The Community for Technology Leaders
RSS Icon
Subscribe
Issue No.01 - First Quarter (2013 vol.6)
pp: 14-24
I. Boticki , Dept. of Appl. Comput., Univ. of Zagreb, Zagreb, Croatia
Lung Hsiang Wong , Learning Sci. Lab., Nanyang Technol. Univ., Singapore, Singapore
Chee-Kit Looi , Learning Sci. Lab., Nanyang Technol. Univ., Singapore, Singapore
ABSTRACT
This paper describes the design of a technology platform for supporting content-independent collaborative mobile learning in the classroom. The technical architecture provides mechanisms for assigning different content or materials to students and then guiding them to form groups with other students in which the combination and integration of their content satisfies some pre-assigned critera or goal. The uniqueness of this lies in the dynamic forming of collaborative groups rather than having fixed or preassigned groupings of students for doing collaborative work. We present the theoretical underpinnings of our approach, the initial design of the software and the iterative cycles of a Design-based Research (DBR) approach that tries out the continuously being-refined design with primary school students. Feedback and data collected from observing students' actual learning behaviors and motivations in the cycles were used to propose a new cycle of the system and user-interface redesign. Such school-based trials provided demonstrations of the platform in supporting two content-specific learning applications, namely in mathematics and Chinese language learning activities in a primary school setting. They show the enactment of collaborative scaffolding comprising peer, technological and teacher scaffolding in supporting the students' formation of groups, and their collaboration and learning.
INDEX TERMS
user interface management systems, computer aided instruction, distance learning, groupware, mathematics, mobile computing, natural languages, software architecture,mathematics learning activities, technology platform design, content-independent collaborative mobile learning, classroom learning, technical architecture, content assignment, dynamic collaborative group formation, collaborative work, software design, iterative cycles, DBR approach, design-based research approach, primary school students, learning behavior, learning motivation, user interface redesign, content-specific learning applications, Chinese language learning activities,Distance learning, Mobile communication, Collaborative work, Distributed Bragg reflectors, Mobile handsets, Collaborative learning, Software architecture, Design methdology, Electronic learning,computer supported collaborative learning (CSCL), Distance learning, Mobile communication, Collaborative work, Distributed Bragg reflectors, Mobile handsets, Collaborative learning, Software architecture, Design methdology, Electronic learning, mobile-assisted language learning (MALL), Distance learning, Mobile communication, Collaborative work, Distributed Bragg reflectors, Mobile handsets, Collaborative learning, Software architecture, Design methdology, Electronic learning, mobile mathematics learning, Distance learning, Mobile communication, Collaborative work, Distributed Bragg reflectors, Mobile handsets, Collaborative learning, Software architecture, Design methdology, Electronic learning, software architectures, Distance learning, Mobile communication, Collaborative work, Distributed Bragg reflectors, Mobile handsets, Collaborative learning, Software architecture, Design methdology, Electronic learning, design-based research (DBR), Mobile learning
CITATION
I. Boticki, Lung Hsiang Wong, Chee-Kit Looi, "Designing Technology for Content-Independent Collaborative Mobile Learning", IEEE Transactions on Learning Technologies, vol.6, no. 1, pp. 14-24, First Quarter 2013, doi:10.1109/TLT.2012.8
REFERENCES
[1] M. Nussbaum et al., "Technology as Small Group Face-to-Face Collaborative Scaffolding," Computers and Education, vol. 52, pp. 147-153, 2009.
[2] M. Sharples, "Disruptive Devices: Mobile Technology for Conversational Learning," Int'l J. Continuing Eng. Education and Lifelong Learning, vol. 12, pp. 504-520, 2003.
[3] J. Roschelle et al., "From Handheld Collaborative Tool to Effective Classroom Module: Embedding CSCL in a Broader Design Framework," Computers and Education, vol. 55, pp. 1018-1026, 2010.
[4] R. Shen et al., "Mobile Learning in a Large Blended Computer Science Classroom: System Function, Pedagogies, and Their Impacton Learning," IEEE Trans. Education, vol. 52, no. 4, pp. 538-546, Nov. 2009.
[5] C.-K. Looi et al., "Anatomy of a Mobilized Lesson: Learning My Way," Computers and Education, vol. 53, pp. 1120-1132, 2009.
[6] C. Yin et al., "Participatory Simulation Framework to Support Learning Computer Science," Mobile Learning and Organisation, vol. 1, pp. 288-304, 2007.
[7] C.-C. Liu and L.-C. Kao, "Do Handheld Devices Facilitate Face-to-Face Collaboration? Handheld Devices with Large Shared Display Groupware to Facilitate Group Interactions," Computer Assisted Learning, vol. 23, pp. 285-299, 2007.
[8] I. Boticki et al., "Teaching and Learning Computer Science Sorting Algorithms with Mobile Devices: A Case Study," Computer Applications in Eng. Education, 2012, doi:10.1002/cae.21561.
