Top

TechTrends

Published in:

01-03-2016 | Original Paper

Connected and Ubiquitous: a Discussion of Two Theories That Impact Future Learning Applications

Authors: Richard A. Bair, Timothy Stafford

Published in: TechTrends | Issue 2/2016

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

Mobile media break down traditional barriers that have defined learning in schools because they enable constant, personalized access to media. This information-rich environment could dramatically expand learning opportunities. This article identifies and discusses two instructional design theories for mobile learning including the major differences between those theories and other online instructional design theories. It also presents a detailed argument for the use of mobile learning in a particular case study.

previous article The Use of Social Networks to Employ the Wisdom of Crowds for Teaching

next article Investigating Practices in Teacher Education that Promote and Inhibit Technology Integration Transfer in Early Career Teachers

Alexander, B. (2004). Going nomadic: mobile learning in higher education. EDUCAUSE Review, 39(5), 28–35. Retrieved June12, 2014, from http://bit.ly/ny8u4h.

Anderson, P. (2007, February). What is web 2.0? Ideas, technologies, and implications for education [Tech Watch Report]. Retrieved June 14, 2014, from JISC Technology and Standards Watch website: http://bit.ly/pOzUHH.

Anderson-Inman, L. (2009). Thinking between the lines: literacy and learning in a connected world. On the Horizon, 17(2), 122–139. doi:10.1108/1074120910965502.CrossRef

Astleitner, H., & Wiesner, C. (2004). An integrated model of multimedia learning and motivation. Journal of Educational Multimedia and Hypermedia, 13(1), 3–21.

Attewell, J. (2005). Mobile technologies and learning: A technology update and m-learning project summary. Retrieved June 14, 2014, from The Learning and Skills Development Agency website: http://bit.ly/iIIt0c.

Bannert, M. (2004). Designing metacognitive support for multimedia learning. In H. M. Niegemann, D. Leutner, & R. Brunken (Eds.), Instructional design for multimedia learning (pp. 19–30). Retrieved June 16, 2014, from http://bit.ly/q6qpB7.

Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293–332. Retrieved June 17, 2014, from http://bit.ly/nppCTa.

Covey, S. R. (1989). The seven habits of highly effective people: restoring the character ethic. New York: Fireside.

Crowe, A. R. (2007). Learning to teach with mobile technology: A teacher educator’s journey. In M. van’t Hooft & K. Swan (Eds.), Ubiquitous computing in education (pp. 127–144). Mahwah: Lawrence Erlbaum Associates.

de Waard, I. (2011, July 25). Explore a new learning frontier: MOOCs. Retrieved from Learning Solutions Magazine website: http://bit.ly/mSi4qa.

Deimann, M., & Keller, J. M. (2006). Volitional aspects of multimedia learning. Journal of Educational Multimedia and Hypermedia, 15(2), 137–158.

Downes, S. (2005). E-learning 2.0. Elearn Magazine, 10(1), 1-7.

Downes, S. (2006, October 16). Learning networks and connective knowledge [Web log post]. Retrieved June 20, 2014, from Instructional Technology Forum: http://bit.ly/XXfpr.

Downes, S. (2007, February 6). Msg 30, RE: What connectivism is [Online forum message]. Retrieved June 14, 2014, from Connectivism Conference: University of Manitoba: http://bit.ly/qSND07.

Dyson, L. E., Litchfield, A., Lawrence, E., Raban, R., & Leijdekkers, P. (2009). Advancing the m-learning research agenda for active, experiential learning: four case studies. Australasian Journal of Educational Technology, 25(2), 250–267.

Foss, C. L. (1989). Tools for reading and browsing hypertext. Information Processing and Management, 25(4), 407–418.CrossRef

Garner, R., Gillingham, M. G., & White, C. S. (1989). Effects of ‘seductive details’ on macroprocessing and microprocessing in adults and children. Cognition and Instruction, 6(1), 41–57. Retrieved June 14, 2014, from http://bit.ly/rrcQNF.

Holt, C. (2011). Emerging technologies: web 2.0. Health Information Management Journal, 40(1), 33–35.CrossRef

Jenkins, H., Clinton, K., Purushotma, R., Robinson, A. J., & Weigel, M. (2009). Executive Summary. In Confronting the challenges of participatory culture: Media education for the 21st century (pp. xi-xv). Retrieved June 16, 2014, from http://bit.ly/qAxorJ.

Johansson, F. (2006). The medici effect. Boston: Harvard Business School Press.

Jonassen, D., Peck, K., & Wilson, B. (1999). Learning with technology: A constructionist perspective. Upper Saddle River: Prentice Hall.

Keller, J. M. (1987). Development and use of ARCS model of motivational design. Journal of Professional Devlopment, 10(3), 2–10.

Keller, J. M. (2008). An integrative theory of motivation, volition, and performance. Technology, Instruction, Cognition and Learning, 6(2).

Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2009). Towards a framework for attention cueing in instructional animations: guidelines for research and design. Educational Psychology Review, 21, 113–140. doi:10.1007/s10648-009-9098.CrossRef

Kuhl, J. (1985). Volitional mediators of cognitive-behavior-consistency. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior (pp. 279–291). Berlin: Springer.CrossRef

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705–717.CrossRef

Marx, G. (2006a). Future-focused leadership: preparing schools, students, and communities for tomorrow’s realities. Alexandria: Association for Supervision and Curriculum Development.

Marx, G. (2006b). Sixteen trends, their profound impact on our future: Implications for students, education, communities, countries, and the whole of society. Alexandria: Gary Marx and Educational Research Service.

