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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, , p. 16p. 256-272Conference 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. , p. 16p. 256-272
Series
Communications in Computer and Information Science, ISSN 1865-0929 ; 560
Keywords [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: 000369659200019Scopus ID: 2-s2.0-84951285380ISBN: 978-3-319-25683-2 (print)OAI: oai:DiVA.org:lnu-48752DiVA, id: 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: 2018-10-31Bibliographically approved
In thesis
1. A Multimodal Seamless Learning Approach Supported by Mobile Digital Storytelling (mDS)
Open this publication in new window or tab >>A Multimodal Seamless Learning Approach Supported by Mobile Digital Storytelling (mDS)
2018 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The use of digital tools such as smartphones, tablets and laptops have shown potential to enhance teaching and learning in a wide variety of contexts. 21st century skills such as creativity, problem-solving and innovation as means for supporting learning and knowledge creation, are considered fundamental proficiencies in today's technology- driven society, and they are therefore considered essential to promote, already from the earliest of school years. Hence, there are a number of challenges related to how to design and implement innovative and varied strategies

for teaching and learning supported by mobile technologies in educational settings. Moreover, it is also crucial to think about how to actively involve teachers into the processes mentioned above, inspiring and inviting them to implement new methods and technologies into their everyday educational practices.

The work presented in this thesis embodies a series of co-design and design-based research efforts aiming at exploring the interplay between design, information and communication technologies and learning through mobile digital storytelling, guided by the theoretical frameworks of constructivism, multimodality, new media literacies, mobile seamless learning, and technology enhanced learning. Two main research questions have been identified as formulated below, and have served as

the basis that guided my efforts:

What design features are necessary to scaffold mobile seamless learning approaches with the support of mobile digital storytelling?

Considering the role of mobile digital storytelling for educational settings: which design factors and learning requirements could guide and support similar initiatives?

Over the years of my doctoral studies, a progression of research interventions involving teachers, pupils, and museum staff have been co-designed, developed, tested and validated. These efforts have resulted in a method, a mobile application, and a web service for mobile digital storytelling in educational contexts, named the mobile digital storytelling (mDS) system.

The mDS system introduces learning technology approaches aiming to support teacher and pupil digital inclusion, mobile seamless learning and multimodal aspects, and serves as a reflective instrument for both collaborative and individual work. The validation of mDS in different educational settings indicates that it can be independent of subject matter, user age, locality and previous knowledge of technology enhanced learning, and is easy to access and manage for teachers as well as pupils. Hence, it proposes several innovative means on multiple levels for meeting the 21st century skills required for supporting contemporary learning and knowledge creation.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2018. p. 168
Series
Linnaeus University Dissertations ; 336
Keywords
co-design, constructivism, design-based research, digital cultural heritage, mobile digital storytelling, mobile learning, mobile seamless learning, multimodality, new media literacies, technology enhanced learning
National Category
Media and Communication Technology
Research subject
Computer and Information Sciences Computer Science; Computer and Information Sciences Computer Science, Media Technology
Identifiers
urn:nbn:se:lnu:diva-78583 (URN)978-91-88898-16-6 (ISBN)978-91-88898-17-3 (ISBN)
Public defence
2018-11-23, Sal Myrdal, Universitetsplatsen 1, Växjö, 09:30 (English)
Opponent
Supervisors
Available from: 2018-11-06 Created: 2018-10-31 Last updated: 2018-11-16Bibliographically approved

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

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Nordmark, SusannaMilrad, Marcelo

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