@incollection{springerlink:10.1007/978-1-4419-0585-7_7,
  abstract = {The chapter carries out a social semiotic multimodal analysis of the affordances of mobile devices. Through the analysis of the hardware and software design and of the functionalities of a Nokia N95, taken as an instance of various smartphone models, the chapter analyses what types of representations are foregrounded and backgrounded by these devices and the abilities, which are more or less required for their use. The chapter concludes by detailing the social habitus, which is fostered through the introduction of mobile devices in our media landscape, together with some possible implications for educational contexts.},
  added-at = {2011-11-23T15:15:20.000+0100},
  affiliation = {Institute of Education, University of London, 20 Bedford Way, London, UK WC1H 0AL},
  author = {Pachler, Norbert and Cook, John and Bachmair, Ben and Pachler, Norbert and Bachmair, Ben and Cook, John},
  biburl = {http://www.bibsonomy.org/bibtex/2b41091924a83c8892404b44db19d2614/yish},
  booktitle = {Mobile Learning},
  interhash = {f78f2d9f3fafa6a4e0e4d6aadef42c90},
  intrahash = {b41091924a83c8892404b44db19d2614},
  isbn = {978-1-4419-0585-7},
  keyword = {Education},
  keywords = {learning mlearning mobile semiotic social},
  note = {10.1007/978-1-4419-0585-7_7},
  pages = {185-204},
  publisher = {Springer US},
  title = {A Social Semiotic Analysis of Mobile Devices: Interrelations of Technology and Social Habitus},
  url = {http://dx.doi.org/10.1007/978-1-4419-0585-7_7},
  year = 2010
}

@article{citeulike:8332475,
  abstract = {{This paper reports on one aspect of the Joint Information Systems Committee (JISC)-funded project 'Scoping a vision of formative e-assessment', namely on cases of formative e-assessment developed iteratively with the UK education practitioner community. The project, which took place from June 2008 to January 2009, aimed to identify current theories and practices relating to formative assessment of learning where technologies play a key role. The project aimed to scope the 'domain' of formative e-assessment, by developing cases of practice and identifying key formative processes within them, which are affected by the use of technologies. From this analysis, patterns were extracted to inform future software design. A discussion of the key issues emerging from the review of the literature on formative e-assessment, a full account of the project methodology – the design pattern methodology – as well as a critical discussion of the findings – namely the patterns and the role of technology – are the focus of a separate paper (see Daly, Pachler, Mor, and Mellar (in press) . This paper documents how cases of formative e-assessment were developed during the project by a collaborative methodology involving practitioners from a range of post-16 education contexts. The cases were analysed with reference to key theoretical perspectives on formative assessment, particularly the work of Black and Wiliam (2009) . In addition, Laurillard's Conversational Framework (2002, 2007) was used to locate practices of formative assessment within a wider concept of learning and teaching involving technologies, although a detailed discussion of the latter is not within the scope of this paper 1 .}},
  added-at = {2011-07-27T01:37:06.000+0200},
  author = {Pachler, Norbert and Daly, Caroline and Mor, Yishay and Mellar, Harvey},
  biburl = {http://www.bibsonomy.org/bibtex/2a53c7cb85c6ef7c76fee7a292eafde2f/rubrics},
  citeulike-article-id = {8332475},
  citeulike-linkout-0 = {http://dx.doi.org/10.1016/j.compedu.2009.09.032},
  comment = {(private-note)'Formative e-assessment', we argue, is better understood as multiple processes involving technologies to greater or lesser degrees, where evidence is generated about a learner's state of understanding relative to desirable goals, and where individuals are enabled to take actions which bring about changes in learners' skills, knowledge and understanding, or in teachers' pedagogical practice. What is key is not how we assess but what we do with the data we generate as a result of interventions which can be supported by technologies.},
  day = 17,
  doi = {10.1016/j.compedu.2009.09.032},
  interhash = {7a9a245f7cecbd5354248335b74cf10a},
  intrahash = {a53c7cb85c6ef7c76fee7a292eafde2f},
  journal = {Computers \& Education},
  keywords = {educational-innovations, educational-technology, era-a-journal, evaluation, online-courses, web-based-instruction},
  month = apr,
  number = 3,
  pages = {715--721},
  posted-at = {2010-11-30 07:25:40},
  priority = {3},
  title = {{Formative e-assessment: Practitioner cases}},
  url = {http://dx.doi.org/10.1016/j.compedu.2009.09.032},
  volume = 54,
  year = 2010
}

