Active and Passive Technology Integration in Context-aware Learning Spaces
Laine, T.H., Sutinen, E., Joy, M.S. and Nygren, E. (2011) Active and Passive Technology Integration in Context-aware Learning Spaces. In: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (E-Learn 2011), 18-21 Oct 2011, Honolulu, Hawaii.
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Context-aware learning spaces (CALSs) utilise resources of the surrounding context in the learning process. UFractions is a CALS combining a storytelling game and fraction rods for mathematics education, and it was developed for the South African context and later taken to Finland. We divide technology integration into active and passive integration according to the role of technology in the process. In passive integration the technology is integrated into the CALS so that it does not disturb the learner and the context. In active integration the technology integrates resources into the CALS and makes the system adaptive to contextual changes. We analysed, by a mixed method approach, the need for active and passive integration in UFractions in Finland and South Africa. We identified sixteen disturbance factors which had negative effects on the users of UFractions. The results indicate that by improving active and passive integration in UFractions, disturbance factors can be diminished.
|Item Type:||Conference or Workshop Item (Paper)|
|Uncontrolled Keywords:||ias edtech educational technology cals ufractions|
|Subjects:||Q Science > QA Mathematics > QA75 Electronic computers. Computer science|
|Divisions:||Faculty of Science > Computer Science|
|Depositing User:||Dr Mike Joy|
|Date Deposited:||06 Dec 2011 08:58|
|Last Modified:||07 Dec 2011 13:04|
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