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Journal Issue
Volume 13 Issue 5 / Oct 2015  pp317‑445

Editor: Rikke Ørngreen, Karin Levinsen

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Editorial  pp317‑319

Rikke Ørngreen, Karin Levinsen

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i‑SERF: An Integrated Self‑Evaluated and Regulated Framework for Deploying Web 2.0 Technologies in the Educational Process  pp320‑332

Theodoros Karvounidis, Konstantinos Himos, Sotirios Bersimis, Christos Douligeris

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Analysis of Social Worker and Educator's Areas of Intervention Through Multimedia Concept Maps And Online Discussion Forums In Higher Education  pp333‑346

Esteban Vázquez-Cano, Eloy López Meneses, José Luis Sarasola Sánchez-Serrano

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Student Response (clicker) Systems: Preferences of Biomedical Physiology Students in Asian classes  pp347‑356

Isabel Hwang, Kevin Wong, Shun Leung Lam, Paul Lam

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Virtual Reality Based Behavioral Learning For Autistic Children  pp357‑365

Chandra Reka Ramachandiran, Nazean Jomhari, Shamala Thiyagaraja, Malissa Maria

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Visualizing Solutions: Apps as Cognitive Stepping‑Stones in the Learning Process  pp366‑379

Michael Stevenson, John Hedberg, Kate Highfield, Mingming Diao

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Abstract

Abstract: In many K‑12 and higher education contexts, the use of smart mobile devices increasingly affords learning experiences that are situated, authentic and connected. While earlier reviews of mobile technology may have led to criticism of these devic es as being largely for consumption, many current uses emphasize creativity and productivity, with diverse purposes ranging from blogging and social networking to near full‑scale video editing, office productivity and language translation. These affordanc es are further made possible by the large‑scale development of mobile applications (or apps). For the vast majority of mobile device users ‑ now numbering in the billions ⠍ many of these learning experiences are informal and just‑in‑time, sometimes un planned, unsanctioned by educational discourse and beyond the immediate locus of institutional control. As smart technologies become increasingly an extension of the personal, educators are faced with the question: how can we best facilitate and explicate the learning process and design relevant experiences that leverage the affordances of so many mobile devices? This paper explores how the effective use of apps enable the learning process to be visualized in ways that support meaningful and student‑cente red learning. The authors discuss recent developments in technology, mobile learning and multiliteracies, drawing on a range of case studies deploying mobile devices and using apps as part of learner‑led inquiry processes to enable creativity, collaborati on and critical thinking. Emerging from these case studies are real classroom examples, teacher‑student reflections, scaffolds and working models that all speak to the importance of using apps to visualize learning and support learners at each stage of th e learning process. Exploring the connections between mobile devices, media literacy and visual literacy, the paper also emphasizes the collaborative affordances of many current apps and the importance of multimodal forms of representation through gesture , voice, text, video and audio. Citing the com 

 

Keywords: Keywords: apps, m-learning, tablets, smartphones, inquiry

 

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Staff Development and Institutional Support for Technology Enhanced Learning in UK Universities  pp380‑389

Timos Almpanis

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Does the Web Contain Pedagogically Informed Materials? The COSREW Outcomes  pp390‑411

Athitaya Nitchot, Lester Gilbert

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Learner Differences in Perceived Satisfaction of an Online Learning: an Extension to the Technology Acceptance Model in an Arabic Sample  pp412‑430

Ahmed Al-Azawei, Karsten Lundqvist

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Mastering Digital Literacy  pp431‑432

Miles Harvey

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