Designing for authorship: students as content creators using mobile decices in educational settings

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This paper discusses research on using tablets to promote student authorship through personal learning environments (PLEs). The research involved two case studies with students aged 6-12 using tablets for educational activities. The activities were designed and analyzed based on PLE and learner control models. The analysis found that while the activities promoted authorship, mobility and collaboration afforded by mobile devices were not fully utilized. The paper concludes that designing learning activities based on student authorship needs to explore these affordances and create a spontaneous technology environment that allows students to be decision makers.

Designingfor
Authorship
S T U D E N T S A S C O N T E N T
C R E A T O R S U S I N G M O B I L E
D E V I C E S I N E D U C A T I O N A L
S E T T I N G S
P a t r í c i a S c h e r e r B a s s a n i
D é b o r a N i c e F e r r a t i B a r b o s a
F e e v a l e U n i v e r s i t y

The use of mobile devices in
education such as smartphones and
tablets brings up new possibilities of
promoting the students as content
producers
PLE
Personal Learning
Environment

About PLE...
PLE is an emergent
pedagogical approach,
which benefits from the
affordances of digital
technologies (Castañeda &
Adell, 2013)
PLE as an activity space that
encompasses tools, content,
and people to support and
facilitate personal learning
experiences of students
(Rahimi, 2015)

READ
PRODUCE SHARE
PLN
(Castañeda & Adell, 2013)
PLE

SOCIALIZER
KNOWLEDGE
DEVELOPER
DECISION
MAKER
(Rahimi, 2015)
Learner’s Control Model
components

Considering the PLE an emergent
pedagogical approach based on the
student’s control of their learning
process, how can we design learning
experiences using mobile devices to
enhance the students as creators
based on a PLE approach?

This paper presents the research path involving the
use of tablets with K-12 students in formal and non-
formal educational settings and also presents
guidelines for the designing of learning activities with
technologies based on students’ authorship.
The research comprises two case studies:
-- CASE 1: formal education: students from 6 to 7 years old.
-- CASE 2: non-formal education - children from 8 and 12 years old.

The research path
Phase 1: the
design of the
learning
activities
Phase 2: the
application of the
proposed learning
design with students
Phase 3: the analysis
of the activities
based on a PLE
approach and
focusing on the
students’ authorship

Case studies in formal education
Grade Activity Apps
1st
2nd
2nd
My alphabet
Who am I?
Dinosaurs invaded the
school
camera
Video Show
camera
Bamboo Paper
Aging Booth
camera
Google Search
Photo Collage

Case studies in non-formal education
Grade Activity Apps
3rd - 6th
age 8-12
My identity
Producing tales
Producing micro-
stories about digital
games
A RPG adventure
with mobility
camera; comic strip; my family
tree; supernote, google search
google drive/docs;autodesk
sketchbook; comic strip; google
handwriter; camera
evernote; sketchbook X
evernote; code.org

Designing for learning based on a PLE perspective (Castañeda & Adell)

Designing for learning based on Learner’s Control Model (Rahimi)

mobile technologies enhance
mobility and collaboration, and
these characteristics need to be
explored in the activities. The
activities analyzed in this study
used the mobile devices without
exploring these possibilities;
it is important to create an
environment for the use of a wide
variety of technology in a spontaneous
way with the purpose of promoting the
learner as a decision maker.
The design of learning activities with
technologies based on students’ authorship,
should address two important issues:

Designingfor
Authorship
S T U D E N T S A S C O N T E N T C R E A T O R S U S I N G
M O B I L E D E V I C E S I N E D U C A T I O N A L
S E T T I N G S
P a t r í c i a S c h e r e r B a s s a n i
p a t r i c i a b @ f e e v a l e . b r
@ p a t r i c i a b

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