Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Couleurs de la vie


Published on

Projet etwinning "les couleurs de la vie"

Published in: Education, Business, Technology
  • Be the first to comment

  • Be the first to like this

Couleurs de la vie

  1. 1. University of Minho, Braga, Portugal – Mobile phone appropriation and pedagogical mediation by students in educational contexts MoLeNET Mobile Learning Conference 2009 1st December, London Adelina Moura & Ana Amélia Carvalho
  2. 2. University of Minho, Braga, Portugal – • Analysis of the students' mobile phone appropriation as learning tools • Assessment of how the mobile phone mediates learning • Studying the mobile technology implications in learning: creating learning strategies and monitoring within and outside the classroom. Goals
  3. 3. University of Minho, Braga, Portugal – Methodology A qualitative research methodology with multiple cases, involving a range of data collection techniques (questionnaires, interviews, focus group, observations, and diaries).
  4. 4. University of Minho, Braga, Portugal – Framework - Activity Theory Two concepts i) appropriation ii) mediation • How mobile phones were appropriated as a learning tool by students; • How they mediated the learning activities. Activity Theory principles helped us to frame the analysis in our study: • i) to identify the socio-cultural factors that influenced the process of mobile phone appropriation; • ii) to determine how mobile mediated activities introduced new possibilities.
  5. 5. University of Minho, Braga, Portugal – Study We carried out a study looking at how the mobile phone has been used in different learning settings as a learning tool within and outside a secondary school classroom, both in Portuguese and French languages.
  6. 6. University of Minho, Braga, Portugal – Mobile Devices We examine the use of students mobile phone in the following contexts: • i) as a repository of learning content; • ii) as a production tool for writing and reading and exploring multimedia features (audio, video and image; • iii) as an SMS-based learning scenario.
  7. 7. University of Minho, Braga, Portugal – Environment description • Curricular and extracurricular activities • Individual and collaborative learning Background • Inside and Outside classroom
  8. 8. University of Minho, Braga, Portugal – Curricular Activities • Video in Portuguese and French classes for discussion Podcasts: i) to study Portuguese Literature and language; ii) to improve French language and reading. • Photos and videos creation by students for individual and collaborative activities • SMS-based learning scenario
  9. 9. University of Minho, Braga, Portugal – Individual & Collaborative Activities • Micro stories creation • Mobile Quizzes: i) grammar ii) curricular learning iii) general culture • iDictionary – both in Portuguese & French languages • Three SMS-based scenario: i) Receptive activities ii) Productive activities iii) Collaborative activities
  10. 10. University of Minho, Braga, Portugal – Geração Móvel - Mobile Generation
  11. 11. University of Minho, Braga, Portugal – Findings Outcomes showed that: i) Students' competences (writing and reading) in French language had benefited from mobile phone use (podcasts); ii) Students' engagement in learning Portuguese and French languages was enhanced (SMS- based learning): iii) We noted an increase in students' motivation in both individual and collaborative learning.
  12. 12. University of Minho, Braga, Portugal – Thank you for your presence! Comments? Adelina Moura