Mobile learning across expanding contexts

Henning Breuer; Mitsuji Matsumoto

doi:10.1109/ICALT.2008.301

Mobile learning across expanding contexts

Henning Breuer^*, Mitsuji Matsumoto

^*Corresponding author for this work

Waseda University

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

1 Citation (Scopus)

Abstract

Mobile learning is related to and embedded in the learners' situational context. Contrasting representational notions of context as established in ubiquitous computing as well as phenomenological notions of context as the generation of subjective meaning, we propose a dialectical and learneroriented view. Learning is expansion into a context where meaning-making practices and objective opportunities for development relate. Implications of this notion for learner-centered design will be discussed within two application scenarios. Both provide opportunities for learners to expand their abilities for engagement in a given environment, one involving portable devices, and the other relying on embedded systems.

Original language	English
Title of host publication	Proceedings - The 8th IEEE International Conference on Advanced Learning Technologies, ICALT 2008
Pages	623-625
Number of pages	3
DOIs	https://doi.org/10.1109/ICALT.2008.301
Publication status	Published - 2008
Event	8th IEEE International Conference on Advanced Learning Technologies, ICALT 2008 - Santander Duration: 2008 Jul 1 → 2008 Jul 5

Other

Other	8th IEEE International Conference on Advanced Learning Technologies, ICALT 2008
City	Santander
Period	08/7/1 → 08/7/5

ASJC Scopus subject areas

Human-Computer Interaction
Information Systems
Electrical and Electronic Engineering
Education

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10.1109/ICALT.2008.301

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title = "Mobile learning across expanding contexts",

abstract = "Mobile learning is related to and embedded in the learners' situational context. Contrasting representational notions of context as established in ubiquitous computing as well as phenomenological notions of context as the generation of subjective meaning, we propose a dialectical and learneroriented view. Learning is expansion into a context where meaning-making practices and objective opportunities for development relate. Implications of this notion for learner-centered design will be discussed within two application scenarios. Both provide opportunities for learners to expand their abilities for engagement in a given environment, one involving portable devices, and the other relying on embedded systems.",

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ER -

Mobile learning across expanding contexts

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