@inproceedings{conf/lssc/DenevFP03,
  added-at = {2011-07-06T00:00:00.000+0200},
  author = {Denev, Jordan and Frank, Thomas and Pachler, Klaus},
  biburl = {http://www.bibsonomy.org/bibtex/2abc5b39ae1116d0bdd51a6a313526bfa/dblp},
  booktitle = {LSSC},
  crossref = {conf/lssc/2003},
  editor = {Lirkov, Ivan and Margenov, Svetozar and Wasniewski, Jerzy and Yalamov, Plamen Y.},
  ee = {http://dx.doi.org/10.1007/978-3-540-24588-9_41},
  interhash = {8e7a64854fc398f4926f3be1d8b3e8eb},
  intrahash = {abc5b39ae1116d0bdd51a6a313526bfa},
  isbn = {3-540-21090-3},
  keywords = {dblp},
  pages = {363-370},
  publisher = {Springer},
  series = {Lecture Notes in Computer Science},
  title = {Large Eddy Simulation of Turbulent Square Channel Flow Using a PC-Cluster Architecture.},
  url = {http://dblp.uni-trier.de/db/conf/lssc/lssc2003.html#DenevFP03},
  volume = 2907,
  year = 2003
}

@book{pachler2009,
  added-at = {2011-04-21T16:25:44.000+0200},
  address = {Berlin},
  author = {Pachler, N. and Bachmair, B. and Cook, J. and Kress, G.},
  biburl = {http://www.bibsonomy.org/bibtex/2ef0bdb40d1402ec60631dd19e58dddc1/mleidl},
  interhash = {af68051194169b95067972d4cb96bd3f},
  intrahash = {ef0bdb40d1402ec60631dd19e58dddc1},
  keywords = {m-learning mobile_learning pachler pachler2009},
  publisher = {Springer},
  title = {Mobile Learning: Structures, Agency, Practices},
  year = 2009
}

@article{journals/jcal/PachlerD09,
  added-at = {2011-04-04T00:00:00.000+0200},
  author = {Pachler, Norbert and Daly, Caroline},
  biburl = {http://www.bibsonomy.org/bibtex/2a18d890eb91159e7f8d8b5f63e34f72e/dblp},
  ee = {http://dx.doi.org/10.1111/j.1365-2729.2008.00303.x},
  interhash = {184d47317f8edeaff0dc9db481c1b69c},
  intrahash = {a18d890eb91159e7f8d8b5f63e34f72e},
  journal = {J. Comp. Assisted Learning},
  keywords = {dblp},
  number = 1,
  pages = {6-18},
  title = {Narrative and learning with Web 2.0 technologies: towards a research agenda.},
  url = {http://dblp.uni-trier.de/db/journals/jcal/jcal25.html#PachlerD09},
  volume = 25,
  year = 2009
}

@techreport{ieKey,
  abstract = {Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessment},
  added-at = {2011-02-04T12:21:08.000+0100},
  author = {Pachler, Norbert and Mellar, Harvey and Daly, Caroline and Mor, Yishay and Wiliam, Dylan and Laurillard, Diana},
  biburl = {http://www.bibsonomy.org/bibtex/2b9236fd82fe60d5cbac1aa340221c566/yish},
  description = {Telearn},
  howpublished = {Project Report},
  institution = {Institute of Education, WLE},
  interhash = {f3f41ae311d9bbee71c84cc6509c0f91},
  intrahash = {b9236fd82fe60d5cbac1aa340221c566},
  keywords = {JISC assessment design designpatterns education elearning feasstpatterns formative haifa-edtech my myown patternlanguagenetwork patterns wleformativeeassessment},
  title = {Scoping a vision for formative e-assessment: a project report for JISC },
  url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=1875},
  year = 2009
}

