According to Goodyear (2014), one of the most significant trends has been the introduction and proliferation of mobile learning networks. This makes NGL more flexible in its application as participants are not restricted to fixed physical places. This aspect also facilitates another trend identified - taking the physical world into the digital world. Goodyear refers to a previous study (Goodyear & Carvalho, 2013), where a paramedic training activity used mobile devices, learning collaboration and physical circumstance to successfully carry out a simulation; and most importantly, leave experiences that became learning. The other development in recent years has been Web 2.0 tools and less need to be dependent on one platform. There is a multitude of different tools available, but the challenge is to select the ones that can best facilitate the learning objectives. Not unlike the proliferation of mobile devices and networks, the tools to support these networks grow daily. Finding a framework to evaluate these tools in a time-efficient is equally as challenging. Perez-Sanagustin et al. (2008) provide a simple framework, which of course has its limitations, but uses generic terms that most people can understand without having to have an ICT background. This evaluation involves sorting learner activities into three activity contexts:
Each activity context comprises primitive activities, which are generic activities that Web 2.0 tools perform. Knowledge mining
Educators can use a table/checklist to evaluate whether the Web tools being considered for inclusion can perform these functions and how well. Web tools can be compared, using these categories. Often there is criticism that teachers, lecturers and educators alike, do not embrace technology to the extent that is required by students and the demands of the future. Sometimes, demystifying and clarifying complexity can provide the breakthrough. This framework attempts to do that. References Goodyear, P. (2014). Productive Learning Networks: The Evolution of Research and Practice. In L. Carvalho & P. Goodyear (Eds.), The Architecture of Productive Learning Networks (pp. 23–47). London: Routledge. Perez- Sanagustin, M., Santos, P., Moghnieh, A., Hernandez-Leo, D., Blat, J. (2008) A conceptual framework for the integration of Web Tools in Lifelong LearningScenarios. Barcelona: University of Pompeu Fabra. Retrieved from http://dspace.ou.nl/bitstream/1820/1567/1/perez-agustin-et-al-tenc-ws- oct08.pdf
0 Comments
Leave a Reply. |
Archives |