This paper discusses the importance of learning context with a particular focus
upon the educational application of mobile technologies. We suggest that one way to
understand a learning context is to perceive it as a Learner Centric Ecology of Resources.
These resources can be deployed variously but with a concern to promote and support
different kinds of mediations, including those of the teacher and learner. Our approach is
informed by sociocultural theory and is used to construct a framework for the evaluation of
learning experiences that encompass various combinations of technologies, people, spaces and
knowledge. The usefulness of the framework is tested through two case studies that evaluate a
range of learning contexts in which mobile technologies are used to support learning. We
identify the benefits and challenges that arise when introducing technology across multiple
locations. An analytical technique mapped from the Ecology of Resources framework is
presented and used to identify the ways in which different technologies can require learners to
adopt particular roles and means of communication. We illustrate how we involve participants
in the analysis of their context and highlight the extent to which apparently similar contexts
vary in ways that are significant for learners. The use of the Ecology of Resources framework
to evaluate a range of learning contexts has demonstrated that technology can be used to
provide continuity across locations: the appropriate contextualization of activities across
school and home contexts, for example. It has also provided evidence to support the use of
technology to identify ways in which resources can be adapted to meet the needs of a learner.
%0 Journal Article
%1 luckin2005umt
%A Luckin, Rosemary
%A du Boulay, Benedict
%A Smith, Hilary
%A Underwood, Joshua
%A Fitzpatrick, Geraldine
%A Holmberg, Joseph
%A Kerawalla, Lucinda
%A Tunley, Hilary
%A Brewster, Diane
%A Pearce, Darren
%D 2005
%J Journal of Interactive Media in Education
%K Vygotsky ZPD centered como context ecologyofresources education homework human laptops learner-centered learning mobile participatory polonsky postdocapplication technology
%T Using Mobile Technology to Create Flexible Learning Contexts
%U http://jime.open.ac.uk/2005/22/luckin-2005-22-paper.html
%V 22
%X This paper discusses the importance of learning context with a particular focus
upon the educational application of mobile technologies. We suggest that one way to
understand a learning context is to perceive it as a Learner Centric Ecology of Resources.
These resources can be deployed variously but with a concern to promote and support
different kinds of mediations, including those of the teacher and learner. Our approach is
informed by sociocultural theory and is used to construct a framework for the evaluation of
learning experiences that encompass various combinations of technologies, people, spaces and
knowledge. The usefulness of the framework is tested through two case studies that evaluate a
range of learning contexts in which mobile technologies are used to support learning. We
identify the benefits and challenges that arise when introducing technology across multiple
locations. An analytical technique mapped from the Ecology of Resources framework is
presented and used to identify the ways in which different technologies can require learners to
adopt particular roles and means of communication. We illustrate how we involve participants
in the analysis of their context and highlight the extent to which apparently similar contexts
vary in ways that are significant for learners. The use of the Ecology of Resources framework
to evaluate a range of learning contexts has demonstrated that technology can be used to
provide continuity across locations: the appropriate contextualization of activities across
school and home contexts, for example. It has also provided evidence to support the use of
technology to identify ways in which resources can be adapted to meet the needs of a learner.
@article{luckin2005umt,
abstract = {This paper discusses the importance of learning context with a particular focus
upon the educational application of mobile technologies. We suggest that one way to
understand a learning context is to perceive it as a Learner Centric Ecology of Resources.
These resources can be deployed variously but with a concern to promote and support
different kinds of mediations, including those of the teacher and learner. Our approach is
informed by sociocultural theory and is used to construct a framework for the evaluation of
learning experiences that encompass various combinations of technologies, people, spaces and
knowledge. The usefulness of the framework is tested through two case studies that evaluate a
range of learning contexts in which mobile technologies are used to support learning. We
identify the benefits and challenges that arise when introducing technology across multiple
locations. An analytical technique mapped from the Ecology of Resources framework is
presented and used to identify the ways in which different technologies can require learners to
adopt particular roles and means of communication. We illustrate how we involve participants
in the analysis of their context and highlight the extent to which apparently similar contexts
vary in ways that are significant for learners. The use of the Ecology of Resources framework
to evaluate a range of learning contexts has demonstrated that technology can be used to
provide continuity across locations: the appropriate contextualization of activities across
school and home contexts, for example. It has also provided evidence to support the use of
technology to identify ways in which resources can be adapted to meet the needs of a learner.},
added-at = {2009-06-15T16:13:37.000+0200},
author = {Luckin, Rosemary and du Boulay, Benedict and Smith, Hilary and Underwood, Joshua and Fitzpatrick, Geraldine and Holmberg, Joseph and Kerawalla, Lucinda and Tunley, Hilary and Brewster, Diane and Pearce, Darren},
biburl = {https://www.bibsonomy.org/bibtex/2fa75d176c7354a1eb55006b943107d3f/yish},
interhash = {a86f72e51322fe0d6416bee177030b6d},
intrahash = {fa75d176c7354a1eb55006b943107d3f},
journal = {Journal of Interactive Media in Education},
keywords = {Vygotsky ZPD centered como context ecologyofresources education homework human laptops learner-centered learning mobile participatory polonsky postdocapplication technology},
timestamp = {2010-01-25T10:50:25.000+0100},
title = {Using Mobile Technology to Create Flexible Learning Contexts},
url = {http://jime.open.ac.uk/2005/22/luckin-2005-22-paper.html},
volume = 22,
year = 2005
}