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Couleurs de la vie

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Projet etwinning "les couleurs de la vie"

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Couleurs de la vie

  1. 1. University of Minho, Braga, Portugal – adelina8@gmail.com 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 – adelina8@gmail.com • 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 – adelina8@gmail.com 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 – adelina8@gmail.com 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 – adelina8@gmail.com 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 – adelina8@gmail.com 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 – adelina8@gmail.com Environment description • Curricular and extracurricular activities • Individual and collaborative learning Background • Inside and Outside classroom
  8. 8. University of Minho, Braga, Portugal – adelina8@gmail.com 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 – adelina8@gmail.com 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 – adelina8@gmail.com Geração Móvel - Mobile Generation http://geramovel.wirenode.mobi
  11. 11. University of Minho, Braga, Portugal – adelina8@gmail.com 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 – adelina8@gmail.com Thank you for your presence! Comments? Adelina Moura

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