Innovative Practice with e-Learning

Sarah Knight , et.al.?, Eccos Revista Científica, Sept 28, 2005
Commentary by Stephen Downes

This is a great quote: "Before we were concerned with controlling learners' use of computers, but now the challenge is to know how they are accessing their own technology to enhance their own learning." This is the tenor that infoms this look at "pedagogies based partially or wholly on the use of mobile devices, including those without built-in connectivity, and those that offer mobile access to resources on the web." After surveying the technological environment, the pedagogies are examined through the lens of four perspectives on learning: associative, two types of constructivist, and situative or social learning. Then, following a series of case studies, the authors offer their assessment, that "the same key principles apply when designing learning activities... mobile and wireless technologies can be viewed as extending the options available to the practitioner, especially in specific contexts or niche activities." Finally, after more case studies, a model (which looks like a big eye) for implementing mobile and wireless computing is proposed, one which (unsurprisingly) recommends that institutes develop resources and phase in wireless access in a controlled and secure manner.
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