@article{cae-feasst09,
  abstract = {This paper reports on one aspect of the Joint Information Systems Committee
(JISC)-funded project 'Scoping a vision of formative e-assessment', namely on cases
of formative e-assessment developed iteratively with the UK education practitioner
community. The project, which took place from June 2008 – January 2009, aimed to
identify current theories and practices relating to formative assessment of learning
where technologies play a key role. The project aimed to scope the 'domain' of
formative e-assessment, by developing cases of practice and identifying key
formative processes within them, which are affected by the use of technologies.
From this analysis, patterns were extracted to inform future software design. A
discussion of the key issues emerging from the review of the literature on formative
e-assessment, a full account of the project methodology – the design pattern
methodology – as well as a critical discussion of the findings – namely the patterns
and the role of technology – are the focus of a separate paper (see Daly et al
(forthcoming). This paper documents how cases of formative e-assessment were
developed during the project by a collaborative methodology involving practitioners
from a range of post-16 education contexts. The cases were analysed with reference
to key theoretical perspectives on formative assessment, particularly the work of
Black and Wiliam (2009). In addition, Laurillard's Conversational Framework (2002,
2007) was used to locate practices of formative assessment within a wider concept
of learning and teaching involving technologies, although a detailed discussion of the
latter is not within the scope of this paper1.
},
  added-at = {2011-02-04T12:17:51.000+0100},
  author = {Pachler, Norbert and Daly, Caroline and Mor, Yishay and Mellar, Harvey},
  biburl = {http://www.bibsonomy.org/bibtex/27542356db18170d22f5cb8bc4d3bca60/yish},
  doi = {10.1016/j.compedu.2009.09.032},
  interhash = {7a9a245f7cecbd5354248335b74cf10a},
  intrahash = {7542356db18170d22f5cb8bc4d3bca60},
  journal = {Computers and Education},
  keywords = {cases casestories como eLPBookMor eassessment feasst formative haifa-edtech learning my myown polonsky practitioner wleformativeeassessment},
  number = 3,
  pages = {715-721},
  title = {Formative e-assessment: practitioner cases},
  url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=2231},
  volume = 54,
  year = 2010
}

@incollection{MorELP2010,
  added-at = {2011-02-04T12:13:19.000+0100},
  address = {Hershey, PA},
  author = {Mor, Yishay and Mellar, Harvey and Pachler, Norbert and Daly, Caroline},
  biburl = {http://www.bibsonomy.org/bibtex/28d2db10cf4e2b7566ba0b522ce8124d2/yish},
  booktitle = {Problems Investigations of E-Learning Patterns: Context Factors Solutions},
  editor = {Kohls, Christian and Wedekind, Joachim},
  interhash = {ff5c154f8f332ab71570e19b7eb4aa97},
  intrahash = {8d2db10cf4e2b7566ba0b522ce8124d2},
  keywords = {assessment case design designpatterns e-assessment feasst formative haifa-edtech my myown narrative patterns ppw},
  publisher = {Information Science Publishing},
  title = {Formative e-Assessment: case stories, design patterns and future scenarios},
  year = 2011
}

@article{daly-exploring,
  abstract = {This article presents key findings from a Joint Information Systems Committee-funded project, which aimed to identify existing practices where technologies contribute to formative assessment and identify processes that take place around formative assessment where technologies play a significant role. Using a design pattern methodology, the project developed a range of cases of formative e-assessment with practitioners across a variety of settings through a series of participant workshops. From a selection of these cases, we identified key elements in how practitioners described the problems and solutions they addressed regarding assessment in relation to learning within their different contexts. The patterns were analysed to highlight aspects of them, which are considered critical in theoretical analyses of formative assessment. We provide an overview of the project and discuss an illustrative case and pattern, followed by an analysis which suggests the particular contribution of technologies to formative assessment. Ultimately, for assessment to have formative effects, tutors and students can be identified as appropriating both social and technological resources in learning situations and engaging with both to learn how to take control over learning experiences.},
  added-at = {2011-02-04T12:12:48.000+0100},
  author = {Daly, Caroline and Pachler, Norbert and Mor, Yishay and Mellar, Harvey},
  biburl = {http://www.bibsonomy.org/bibtex/2d956ef57250671efb80c191102c09e04/yish},
  interhash = {28e8386842a6ffa70f68230e006f7c9f},
  intrahash = {d956ef57250671efb80c191102c09e04},
  journal = {Assessment & Evaluation in Higher Education},
  keywords = {assessment design designpatterns e-assessment education feasst formative haifa-edtech learning my myown patterns ppw technology},
  number = 5,
  pages = {619 - 636},
  title = {Exploring formative e-assessment: Using case stories and design patterns},
  url = {http://www.informaworld.com/openurl?genre=article&issn=0260%2d2938&volume=35&issue=5&spage=619},
  volume = 35,
  year = 2010
}

