MoViE: Experiences and attitudes—Learning with a mobile social video application

Pauliina Tuomi & Jari Multisilta
Published Online: Oct 15, 2010
Abstract | References | Full Text: HTML, PDF (1.7 MB)

References

Anastopoulou, S., Sharples, M., & Baber, C. (2003). Multimodality and learning: linking science to everyday activities. In J. A. Jacko, & C. Stephanidis (Eds.), Human-computer interaction: Theory and practice, Vol 2 (pp. 576-580). New York: Lawrence Erlbaum.

Barthelmess, P., & Anderson, K. M. (2002). A view of software development environments based on activity theory. Computer Supported Cooperative Work, 11(1-2), 13-37.

Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Learning and Skills Research Centre. London, UK.

http://www.lsneducation.org.uk/research/reports/.

Coiro, J., Knobel, M., Lankshear, C., & Leu, D. (Eds.). (2008).  The handbook of research on new literacies.  New York: Lawrence Erlbaum Publishers.

Commission of the European Communities (2009).  Europe’s Digital Competitiveness Report. Main achievements of the i2010 strategy 2005-2009. COM(2009) 390, Brussels. http://ec.europa.eu/information_society/eeurope/i2010/docs/annual_report/2009/com_2009_390_en.pdf , accessed 1.3.2010

Dewey, J. (1938). Experience and Education. New York: Macmillan.

Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.

Engeström, Y., Miettinen, R., & Punamäki, R-L. (Eds.). (1999). Perspectives on activity theory. New York: Cambridge University Press.

Fjeld, M., Lauche, K., Bichel, M., Voorhorst, F., Krueger, H., & Rauterberg. M. (2002). Physical and virtual tools: Activity theory applied to the design of groupware. Computer Supported Cooperative Work, 11, 153–180

Goicoechea, M. (2009). Teaching digital literature in Spain: Reading strategies for the digital text. In R. Simanowski, J. Schäfer, & P. Gendolla (Eds.), Reading moving letters: Digital literature in research and teaching: A handbook (pp. 345-366). Bielefeld: Transcript Verlag.

Heyer, C., Brereton, M., & Viller, S. (2008). Cross-channel mobile social software: An empirical study. Proceedings of CHI 2008 (pp. 1525-1534). New York: ACM.

Jaokar, A. (2006). What is mobile Web 2.0? Wireless Business & Technology. Retrieved from http://wbt.sys-con.com/read/251673.htm.

Jewitt, C. (2006). Technology, literacy and learning: a multimodal approach.  London: Routledge.

Johnson, L. A., Smith, R., & Stone, S. (2010). The 2010 Horizon Report. Austin: The New Media Consortium.

Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47(1), 61-79.

Kaptelinin V., & Nardi B. A. (2006). Acting with technology: Activity theory and interaction design. Cambridge: MIT Press.

Kiili, K., Multisilta, J., Suominen, M., & Ketamo, H. (2009). Learning experiences on mobile social media. In S. C. Kong, H. Ogata, H. C. Arnseth, C. K. K. Chan, T. Hirashima, F. Klett, J. H. M. Lee, C. C. Liu, C. K. Looi, M. Milrad, A. Mitrovic, K. Nakabayashi, S. L. Wong, & S. J. H. Yang (Eds.), ICCE2009, Asia-Pacific Society for Computers in Education (pp. 535-542). Hong Kong: Asia-Pacific Society for Computers in Education.

Kiili, K., Perttula, A., Suominen, M., Tuomi, P., & Lindstedt, A. (2010). Designing mobile multiplayer exergames for physical education. In I. Sánchez & P. Isaías (Eds.) Proceedings of IADIS International Conference on Mobile Learning 2010 (pp. 163-169).

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs: Prentice-Hall.

Kolb, D.A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: previous research and new directions. In R. J. Sternberg and L. F. Zhang (Eds.), Perspectives on cognitive, learning, and thinking styles (pp. 227-248). New York: Lawrence Erlbaum.

Kukulska-Hulme, A., Traxler, J., & Pettit, J. (2007). Designed and user-generated activity in the mobile age. Journal of Learning Design, 2(1), 52–65.

Kuutti, K. (1996). Activity theory as a potential framework for human-computer interaction research. In B. A. Nardi (Ed.), Context and consciousness. Activity theory and human-computer interaction (pp. 17-44). Cambridge: MIT Press.

Lanham, R. (1995). Digital literacy. Scientific American, 273(3), 160-1.

Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices & classroom learning [2nd edition]. New York: Open University Press.

Lerman, K. (2008). Social browsing & information filtering in social media. Retrieved from http://arxiv.org/abs/0710.5697.

Loomis, J., & Blascovich, J. (1999). Immersive virtual environment technology as a basic research tool in psychology. Behavioral Research Method, Instruments, & Computers, 31, 557-564.

Marlow, C., Naaman, M., boyd, d., & Davis, M. (2006). HT06, Tagging paper, taxonomy, Flickr, academic article, to read. Proceedings of 17th International Conference on Hypertext and Hypermedia (pp. 31-40). New York: ACM.

McCarthy, J., & Wright, P. (2004).  Technology as experience.  Cambridge: MIT Press.

Multisilta, J. (2008). Designing for mobile social media. In A. Karahasanovic & A. Følstad (Eds.), Proceedings of The NordiCHI’08 Workshops New Approaches to Requirements Elicitation & How Can HCI Improve Social Media Development?  (pp. 72-79). Tapir, Trondheim.

