Authoring and Enactment of Mobile Pyramid-Based Collaborative Learning Activities

Autor/inn/en	Manathunga, Kalpani; Hernández-Leo, Davinia
Titel	Authoring and Enactment of Mobile Pyramid-Based Collaborative Learning Activities
Quelle	In: British Journal of Educational Technology, 49 (2018) 2, S.262-275 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12588
Schlagwörter	Educational Technology; Technology Uses in Education; Telecommunications; Handheld Devices; Cooperative Learning; Distance Education; Interaction; Group Activities; Computer Oriented Programs; Workshops; Higher Education; Attitude Measures; Student Attitudes + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Kooperatives Lernen; Distance study; Distance learning; Fernunterricht; Interaktion; Gruppenaktivität; Computerprogramm; Lernwerkstatt; Schulung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten
Abstract	Collaborative learning flow patterns (CLFPs) formulate best practices for the orchestration of activity sequences and collaboration mechanisms that can elicit fruitful social interactions. Mobile technology features offer opportunities to support interaction mediation and content accessibility. However, existing mobile collaborative learning research has mostly focussed on simple activity orchestrations from the perspective of collaborative flow orchestration and flexibility requirements, predominantly in face-to-face pre-university educational contexts. This paper proposes a particularisation of the Pyramid CLFP to support flexible face-to-face and distance mobile learning scenarios in which learners interact in increasingly larger groups along a sequence of activities (Pyramid levels). PyramidApp implements this Pyramid particularisation that provides both a web-based authoring tool and an enactment tool accessible through web or mobile devices. The authoring tool was evaluated in workshops where teachers appreciated its design and applicability to their educational contexts. PyramidApp flows were enacted in three higher education settings. Learners enjoyed the activities but usage and satisfaction varied depending on several design and contextual factors like the epistemic tasks given, the education level and application mode (face-to-face or distance). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01