Wali, Esra and Winters, Niall and Oliver, Martin (2008) Maintaining, changing and crossing contexts: an activity theoretic reinterpretation of mobile learning. ALT-J: Research in Learning Technology, 16 (1). pp. 41-57. ISSN 1741-1629 (electronic) 0968-7769 (paper)
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Abstract
Although mobile learning is a popular topic in current research, it is not well conceptualised. Many researchers rely on under-theorised conceptions of the topic, and those who have tried to refine the ideas involved have found this to be complex and difficult. In this paper, a new interpretation of the concept of ‘mobile learning’ is offered, drawing on the tradition of activity theory. The interpretation focuses on the continuity of learning activities that take place in multiple contexts which are embodied as the combination of the physical and social setting of the learning activities. The paper starts by sketching the current research context, and then outlines the theoretical tradition within which the interpretation of ‘mobile learning’ is located. Then, the new interpretation is offered, and the concepts are applied to case studies to illustrate how this new understanding develops current thinking in the area. The paper concludes by discussing the implications for research of adopting such a perspective.
| Item Type: | Article |
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| Additional Information: | This is an electronic version of an article published in Wali, Esra and Winters, Niall and Oliver, Martin (2008) Maintaining, changing and crossing contexts: an activity theoretic reinterpretation of mobile learning. ALT-J: Research in Learning Technology, 16 (1). pp. 41-57. ALT-J: Research in Learning Technology is available online at: http://www.informaworld.com/10.1080/09687760701850190 |
| Uncontrolled Keywords: | mobile learning; context; activity theory |
| Subjects: | Departments > London Knowledge Lab |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 24 Jul 2009 15:51 |
| Last Modified: | 26 Jun 2012 22:23 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/431 |
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