@article{journals/ijmbl/PimmerPA10,
  added-at = {2011-01-10T00:00:00.000+0100},
  author = {Pimmer, Christoph and Pachler, Norbert and Attwell, Graham},
  biburl = {http://www.bibsonomy.org/bibtex/253083bf5d39c1b0bc627c47ec15d2536/dblp},
  ee = {http://dx.doi.org/10.4018/jmbl.2010100101},
  interhash = {3ce6cdaf012e12962342284c00f06395},
  intrahash = {53083bf5d39c1b0bc627c47ec15d2536},
  journal = {IJMBL},
  keywords = {dblp},
  number = 4,
  pages = {1-18},
  title = {Towards Work-Based Mobile Learning: What We Can Learn from the Fields of Work-Based Learning and Mobile Learning.},
  url = {http://dblp.uni-trier.de/db/journals/ijmbl/ijmbl2.html#PimmerPA10},
  volume = 2,
  year = 2010
}

@article{journals/ijmbl/PachlerCB10,
  added-at = {2011-01-10T00:00:00.000+0100},
  author = {Pachler, Norbert and Cook, John and Bachmair, Ben},
  biburl = {http://www.bibsonomy.org/bibtex/2d59b622a05938ebdf963662405899ec0/dblp},
  ee = {http://dx.doi.org/10.4018/jmbl.2010010101},
  interhash = {0f800e7953ba5a65c485e9905e419980},
  intrahash = {d59b622a05938ebdf963662405899ec0},
  journal = {IJMBL},
  keywords = {dblp},
  number = 1,
  pages = {1-21},
  title = {Appropriation of Mobile Cultural Resources for Learning.},
  url = {http://dblp.uni-trier.de/db/journals/ijmbl/ijmbl2.html#PachlerCB10},
  volume = 2,
  year = 2010
}

@article{journals/ce/PachlerDMM10,
  added-at = {2010-02-15T00:00:00.000+0100},
  author = {Pachler, Norbert and Daly, Caroline and Mor, Yishay and Mellar, Harvey},
  biburl = {http://www.bibsonomy.org/bibtex/226ed4f3ddcd8babb5abf01448219adde/dblp},
  date = {2010-02-15},
  description = {dblp},
  ee = {http://dx.doi.org/10.1016/j.compedu.2009.09.032},
  interhash = {7a9a245f7cecbd5354248335b74cf10a},
  intrahash = {26ed4f3ddcd8babb5abf01448219adde},
  journal = {Computers & Education},
  keywords = {dblp},
  number = 3,
  pages = {715-721},
  title = {Formative e-assessment: Practitioner cases.},
  url = {http://dblp.uni-trier.de/db/journals/ce/ce54.html#PachlerDMM10},
  volume = 54,
  year = 2010
}