Multisilta, J., & Mäenpää, M. (2008). Mobile video stories. In S. Tsekeridou, A. Pnevmatikakis, K. Wong, T. Tiropanis, & R. Nakatsu (Eds.), DIMEA ’08: Vol. 349 (pp. 401-406). New York: ACM.

Mwanza-Simwami, D. (2007). Concepts and methods for investigating learner activities with mobile devices: An activity theory perspective. In I. Arnedillo-Sánchez, M. Sharples, & G. Vavoula (Eds.), Beyond Mobile Learning Workshop (pp. 24-25). Dublin: Trinity College Dublin Press.

Nardi, B. A. (Ed.). (1996). Context and consciousness: Activity theory and human-computer interaction.  Cambridge: MIT Press.

Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). Literature review in mobile technologies and learning. NESTA Futurelab Series, Report 11.

O’Reilly, T. (2005). What is Web 2.0.? Design patterns and business models for the next generation of software. Retrieved from http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09 /30/what-is-web-20.html.

Oliver, M., & Pelletier, C. (2006). Activity theory and learning from digital games: Developing an analytical methodology. In D. Buckingham & R. Willett (Eds.), Digital generations: Children, young people, and new media (pp. 67-91). London: Lawrence Erlbaum.

Rogers, Y., & Price, S. (2009). How mobile technologies are changing the way children learn. In A. Druin (Ed.), Mobile technology for children (pp. 3-22). Boston: Morgan Kaufmann.

Simanowski, R. (2009). Teaching digital literature didactic and institutional aspects. In R. Simanowski, J. Schäfer, & P. Gendolla (Eds.), Reading moving letters: Digital literature in research and teaching: A handbook (pp. 15-28). Bielefeld: Transcript Verlag.

Simanowski, R., Schäfer, J., & Gendolla, P. (Eds.), Reading moving letters: Digital literature in research and teaching: A handbook. Bielefeld: Transcript Verlag.

Sharples, M., Taylor, J., & Vavoula, G. (2005). Towards a theory of mobile learning. Proceedings of mLearn 2005 Conference. Retrieved from

http://www.mlearn.org.za/CD/papers/Sharples-%20Theory%20of%20Mobile.pdf.

Trifonova, A., & Ronchetti, M. (2003). Where is mobile learning going? Proceedings of The World Conference on E-learning in Corporate, Government, Healthcare, & Higher Education (E- Learn 2003) (pp. 1794-1801).

Uden, L. (2007). Activity theory for designing mobile learning. International Journal of Mobile Learning and Organisation, 1(1), 81–102.

Vavoula, G. N. (2005). D4.4: A Study of Mobile Learning Practices: Internal report of MOBIlearn project. Retrieved from http://www.mobilearn.org/download/results/public_deliverables/MOBIlearn_D4.4_Fin.

Wardrip-Fruin, N. (2009). Learning to read digital literature. In R. Simanowski, J. Schäfer, & P. Gendolla (Eds.), Reading moving letters: Digital literature in research and teaching: A handbook (pp. 249-260). Bielefeld: Transcript Verlag.

Webb, M. W. (1980). A definitive critique of experiential learning theory. Doctoral Qualifying Thesis: Department of Organizational Behavior. Division of Graduate Studies. Weatherhead School of Management. Case Western Reserve University. http://cc.ysu.edu/%7Emnwebb/critique.htm.

Wenz, K. (2009). Digital Media@Maastricht University. In R. Simanowski, J. Schäfer, & P. Gendolla (Eds.), Reading moving letters: Digital literature in research and teaching: A handbook (pp. 291-298). Bielefeld: Transcript Verlag.


Comments are closed.


Digital Culture & Education (DCE) is an international inter-disciplinary peer-reviewed journal dedicated to the exploration of digital technology’s impacts on identity, education, art, society, culture and narrative within social, political, economic, cultural and historical contexts.

We are interested in empirical and conceptual approaches to theorising globalisation, development, sustainability, wellbeing, subjectivities, networks, new media, gaming, multimodality, literacies and related issues and their implications for how we educate and why. We encourage submissions in a variety of modes and invite guest editors to propose special editions.

DCE is an online, open access journal. It does not charge for article submission or for publication. All manuscripts submitted to DCE are double blind reviewed. Articles are published through a Creative Commons (CC) License and made available for viewing and download on a bespoke page at www.digitalcultureandeducation.com

 

Follow us on Twitter at @DigitalCultureE


The scale and speed at which digital culture has entered all aspects of our lives is unprecedented. We publish articles and digital works including eBooks (published under Creative Commons Licenses) that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. Scholarly reviews of books, conferences, exhibits, games, software and hardware are also encouraged.

All manuscripts submitted to Digital Culture & Education (DCE) are double-blind reviewed where the identity of the reviewers and the authors are not disclosed to either party.

Digital Culture & Education (DCE) does not have article submission charges. Read more


Manuscripts should include:
1. Cover sheet with author(s) contact details and brief biographical statement(s).

Instructions for Authors

Manuscripts submitted should be original, not under review by any other publication and not published elsewhere.
The expected word count for submissions to the journal is approximately 7500 words, excluding references. Each paper should be accompanied by an abstract of up to 200 words.  Authors planning to submit manuscripts significantly longer than 7500 words should first contact the Editor at editor@digitalcultureandeducation.com

All pages should be numbered. Footnotes to the text should be avoided and endnotes should be used instead. Sponsorship of research reported (e.g. by research councils, government departments and agencies, etc.) should be declared.

Read more


Digital Culture & Education (DCE) invites submissions on any aspect of digital culture and education.  We welcome submissions of articles and digital works that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. For further inquiries and submission of work, send an email to editor@ digitalcultureandeducation.com