[9] K. Kreijns et al., "The Sociability of Computer-Supported Collaborative Learning Environments," Educational Technology and Soc., vol. 5, pp. 8-25, 2002.
[10] G. Stahl et al., Computer-Supported Collaborative Learning: An Historical Perspective, in Cambridge Handbook of the Learning Sciences. Cambridge, 2006.
[11] D. Johnson and R. Johnson, Learning Together and Alone, fifth ed. Allyn and Bacon, 1998.
[12] D. Curtis and M. Lawson, "Collaborative Online Learning: An Exploratory Case Study," Proc. HERDSA Ann. Int'l Conf., 1999.
[13] C. Haythornwaite, "Collaborative Work Networks among Distributed Learners," Proc. 32nd Ann. Havaii Int'l Conf. System Sciences, 1999.
[14] K. Inkpen et al., "Playing Together Beats Playing Apart, Especially for Girls," Proc. First Int'l Computer Supported Collaborative Learning (CSCL '95), 1995.
[15] C.J. Huang et al., "Using Learning Style-Based Diagnosis Tool to Enhance Collaborative Learning in an Undergraduate Engineering Curriculum," Computer Applications in Eng. Education, vol. 19, pp. 739-746, Dec. 2011.
[16] A. Collins et al., "Design Research: Theoretical and Methodological Issues," J. Learning Sciences, vol. 13, pp. 15-42, 2004.
[17] H.A. Simon, The Sciences of the Artificial. MIT, 1969.
[18] C.-K. Looi et al., "Discovering mCSCL," The International Handbook of Collaborative Learning, C. Hmelo-Silver, et al., eds., Routledge, in press.
[19] S. Barab and K. Squire, "Design-Based Research: Putting a Stake in the Ground," J. Learning Sciences, vol. 13, pp. 1-14, 2004.
[20] J. Hiebert, "Children's Mathematics Learning: The Struggle to Link Form and Understanding," The Elementary School J., vol. 84, pp. 496-513, 1984.
[21] B.M. Brizuela, "Young Children's Notations for Fractions," Educational Studies in Math., vol. 62, pp. 281-305, 2005.
[22] R. Tzur, "Fine Grain Assessment of Students' Mathematical Understanding: Participatory and Anticipatory Stages in Learning a New Mathematical Conception," Educational Studies in Math., vol. 66, pp. 273-291, 2007.
[23] I. Boticki et al., "Doing Collaboration and Learning Fractions with Mobile Devices," Proc. 14th Global Chinese Conf. Computers in Education, 2010.
[24] I. Boticki et al., "Supporting Mobile Collaborative Activities through Scaffolded Flexible Grouping," Educational Technology and Soc., vol. 14, pp. 190-202, 2011.
[25] Y. Liang, "The Characteristics of Chinese Character Components and Chinese as a Foreign Language Teaching," Language Education and Research, vol. 6, pp. 76-80, 2004.
[26] G. Zhao and X. Jiang, "What Is the Most Effective Way to Learn Chinese Characters," Proc. Seventh Conf. Chinese as Foreign Language Teaching and Learning, 2006.
[27] Z. Zhu, "Chinese Character Structures and Chinese as Foreign Language Teaching and Learning," Language Teaching and Research, vol. 4, pp. 35-41, 2004.
[28] P. Wang et al., "Alphabetical Readers Quickly Acquire Orthographic Structure in Learning to Read Chinese," Scientific Studies of Reading, vol. 7, pp. 183-208, 2003.
[29] L. Tan and D. Peng, "The Visual Recognition Process of the Chinese Characters," Psychology, vol. 23, pp. 272-278, 1991.
[30] I. Boticki et al., Context Awareness and Distributed Events in Mobile Learning, in Architectures for Distributed and Complex M-Learning Systems: Applying Intelligent Technologies. IGI Global, 2009.
[31] C.-K. Looi et al., "Leveraging Mobile Technology for Sustainable Seamless Learning," British J. Educational Technology, vol. 42, pp. 154-169, 2010.
[32] B. Zhang et al., "Deconstructing and Reconstructing: Transforming Primary Science Learning via a Mobilized Curriculum," Computers and Education, vol. 55, pp. 1504-1523, 2010.
[33] L.-H. Wong et al., "Improving the Scaffolds of a Mobile-Assisted Chinese Character Forming Game via a Design-Based Research Cycle," Computers in Human Behavior, vol. 27, pp. 1783-1793, 2011.
[34] L.-H. Wong et al., "The Effects of Flexible Grouping in a Mobile-Assisted Game-Based Chinese Character Learning Approach," Proc. Int'l Conf. Learning Sciences, 2012.
15 ms
(Ver 2.0)

Marketing Automation Platform Marketing Automation Tool