Figure 4 - uploaded by Mike Sharples
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Drawings by children aged 7-12 of a "computer of the future"
Source publication
This paper sets out a framework for the design of a new genre of educational technology — personal (handheld or wearable) computer systems that support learning from any location throughout a lifetime. We set out a theory of lifelong learning mediated by technology and indicate how it can provide requirements for the software, hardware, communicati...
Context in source publication
Context 1
... the findings from the questionnaire were that the children would like a "computer of the future" to (in order of frequency of response) speak, be intelligent and have a personality. A "man in the machine" was a recurring theme in drawings that the children made of an imagined future computer (Figure 4). The concept HandLeR developed by the student group employs an animate mentor as the main interface metaphor and method of interaction. ...
Citations
... The authors ask: Will that decision making lead to the empowerment of learners and allow them to become behaviourally, emotionally, and cognitively (Fredrecks, Blumenfield and Paris, 2004) engaged? Will those decisions reflect the current primary goal of education to empower individuals to direct their own learning across multiple settings and throughout their lifetimes (Sharples, 2000)? Yet although these questions and the results of this earlier study guided and benefitted the change process in our PAR project, they fall short of ...
We are increasingly realizing that technology and its use in learning contexts is not benign. With the advent of more powerful technology tools, including Artificial Intelligence (AI) ones, combined with the historically significant changes that have occurred in education over the last four years, there are more reasons than ever to examine their influence on human beings in the process of “being educated”. The aim of our 3-year longitudinal study was to understand how programs being offered at a fully online technical higher education (HE) institution in Chile influenced the identity development of students from socio-economically and educationally disadvantaged backgrounds. A Participant Action Research (PAR) approach was adopted to the study that involved macro, meso and micro-driven changes being made to programs. These changes involved aligning the instructional design, pedagogical approaches, and technology tools of programs with contemporary e-learning theory and 21st century learning goals. Previously, we provided three in-depth reports of the evolving changes on learners’ identities - in the beginning, mid and end phases of their programs. We also reported on teachers’ perspectives of learners’ evolving identities and the transformation of their own roles and practices during the change period. In this paper, we add to those findings with the results of a recent inquiry into the perspectives of macro-level administrators who were instrumental in the collaborative effort to bring about change to the institution. In this latest study, we employed in-depth focus group and individual interviews to unpack what the change involved on the part of these decision makers in terms of their own epistemological and ontological perspectives, their roles in the institution and their future goals for the organization. The framework we have developed for schematizing the results of these previous inquiries and those of the overall longitudinal study could prove useful in other organizations that are awakening to the need to successfully put e-learning theory to practice in their institutions. The insight to be gained in this framework could add to their efforts to seek pragmatic ways to bring about systemic changes in their online programs and to graduate students with the kinds of identities and skills that will best equip them for the complex world in which they will work and live.
... The second is the single-authored paper from the United Kingdom, "The Design of Personal Mobile Technologies for Lifelong Learning". [39] The author presents a theory of technology-mediated lifelong learning. ...
... Several studies have indicated that most medical students own these devices, and this trend is increasing (Lau and Kolli 2017;Tran et al. 2014; Kadimo et al. 2018). M-learning can enhance student motivation, a crucial element in self-directed learning (Sharples 2000;Towle and Cottrell 1996). These devices also facilitate the transition from formal to informal or personal to social learning environments, fostering student engagement (Dias and Victor 2022). ...
Recent technological advancements have revolutionized medical education, leading to a decline in traditional cadaver dissection. This study aims to investigate the academic performance and satisfaction of students by comparing the effectiveness of virtual and cadaver dissections. This study involved 154 first-year medical students who participated in Human Anatomy and Neuroanatomy laboratories. A curriculum using head-mounted displays (HMDs), life-sized touchscreens, and tablets, was developed. Through crossover randomized controlled trials, students were randomly assigned to virtual (virtual dissection à cadaver dissection) or cadaver (cadaver dissection à virtual dissection) groups. Data collected evaluated academic performance and student satisfaction through quizzes and surveys. In the Human Anatomy laboratory, the cadaver group for each class differed in heart extraction, dissection, and observation. In observation class, the virtual group had a significantly higher quiz score than the cadaver group. In other classes, no significant differences were observed. Compared to the cadaver, satisfaction was significantly higher for HMD (esthetics and immersion), life-size touchscreen (esthetics, understanding of the concept, and spatial ability), and tablets (esthetics, understanding of the concept, spatial ability, and continuous use intention). In the Neuroanatomy laboratory, the virtual group showed significantly higher quiz scores than the cadaver group. Compared to using cadavers, tablets showed a significantly higher satisfaction for esthetics, understanding of the concept, and spatial ability. These findings indicate that virtual dissection can supplement or replace cadaver dissections in medical education. This study is innovative in that it successfully delivered scenario-based virtual content and validated the efficacy in academic performance and satisfaction when using virtual devices compared to handling cadavers.
