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Ulf Hedestig & Carljohan Orre Department of Informatics Umeå University

How can we use student’s every-day practices in technology use as a resource for net-based learning?. Ulf Hedestig & Carljohan Orre Department of Informatics Umeå University. Summary of key concepts. A number of emergent concepts have become central: Private- Public dimensions

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Ulf Hedestig & Carljohan Orre Department of Informatics Umeå University

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  1. How can we use student’s every-day practices in technology use as a resource for net-based learning? Ulf Hedestig & Carljohan Orre Department of Informatics Umeå University

  2. Summary of key concepts • A number of emergent concepts have become central: • Private- Public dimensions • Informal -Formal communication • Individual- Collective activities • Vertical- Horizontal communication • Institutional- Personal technologies • These interrelated concepts can be translated as an individual space of possible actions • Technological choices • Locus of activities • Contextual constrains

  3. Questions and challenges • Effects on our choice of technological supports? • How do we design environments that integrates private and public interaction? • How do we consider practices among actors involved in the learning environment?

  4. Towards a learner support system (1) • A bottom-up approach • Methods • Action research • From observation towards intervention • Clearly defined time frames • Participation between students and teachers at different levels • UCD, PD, LCD • Workshops, scenarios, prototypes, mock-ups, interviews, logs, observations, questionnaires

  5. Towards a learner support system (2) • Technological choices • Integration of existing technological infrastructures • Mobile phones/Smartphones • Formal technological support • The choice was based on • Our studies • General societal trend of technology utilisation

  6. Communication orientation Personal technologies Formal communication support Collaborative System Institutional Personal Common information space Private information space Information orientation Architecture

  7. MOVE- Mobile Versatile Environment

  8. MOVE • Same functionality on the mobile as on the stationary devices • Notification- a key issue! • Allow salient features of the various devices to be used as a resource • Integration- towards seamless transitions between devices and features • Semiformal systems v.s formal systems

  9. References • Hedestig, U. Orre, C J. Landgren, G. (Submitted). Expanding the concept of Semiformal systems, Submitted to Computer Supported Cooperative Work, CSCW, November, Chicago • Hedestig, Ulf, Orre, C,J. (2003). Exploring the Mediating Role of Mobile Technology in Learning. In proceedings of E-learn 2003, Phoenix Arizona, November 2003. • Danielsson, K., Hedestig, U., Juslin, M., Orre, C.J., "Participatory design in Development of Mobile Learning Environments", Proceedings of MLEARN 2003:Learning with Mobile Devices Conference, London, United Kingdom, 2003. • Hedestig, U., Kaptelinin, V., Orre, C,J. (2002) Supporting decentralized education with Personal Technologies. Proceeding in E-Learn 2002, (October 15 -19, 2002, Montreal, Canada). (An outstanding paper award). • Hedestig, U., Orre, C, J. (2002) Personal Technologies and Development of Learning Environments. In Flückiger, F et al, Proceedings of 4th International Conference on New Educational Environments, May 8-11, 2002, Lugano, Switzerland). • Orre, C J. Hedestig, U., Kaptelinin, V. (2001), Mobile technology and the social context of distance learning, Presented at "ED-MEDIA 2001 - World Conference on Educational Multimedia, Hypermedia & Telecommunications", June Finland.

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