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Göteborgs universitets publikationer

Didactical dimensions on digital learning: One Case of Developing Software and Content for Mobile Learning

Författare och institution:
Marléne Johansson (Högskolan för design och konsthantverk); Porko-Hudd, M. and others (-)
Publicerad i:
NERA/NFPF 41st Congress, Reykjavik, Iceland,
Konferensbidrag, refereegranskat
Sammanfattning (abstract):
The main project Didactic Dimensions in Digital learning, DiDiDi, at Åbo Akademi University, Finland, was initiated in the spring of 2012 with a broad spectrum as its goal. DiDiDi ranges from tablet computers in the classroom to Second Life as a learning environment, and from laboratory teaching to teacher training. DiDiDi aims to gather theoretical knowledge on digital tools as pedagogic resources to support new theories on digital learning. DiDiDi wants to stay in touch with what is digitally happening in the classrooms in Finnish schools and participate in generating pedagogic theories for teaching through different projects. For example how learning is supported by using blogs in the classroom or using tablet computers while reading in class. One of the sub-projects in DiDiDi is Talking Tools, an interdisciplinary research- and development project with the ambition to develop a smartphone-based learning platform to support a variety of learning and teaching activities in sloyd [slöjd]. Sloyd is a subject taught in grades 1-9 in primary schools in Finland. In sloyd, learners design and manufacture unique artifacts in a multifaceted process involving several steps and decision making. Since every learner in sloyd works with a unique design, there are as many unique, asynchronous work processes as there are learners. Consequently, learners are in the need of different information at very different times. The sloyd teacher is therefore often forced to repeat her instructions for individual learners focusing the teacher-learner interaction on repeating rather than tutoring individual learner in their work process. The Talking Tools platform includes a range of learning tools from quick information access using code scanning technology to work process documentation in interactive micro blogs. Our hypotheses are that portable devices combined with online pedagogical content and documentation tools makes it possible to support a mode of learning that enables learners to work both individually and in groups, in their own time, at their own pace, and from their own place. This will hopefully help learners to more independently advance in their work process and change the character of the communication between the teacher and the learners.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Annan teknik ->
Utbildningsvetenskap ->
smartphones, classroom interaction, sloyd education, slöjd
Postens nummer:
Posten skapad:
2013-07-01 10:22

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