@book{Leask2005,
  abstract = {This book is a starting point for exploring the possibilities which ICT offers to teachers and pupils. The focus is a on applying the new technologies in the classroom and exploring and the possibilities every teacher has within reach.},
  added-at = {2009-09-08T11:59:48.000+0200},
  author = {Leask, Marilyn and Pachler, Norbert},
  biburl = {http://www.bibsonomy.org/bibtex/2bcffe69921a97cc8b7af23b98d869c7c/harveymellar},
  editor = {Leask, Marilyn and Pachler, Norbert},
  interhash = {53ce3c4c3ae1b5b45fe14e4eb08e9df5},
  intrahash = {bcffe69921a97cc8b7af23b98d869c7c},
  keywords = {MA_learning_I},
  mendeley-groups = {Theories of learning and teaching with technology - I},
  title = {Learning to teach using ICT in the secondary school},
  url = {http://books.google.com/books?id=YleqZqwAzXwC&pgis=1},
  year = 2005
}

@article{pachler_narrative_2009,
  added-at = {2009-06-10T16:56:20.000+0200},
  author = {Pachler, N. and Daly, C.},
  biburl = {http://www.bibsonomy.org/bibtex/2382fd49a4a302337368a2644b14d130f/yish},
  doi = {10.1111/j.1365-2729.2008.00303.x},
  interhash = {184d47317f8edeaff0dc9db481c1b69c},
  intrahash = {382fd49a4a302337368a2644b14d130f},
  issn = {02664909},
  journal = {Journal of Computer Assisted Learning},
  keywords = {learning narrative technologies web2.0},
  number = 1,
  pages = {6--18},
  title = {Narrative and learning with Web 2.0 technologies: towards a research agenda},
  url = {http://blackwell-synergy.com/doi/abs/10.1111/j.1365-2729.2008.00303.x},
  volume = 25,
  year = 2009
}

@article{PachlerDaly09,
  abstract = {This paper investigates the impact of Web. 2.0 technologies on the ways learning can be conceived of as a narrative process within contemporary contexts, using blogs as an illustrative example. It is premised on the concept of narrative as a way in which individuals represent and organize experience in order to learn from it and make it shareable with others within social contexts. The first part of the paper offers a theoretical analysis of the role of narrative in the social construction of knowledge by the ways it enables users of Web 2.0 technologies to participate meaningfully in the exchange of experiences and ideas. The second part of the paper offers a 'situated' analysis of the narrative practices engaged with by users of blogs. A 'narrative trail' is used to provide a contextualized instance of the narrative practices which are involved. The paper concludes by examining the research issues which are raised and suggests a research agenda which is needed to explore Web 2.0 technologies as social utilities affecting knowledge production, in which the adaptation of narrative theory is a central feature.},
  added-at = {2009-01-20T10:21:00.000+0100},
  author = {Daly, Caroline and Pachler, Norbert},
  biburl = {http://www.bibsonomy.org/bibtex/2fa43efff408a4d99f593a76b3acd0a0f/yish},
  interhash = {184d47317f8edeaff0dc9db481c1b69c},
  intrahash = {fa43efff408a4d99f593a76b3acd0a0f},
  journal = {Journal of Computer Assisted Learning},
  keywords = {blogs learning narrative patternlanguagenetwork technology web2.0 wleformativeeassessment},
  note = {10.1111/j.1365-2729.2008.00303.x},
  number = 1,
  pages = {6-18},
  title = {Narrative and learning with Web 2.0 technologies: towards a research agenda},
  url = {http://www3.interscience.wiley.com/journal/121640392/abstract},
  volume = 25,
  year = 2009
}

@inproceedings{conf/cluster/FrankBPS00,
  added-at = {2008-05-28T00:00:00.000+0200},
  author = {Frank, Thomas and Bernert, Klaus and Pachler, Klaus and Schneider, Hellfried},
  biburl = {http://www.bibsonomy.org/bibtex/23c902af4f5dcf50a64ed6b856d260aa4/dblp},
  booktitle = {CLUSTER},
  crossref = {conf/cluster/2000},
  date = {2008-05-28},
  description = {dblp},
  ee = {http://doi.ieeecomputersociety.org/10.1109/CLUSTER.2000.10038},
  interhash = {707f43cbb81139a11b263f120ff7481f},
  intrahash = {3c902af4f5dcf50a64ed6b856d260aa4},
  isbn = {0-7695-0896-0},
  keywords = {dblp},
  pages = {387-388},
  publisher = {IEEE Computer Society},
  title = {Efficient Parallelization of Eulerian-Lagrangian Approach for Disperse Multiphase Flow Calculations on MIMD Computer Architectures.},
  url = {http://dblp.uni-trier.de/db/conf/cluster/cluster2000.html#FrankBPS00},
  year = 2000
}

