AB+-+Sharples+et+al.+(2007)


 * **Reference: ** || Sharples, M., Taylor, J., & Vavoula, G. (2007). A theory of learning for the mobile age. In R. Andrews, & C. Haythornthwaite (Eds.), //The SAGE handbook of e-learning research// (pp. 219247). Los Angeles, CA: SAGE. ||
 * **Author's: ** || Sharples, M., Taylor, J., & Vavoula, G ||
 * **Title:** || A theory of learning for the mobile age. ||
 * **Year:** || 2007 ||
 * **Journal: ** ||  ||
 * **Retrieval Information**: ||  ||
 * **Bibliography**: ||  ||
 * The authors in this theoretical discussion define mobile learning as “ the processes of coming to know through conversations across multiple contexts among people and personal interactive technologies ” ( p. 225 ). Their focus is not on the learner or the technology but instead on the communication that occurs between them that advances knowledge. There are three main topics in this definition; the conversation, the context, and the technologies. The authors identify that “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the driving process of learning <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 225 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) is the conversation, and their discussion was primarily derived from the work of Gordon Pask (1976), who instead of seeing communication as “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the exchange of messages through an inert and transparent medium <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 226 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) saw communication “as the sharing of understanding within a pervasive computational medium” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 226 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) which serve as the “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">active and responsive systems within which mind-endowed individuals converse <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 226 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). According to Ravenscroft (2000) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the most successful learning comes when the learner is in control of the activity, able to test ideas by performing experiments, to ask questions, collaborate with other people, seek out new knowledge, and plan new actions <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 227 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors noted that “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">all activity is performed in context <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 230 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) but learning “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">not only occurs in a context, it also creates context through continual interaction <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 230 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Since my dissertation will emphasize communication this article reinforces and aids how important communication is perceived and received when it comes to learning online. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * * Pask, G. (1976) //Conversation Theory: Applications in education and epistemology.// New York, NY: Elsevier.
 * Ravenscroft, A. (2000) 'Designing argumentation for conceptual development', //Computers and Education, 34//, 241-55. ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The authors in this theoretical discussion define mobile learning as “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the processes of coming to know through conversations across multiple contexts among people and personal interactive technologies <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 225 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Their focus is not on the learner or the technology but instead on the communication that occurs between them that advances knowledge. There are three main topics in this definition; the conversation, the context, and the technologies. The authors identify that “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the driving process of learning <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 225 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) is the conversation, and their discussion was primarily derived from the work of Gordon Pask (1976), who instead of seeing communication as “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the exchange of messages through an inert and transparent medium <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 226 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) saw communication “as the sharing of understanding within a pervasive computational medium” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 226 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) which serve as the “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">active and responsive systems within which mind-endowed individuals converse <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 226 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). According to Ravenscroft (2000) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the most successful learning comes when the learner is in control of the activity, able to test ideas by performing experiments, to ask questions, collaborate with other people, seek out new knowledge, and plan new actions <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 227 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). The authors noted that “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">all activity is performed in context <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 230 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) but learning “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">not only occurs in a context, it also creates context through continual interaction <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 230 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Since my dissertation will emphasize communication this article reinforces and aids how important communication is perceived and received when it comes to learning online. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * * Pask, G. (1976) //Conversation Theory: Applications in education and epistemology.// New York, NY: Elsevier.
 * Ravenscroft, A. (2000) 'Designing argumentation for conceptual development', //Computers and Education, 34//, 241-55. ||
 * * Pask, G. (1976) //Conversation Theory: Applications in education and epistemology.// New York, NY: Elsevier.
 * Ravenscroft, A. (2000) 'Designing argumentation for conceptual development', //Computers and Education, 34//, 241-55. ||