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Activity-based scenarios for and approaches to ubiquitous e-Learning

Lefrere, Paul (2009). Activity-based scenarios for and approaches to ubiquitous e-Learning. Personal and Ubiquitous Computing, 13(3) pp. 219–227.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1007/s00779-007-0188-6
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Abstract

This paper presents scenarios for ubiquitous e-Learning in heterogeneous networks. It concludes by arguing for the development of a learning-focused analogue, activity-based e-Learning extensions (ABLE), of activity-based computing (ABC). The goal would be to offer the learning-support/performance-support equivalent of ABC’s support for human activities in a ubiquitous computing environment, relevant to areas that are hard to model today: informal on-the-job learning; peer-to-peer support and informal sharing of content in ad hoc work groups; formal and informal ways to capture and share knowledge-focused insights and processes; content and systems to aid reflection. Just as ABC supplements traditional computing approaches (in ABC, data- and application-oriented) to suit “multiple, parallel and mobile work activities” (Bardram et al. in Support for ABC in a personal computing operating system. CHI 2006 proceedings. Montréal, Québec, Canada, 22–27 April 2006, pp 211–220), so ABLE could supplement traditional e-Learning approaches (often largely content-focused, sometimes little more than page-turning) to suit those same work activities, and make e-Learning potentially more resilient to interruptions, more fun and more memorable.

Item Type: Journal Article
Copyright Holders: 2007 Springer-Verlag London Limited
ISSN: 1617-4909
Keywords: Scenarios; Activity-based; Ubiquitous; e-Learning; Heterogeneous networks; Peer-to-peer;
Academic Unit/Department: Knowledge Media Institute
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 16204
Depositing User: Paul Lefrere
Date Deposited: 12 Jun 2009 09:53
Last Modified: 24 Oct 2012 15:11
URI: http://oro.open.ac.uk/id/eprint/16204
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