Trial registration: This research has been registered in the Clinical Research Information Service (CRIS,
https://cris.nih.go.kr/cris/search/detailSearch.do?search_lang=E&focus=reset_12&search_page=L&pageSize=10&page=undefined&seq=26002&status=5&seq_group=26002) with registration number "KCT0009075" and registration date "27/12/2023".
... Given the increasing demand for flexible and accessible forms of education delivery, the emergence of massive open online courses (MOOCs) marks a significant turning point in education. Due to its highly dynamic and ever-evolving landscape, education must continually adapt to technological advancement, learner needs and societal changes (Rahm, 2023;Sharples, 2000;Wolfe and Andrews, 2014). Indeed, MOOCs have become a revolutionary approach to delivering education, transforming distance learning and igniting a wave of interest in online education (De Freitas et al., 2015;. ...
... However, although MOOCs have proven to be an effective educational tool during the pandemic, it is critical to be aware of their limitations and ensure that they are appropriate for all populations and types of learning. MOOCs must continuously adapt to changing learner needs and societal shifts, including those caused by unforeseen circumstances that hinder traditional in-person education (G omez G omez and Munuera G omez, 2021; Rahm, 2023;Sharples, 2000). LHT 3.2.6 ...
Purpose – This paper examines the evolution of massive open online courses (MOOCs) literature over the past 15 years and identifies its significant developments.
Design/methodology/approach – Utilizing main path analysis (MPA) on a dataset of 1,613 articles from the Web of Science (WoS) databases, the authors construct the main pathway in MOOC literature through a citation analysis. Pajek software is used to visualize the 34 influential articles identified in the field.
Findings – Three phases emerge in MOOC research: connectivism as a learning theory, facilitating education reform and breaking barriers to MOOCs adoption. Multiple-Global MPA highlights sub-themes including self regulated learning (SRL), motivation, engagement, dropouts, student performance and the impact of COVID-19.
Research limitations/implications – First, data limitations from the WoS core collection might not cover all research, but using reputable sources enhances data validity. Second, despite careful algorithm selection to enhance accuracy, there remains a limitation inherent in the nature of citations. Such biased citations may result in findings that do not fully align with scholars’ perspectives.
Practical implications – The authors’ findings contribute to the understanding of MOOCs literature development, enabling educators and researchers to grasp key trends and focus areas in the field. It can inform the design and implementation of MOOCs for more effective educational outcomes.
Originality/value – This study presents novel methodologies and important findings for advancing research and practice in MOOCs.
... The task of bridging or managing learning episodes (sometimes called orchestration) is hard for facilitators (Sharples, 2015) and learners attempting to self-direct their learning (Malloch et al., 2021;Nygren et al., 2019) with a need for supporting tools ). Various tools have been piloted: HandLer acted as a learning companion (Sharples, 2000), KLeOS contained timelines to help organise learning (Vavoula & Sharples, 2002), and 3LHub helped learners keep track of learning goals (Tabuenca et al., 2014), while a seamless learning ecosystem aimed to blend formal and informal learning (Pornpongtechavanich & Wannapiroon, 2021). ...
This study investigated the seamless mobile learning practices of UK government workers at various life stages, to understand how context impacted decisions about how, when and where learning was undertaken. Following Hedegaard, the context was understood as involving settings embedded within institutions. Drawing on analysis of data from public domain blogs and reports and anonymised trace data showing e‐learning visits via a mobile device, a picture of institutional practice and values was developed. Against this backdrop, a survey of 50 individuals followed by semi‐structured interviews provided information about seamless mobile learning projects. Mobile learning was often fragmented and ad hoc, rather than part of a longer, seamless learning project. A distinction between just‐in‐time learning and just‐in‐case learning was apparent, with the latter often postponed. For mobile workers, mobile learning focused on current work setting, whereas workers who could work in many interchangeable settings might move to somewhere they could concentrate. Mobile learning was sometimes motivated by a sense of a lack of time and a need to stay ‘on top of things’ as much as by interest in a topic. Sustained seamless mobile learning projects occurred if there was institutional support for learning that was also of individual interest and if learners had the ability to orchestrate their learning. Learners reported these seamless mobile learning projects to be enjoyable and compelling. This paper contributes to the evidence of seamless mobile learning practice over the life course and illustrates the value of considering an individual's relation to various institutions in conceptualisations of seamless mobile learning. It also offers pointers for the future design of seamless mobile learning tools including a need to offer learners the opportunity to sometimes separate ongoing learning which is related to distinct institutions.
Practitioner notes
What is already known about this topic
Mobile devices accompany their owners across settings that were previously considered separate, such as work, college and households.
This has the potential to impact work/home and other boundaries.
From a pedagogical perspective, mobile devices may support seamless learning, in which experiences across distinct settings result in a holistic and unified understanding.
What this paper adds
It introduces the concept of the institution to conceptions of seamless learning.
It illustrates the ways in which different institutions (workplaces or educational institutions) can shape individual experiences and decisions about when and where to learn.
