Using Gartner’s Hype Curve as a basis toanalyze research on the educational use ofubiquitous computingJari Laru, Ph.DLearn...
Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland...
Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland...
Case study 1: Designing a new virtualmaster’s programmeCollective taskJari Laru, Ph.D (Educational Sciences). Learning & E...
Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland...
Case study 2: Field trip (K12-education)Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research...
Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland...
Case study III: a course in the contextof higher educationJari Laru, Ph.D (Educational Sciences). Learning & Educational T...
Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland...
Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland...
Why hype cycle? (conclusive thoughts)• hypes thrive in rich environments, where research, business, and widersocial activi...
Thank you• http://www.mendeley.com/profiles/jari-laru/• http://www.linkedin.com/in/jarilaruJari Laru, Ph.D (Educational Sc...
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Using Gartner’s Hype Curve as a basis to analyze research on the educational use of ubiquitous computing�

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Laru & Järvelä (2013). Using Gartner's Hype Cycle as a Basis to Analyze Research on the Educational Use of Ubiquitous Computing. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.). To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia. International Society of the Learning Sciences.

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Using Gartner’s Hype Curve as a basis to analyze research on the educational use of ubiquitous computing�

  1. 1. Using Gartner’s Hype Curve as a basis toanalyze research on the educational use ofubiquitous computingJari Laru, Ph.DLearning & Educational Technology Research Unit, University of Oulu,FinlandJari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of Wisconsins, Madison, USA
  2. 2. Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of Wisconsins, Madison, USATechnology triggerPeak of inflatedExpectationsTrough ofDisillusionmentSlope ofEnlightenment Plateau of productivityFirst generation:PocketPCsFirst steps (R&D)Personal DigitalAssistants2nd generation:Wireless InternetLearning Devices(Smartphones)3rdgeneration:Out of thebox tools,social mediaintegrationCase study ICase study IICase studyIIItimeVisibilityUbiquitous future
  3. 3. Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of Wisconsins, Madison, USATechnology trigger Peak of inflated ExpectationsFirst generation:PocketPCsFirst steps (R&D)Personal DigitalAssistantsCase study ItimeVisibility1. First years of research: mobility &PDAs• Beliefs that mobile deviceswould revolutionizeeducation (Trifonova, 2003)• ”M-learning or mobilelearning” (Keegan, 2005;Quinn, 2000) as extensionof e-learning (Quinn, 2000).• Definition of mobilelearning (Sharples, 2000).• Era of technologydeterminism started
  4. 4. Case study 1: Designing a new virtualmaster’s programmeCollective taskJari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of Wisconsins, Madison, USAExisting master’s programsNew master’s programKnowledge building activity• The participants (n=10) shared amajor problem: to design a newdistance education program innew domain• Instructional design wassimplified: a mobile deviceequipped with knowledgebuilding tool was just embeddedinto existing practises.• Dissappointing resultsLaru, J., & Järvelä, S. (2008). Social patterns in mobile technologymediated collaboration among members of the professional distanceeducation community. Educational Media International, 45(1), 17-32.
  5. 5. Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of Wisconsins, Madison, USAtimeVisibility2. ”Wireless internet learning devices togetherwith pedagogically ambitious learning goals”2nd generation:Wireless InternetLearning Devices(Smartphones)Case study IITrough of Disillusionment• ”tool support of mostprojects is notpedagogically ambitious”(Frohberget et. al, 2009).• In order to ensure engagedlearners, a proper design isneeded (Looi et. al, 2009)• Seminal WILD paper(Roschelle & Pea, 2002)[was ahead of the timewhen was published]• Role of teacher, scaffoldingetc.Slope of Enlightenment