@inproceedings{conf/cluster/BernertFSP00,
  added-at = {2008-05-28T00:00:00.000+0200},
  author = {Bernert, Klaus and Frank, Thomas and Schneider, Hellfried and Pachler, Klaus},
  biburl = {http://www.bibsonomy.org/bibtex/2b5dec45dd2bd7e75391f7b6c56359adc/dblp},
  booktitle = {CLUSTER},
  crossref = {conf/cluster/2000},
  date = {2008-05-28},
  description = {dblp},
  ee = {http://doi.ieeecomputersociety.org/10.1109/CLUSTR.2000.889045},
  interhash = {e2353c4e7be55eb18d3f201270bcc398},
  intrahash = {b5dec45dd2bd7e75391f7b6c56359adc},
  isbn = {0-7695-0896-0},
  keywords = {dblp},
  pages = {217-},
  publisher = {IEEE Computer Society},
  title = {Multi-Grid Acceleration of a SIMPLE-Based CFD-Code and Aspects of Parallelization.},
  url = {http://dblp.uni-trier.de/db/conf/cluster/cluster2000.html#BernertFSP00},
  year = 2000
}

@incollection{Pachler2005,
  added-at = {2008-05-22T23:34:05.000+0200},
  address = {London},
  author = {Pachler, Norbert},
  biburl = {http://www.bibsonomy.org/bibtex/23e38d0763b7789295b280d791a7855ce/servusuk},
  booktitle = {Learning to teach using ICT in the Secondary School},
  edition = {Second},
  editor = {Leask, Marilyn and Pachler, Norbert},
  interhash = {5b81d1bfd611f3444dc0591428644271},
  intrahash = {3e38d0763b7789295b280d791a7855ce},
  keywords = {WLEFormativeEAssessment},
  pages = {125-148},
  publisher = {Routledge},
  title = {Assessment of and through ICT},
  year = 2005
}

@article{cook2008,
  added-at = {2008-05-08T20:35:10.000+0200},
  author = {Cook, John and Pachler, Norbert and Bradley, Claire},
  biburl = {http://www.bibsonomy.org/bibtex/25f4f99a9c94c89f7c5c77ce66438b17b/weilandp},
  interhash = {8be1ba6b0d2fd04317b638394d86e718},
  intrahash = {5f4f99a9c94c89f7c5c77ce66438b17b},
  journal = {Journal of the Research Center for Educational Technology},
  keywords = {informal_learning m-learning},
  number = 1,
  title = {Bridging the Gap? Mobile Phones at the Interface Between Informal and Formal Learning},
  url = {http://www.rcetj.org/?type=art&id=87827&},
  volume = 4,
  year = 2008
}

@incollection{kress:ctm,
  added-at = {2008-04-01T21:35:36.000+0200},
  author = {Kress, G. and Pachler, N.},
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  bdsk-url-1 = {http://www.wlecentre.ac.uk/cms/files/occasionalpapers/mobilelearning_pachler2007.pdf#page=6},
  biburl = {http://www.bibsonomy.org/bibtex/20d3c596fbdc41fa0854bc1bf9622dece/weilandp},
  booktitle = {Mobile learning towards a research agenda},
  chapter = {Chapter 1},
  date-added = {2008-02-23 15:04:39 +0100},
  date-modified = {2008-03-29 14:21:59 +0100},
  editor = {Pachler, Norbert},
  interhash = {63f112199a678c20d9410c7c9d2ef1c1},
  intrahash = {0d3c596fbdc41fa0854bc1bf9622dece},
  journal = {Mobile learning},
  keywords = {imported},
  pages = {7-32},
  publisher = {The WLE Centre, Institute of Education},
  series = {Occasional Papers in Work-based Learning 1},
  title = {Thinking about the 'm' in m-learning},
  year = 2007
}