It provides evidence that some working adults engage in seamless learning projects and describe this as compelling and enjoyable, but that others prefer to separate distinct life spheres.
Implications for practice and/or policy
There may be value in institutions and designers supporting people who want to engage in seamless mobile learning.
However, it is important to be aware that not everyone wants to engage in seamless learning.
Seamless learning is more likely to occur when individual and institutional priorities are aligned across several institutions, so there will be challenges for a single institution seeking to promote it.
... Furthermore, mobile-based technology is one of the most attractive technological innovations, which represents a revolution in education (Sharples, 2000). Thornton and Houser (2005) state that mobile learning provides a better opportunity for integration through exposure to language, which results in learning in everyday communication. ...
... Spacing engineering is a discipline formed by the intersection and integration of multiple disciplines [1] . The computer foundation teaching of aerospace engineering majors is based on the talent cultivation concept of "focusing on aerospace applications", adhering to problem oriented approach, actively promoting the practicality of teaching content, and diversifying teaching modes [2] . At present, most of the cases in computer basic courses for aerospace majors in domestic universities are still universal, and there are still few cases for aerospace applications. ...
... To effectively achieve the realities of the learning process, the learning cycle must be driven by integrating action and reflection experience and concept (Keeton & Tate, 1978). Sharples (2000) on experiential mobile learning has found that it can significantly contribute to education. As learning has become more individualized and learner-centered (Cabanos et al., 2019), the new digital technologies in education should become increasingly personalized (Pentang, 2021a). ...
The purpose of this study was to examine whether QR code driven strategy would be effective in teaching thermodynamics in science 12. Experimental design was used to test the effectiveness of the strategy. Further, pretest-post- test design was employed wherein one section from grade 12 STEM strand was exposed to the intervention while the other section was exposed to traditional approach. Both groups took the same pretest-post-test which was composed of 50 multiple choice questions. The test questionnaire used was validated using Zipgrade application to determine the discrimination and difficulty index. Moreover, test scores were subjected to Cronbach’s Alpha for reliability test. Weighted mean was computed to describe the test scores of both controlled and experimental groups. T-test of difference between means of independent samples were used to determine the difference between the means of two groups and were tested at 0.05 level of significance. Results revealed that the two groups under study did not differ significantly in their pretest, which means that the students’ knowledge before the intervention were about at the same level. In contrast, based on the statistical analysis, the t-test significantly differentiated the two groups in favor of the experimental group, which registered higher means in the posttest. This means that after the learning units using the QR code driven strategy, the experimental group was greatly improved in the posttest. Together, these findings also suggest that the two groups exhibited significant difference in their pretest and posttest but the QR code driven strategy effects to be predominant.
... Charness & Boot, 2009;L. Chen et al., 2020;Li & Xie, 2022;Mulhem, 2021;Raffaghelli et al., 2022;Shalowitz et al., 2006;Sharples, 2000). How can we effectively alleviate computer and social anxiety to create a more inclusive learning environment, and what additional measures are necessary beyond user-centred design? ...
Purpose: The objective of this study is to examine the impact of AI and BDA in education in the light of stakeholder apprehensions by examining the complex interplay between issues connected to AI and several other elements such as the integration of AI, use of BDA, past technological experience, computer anxiety, societal uneasiness, and the incorporation of user-centred design principles. This provides valuable perspectives and approaches for effectively incorporating AI into the field of education, with a particular focus on the significance of cultural context and diversity. Methodology: A structured questionnaire survey was conducted with a total of 398 participants. Various distribution mechanisms were employed for data collection. Using Likert-type scales, the survey evaluated the levels of AI-induced anxiety, AI integration, BDA, previous technological experience, computer and social anxiety, and user-centered design. To determine the trustworthiness and accuracy of the measuring tool, an initial evaluation was conducted using Cronbach's Alpha and inter-item correlations. Following this, statistical methods were utilised to conduct hypothesis testing and examine the correlations between constructs during data analysis. Findings: The research indicates that BDA has a positive effect, while AI-induced apprehension (AIA) detrimentally impacts AI integration in education. Previous technological experience enhances individuals' confidence and motivation when integrating technology into their lives. However, computer and social anxiety are obstacles and lead to hesitancy and resistance. The concept of User-Centered Design facilitates the integration process by emphasising the development of intuitive interfaces that are easy for users to navigate. The function of cultural context is of great importance in AI and user-centred design, as well as in individuals' prior technological experience. Value: The value of this research is to offer valuable perspectives and practical resolutions for enhancing the adoption of technology in the field of education while considering the influence of cultural diversity. This endeavour effectively acknowledges a significant deficiency in the existing body of scholarly work and contributes to the ongoing discourse on incorporating technology in educational settings worldwide.
... Mobile learning, sometimes referred to as m-learning, incorporates mobile devices into the educational process [3,4,5]. Research focused on m-learning has shown that students learn more from classroom activities when materials are adapted to their specific interests or needs, and access to information whenever and wherever makes mobile learning feasible [6]. ...