Mayer, R. E. (1997). Multimedia learning: are we asking the right question? Educational Psychologist, 32, 1–19. doi:10.1207/s15326985ep3201_1.CrossRef

Mayer, R. E. (2001). Multimedia learning. Retrieved June 14, 2014, from http://bit.ly/mMTeiA.

Mayer, R. E., & Moreno, R. (2002a). Animations as an aid to multimedia learning. Educational Psychology Review, 14(1), 87–99.CrossRef

Mayer, R. E., & Moreno, R. (2002b). Aids to computer-based multimedia learning. Learning and Instruction, 12(1), 107–119.

Meizrow, J. (2000). Learning to think like an adult: Core concepts of transformational theory. In J. Meizrow & Associates (Ed.), Fostering critical reflection in adulthood. San Francisco: Jossey-Bass.

Moore, M. G. (2007). The theory of transactional distance. In M. G. Moore (Ed.), Handbook of distance education (pp. 89–105). Mahwah: Lawrence Erlbaum Associates.

Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning. Journal of Educational Psychology, 91(2), 358–368. Retrieved from EBSCOhost database.

Odom, J. D., Scott, R., & DuBose, G. H. (2008). Hidden risks of green buildings (Mini-Monograph No. 1). Washington DC: ASHRAE.

Park, Y. (2011). A pedagogical framework for mobile learning: categorizing educational applications of mobile technologies into four types. International Review of Research in Open and Distance Learning, 12(2), 78–101.

Pescarmona, I. (2010). Complex instruction: managing professional development and school culture. Intercultural Education, 21(3), 219–227. doi:10.1080/14675981003760416.CrossRef

Reigeluth, C. M., & An, Y.-J. (2006). Functional contextualism: an ideal framework for theory in instructional design and technology. ETR&D, 54(1), 49–53. Retrieved June 16, 2014, from http://bit.ly/nHPuaa.

Rothwell, W. J., & Kazanas, H. C. (2008). Chapter 1: What is instructional design? In W. J. Rothwell & H. C. Kazanas (Eds.), Mastering the instructional design process (pp. 3–16). San Francisco: Wiley.

Saba, F., & Shearer, R. L. (1994). Verifying key theoretical concepts in a dynamic model of distance education. The American Journal of Distance Education, 8(1), 36–59.CrossRef

Shih, Y. E. (2005). Seize teachable and learnable moments: SMSE instructional design model for mobile learning. International Association for Development of the Information Society International Conference Mobile Learning. Retrieved June 20, 2014, from http://bit.ly/pZzcSM.

Shih, Y. E., & Mills, D. (2007). Setting the new standard with mobile computing in online learning. International Review of Research in Open and Distance Learning, 8(2), 1–15. Retrieved June 14, 2014, from EBSCOhost database.

Siemens, G. (2005). Connectivism: a learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved June 16, 2014, from http://bit.ly/16THuy.

Siemens, G. (2006, November 12). Connectivism: Learning theory of pastime for the self-amused? [Web log post]. Retrieved August1, 2014, from elearnspace: http://bit.ly/2lT24g.

Snyder, M. M. (2009). Instructional-design theory to guide the creation of online learning communities for adults. TechTrends, 53(1), 48–56.

Sung, J.-S. (2009, December). U-learning model design based on ubiquitous environment. International Journal of Science and Technology, 13, 77–88. Retrieved October 2, 2014, from EBSCOhost database.

Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312. Retrieved October 2, 2014, from EBSCOhost database.

Sweller, J. (1999). Instructional design in technical areas. Camberwell: ACER Press.

Thomas, M. (2005, May 23). E-learning on the move [Web log post]. Retrieved October 2, 2014, from Guardian.co.uk: http://bit.ly/p0gDIh.

van’t Hooft, M., Swan, K., Cook, D., & Lin, Y. (2007). What is ubiquitous computing? In M. van’t Hooft & K. Swan (Eds.), Ubiquitous computing in education (pp. 22–40). Mahwah: Lawrence Erlbaum Associates.

Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. B. (2003). User acceptance of information technology: toward a more unified view. MIS Quarterly, 27(3), 425–478. Retrieved June 20, 2014, from EBSCOhost database.

Verhagen, P. (2006, November 11). Connectivism: A new learning theory? [Web log post]. Retrieved from Surfspace: Retrieved October 2, 2014, from: http://bit.ly/pvnYsO.

Weiser, M. (1991). The computer for the 21st century. Scientific American, 265(3), 94–104.CrossRef

Wyatt, T., Krauskopf, P., Gaylord, N., Ward, A., Huffstutler-Hawkins, S., & Goodwin, L. (2010). Cooperative m-learning with nurse practitioner students. Nursing Education Perspectives, 31(2), 109–112.

Title: Connected and Ubiquitous: a Discussion of Two Theories That Impact Future Learning Applications
Authors: Richard A. Bair
Timothy Stafford
Publication date: 01-03-2016
Publisher: Springer US
Published in: TechTrends / Issue 2/2016
Print ISSN: 8756-3894
Electronic ISSN: 1559-7075
DOI: https://doi.org/10.1007/s11528-016-0021-z

Springer Professional

Connected and Ubiquitous: a Discussion of Two Theories That Impact Future Learning Applications

Abstract

Premium Partner

Springer Professional

Abstract

Please log in to get access to your license.

Other articles of this Issue 2/2016

Review of Integrating Educational Technology into Teaching, 7th Edition by M.D. Roblyer

Editor’s Notes

Professional Development Considerations for Makerspace Leaders, Part One: Addressing “What?” and “Why?”

Student See Versus Student Do: A Comparative Study of Two Online Tutorials

A Systems View of Creativity in a YouTube World

Getting Involved in AECT

Premium Partner