  6. 6. Case study 2: Field trip (K12-education)Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of Wisconsins, Madison, USA• The participants’ (n=22,age=12) participated one-dayfield trip to nature park• Their shared problem was toexplore inanimate andanimate traces• Smart phones with bluetoothmobile encounter networks• Core-activity was aimed atscaffolding argumentativediscussions in small groupsduring inquiry learning (softand hard scaffolds)• Design included also pre- andpost-structuring activities.• Mixed resultsLARU, Jari; JÄRVELÄ, Sanna; CLARIANA, Roy B. Supporting collaborative inquiryduring a biology field trip with mobile peer-to-peer tools for learning: a case studywith K-12 learners. Interactive Learning Environments, 2012, 20.2: 103-117.
  7. 7. Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of Wisconsins, Madison, USAtime3. Combining affordances of social software andmobile learningCase study III• Personal and wirelessly networkedtechnologies and social softwaretools are (currently) becoming moreprevalent in the live of learners(Lewis et. Al, 2010; Lewis, Pea &Rosen, 2009)• Mobile social media (Multisilta &Milrad, 2009) in education is stitchingformal and informal learning contextstogether and briding individual andsocial learning, which leads toseamless learning• However, very few papers discuss themechanisms of bridging theindividual and collaborative activities(Wong & Looi, 2011). Slope of Enlightenment3rd generation:Out of the box tools,social mediaintegration
  8. 8. Case study III: a course in the contextof higher educationJari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of Wisconsins, Madison, USA• The participants (n=21)undergraduate teachereducation students.• Learners’ core task was tointegrate selected individualblog reflections and visualrepresentations into coherentand comprehensive wiki• Multiple individual andcollective phases before thewiki activity where contentwas elaborated multiple times• Role of the mobile device wassmaller than earlier studies• Positive resultsLaru, J., Näykki, P., & Järvelä, S. (2012). Supporting small-group learning usingmultiple Web 2.0 tools: A case study in the higher education context. The Internetand Higher Education, 15(1), 29-38.
  9. 9. Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of Wisconsins, Madison, USAtime4. Ubiquitous tomorrow: learning environmentconsisting of an amalgam of tools around the corner• Research and educational use iscurrently in the phase of the plateauof the productivity• World is entering the age of mobilism(Norris & Soloway, 2011)• Mobile phones are nowadayconnected computing devices thatoffer multitude services (Pea &Maldonado, 2006)• Contemporary human interactionparadigms (RFID, QR-Codes etc. Arebecoming regarded as mainstrea, incurrent mobile devices• Multiple device-student ratios (e.g.1:1 or 1:all) set new challenges forinstructional designers (Wong & Looi,2011)Plateau of productivity
  10. 10. Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of Wisconsins, Madison, USATechnology trigger Peak of inflated ExpectationstimeVisibilityConclusionTrough ofDisillusionmentSlope ofEnlightenment Plateau of productivity
  11. 11. Why hype cycle? (conclusive thoughts)• hypes thrive in rich environments, where research, business, and widersocial activities contribute to the creation, sharing, and refinement ofexpectations (Lente, Spitters & peine, 2013).• This study follows studies by Järvenpää & Mäkinen and Van lente et. Al(2013) which have bridged empirical measures to the Hype Cycle• This paper represents an exploratory and empirically driven study seekingindicators in the three case study designs for the Hype Cycle in relation tothe evolution of educational use of ubiquitous computing• The Hype Cycle and case studies described here emphasize thatpedagogically grounded instructional design is needed in order to putemergent technologies into effective use• Since we are currently living between the stages of mobile social learningand ubiquitous future, the role of mobile technologies in different learningcontexts is still a challenge for researchers and practitioners (do educatorslive in different hype phase than researchers?)Jari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of Wisconsins, Madison, USA
  12. 12. Thank you• http://www.mendeley.com/profiles/jari-laru/• http://www.linkedin.com/in/jarilaruJari Laru, Ph.D (Educational Sciences). Learning & Educational Technology Research Unit (LET). University of Oulu, Finland. CSCL 2013, University of Wisconsins, Madison, USA
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