activities and solutions into their everyday educational practices, but most importantly on the need for schools to acquire self-governance on how to make use of their learning technologies.

Place, publisher, year, edition, pages
Cham Heidelberg New York Dordrecht London: Springer Science+Business Media B.V., 2015. , 16 p.256-272 p.
Series
Communications in Computer and Information Science, ISSN 1865-0929 ; 560
Keyword [en]
Mobile digital storytelling - Teacher Practices - Sustainability - Seamless Learning
National Category
Media and Communication Technology
Research subject
Computer and Information Sciences Computer Science, Media Technology
Identifiers
URN: urn:nbn:se:lnu:diva-48752DOI: 10.1007/978-3-319-25684-9_19ISI: 000369659200019ISBN: 978-3-319-25683-2 (print)OAI: oai:DiVA.org:lnu-48752DiVA: diva2:893661
Conference
14th World Conference on Mobile and Contextual Learning, mLearn, Venice, Italy, October 17-24, 2015
Available from: 2016-01-13 Created: 2016-01-13 Last updated: 2016-02-26Bibliographically approved

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Publisher's full texthttp://link.springer.com/chapter/10.1007/978-3-319-25684-9_19

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CiteExportLink to record
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
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  • Other locale
More languages
Output format
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