Wali, Esra and Winters, Niall and Oliver, Martin (2008) Maintaining, changing and crossing contexts: an activity theoretic reinterpretation of mobile learning. Association for Learning Technology Journal, 16 (1). pp. 41-57. ISSN 0968-7769 (print)/1741-1629 (online)
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Although mobile learning is a popular topic in current research, it is not well conceptualized. Many researchers rely on under‐theorized conceptions of the topic, and those who have tried to refine the ideas involved have found this to be complex and difficult. In this paper a new interpretation of the concept ‘mobile learning’ is offered, drawing on the tradition of activity theory. The interpretation focuses on the continuity of learning activities that take place in multiple contexts, which are embodied as the combination of the physical and social setting of the learning activities. The paper starts by sketching the current research context and then outlines the theoretical tradition within which the interpretation of ‘mobile learning’ is located. Then the new interpretation is offered and the concepts are applied to case studies to illustrate how this new understanding develops current thinking in the area. The paper concludes by discussing the implications for research of adopting such a perspective.
|Subjects:||L Education > LB Theory and practice of education|
L Education > LC Special aspects of education > LC1022 - 1022.25 Computer-assisted Education
|Depositing User:||Justin Smith|
|Date Deposited:||13 Apr 2010 12:53|
|Last Modified:||04 Apr 2011 10:00|
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