Business as Usual or Digital Mechanisms for Change?: What Student DLOs Reveal About Doing Mathematics

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Mobile and Blended Learning Pub Date : 2021-04-01 DOI:10.4018/IJMBL.2021040102

N. Rosedale, R. Jesson, S. McNaughton

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引用次数: 3

Abstract

Mathematics classrooms have a long history of what has been termed ‘unidimensional' character: a proclivity for student practice routines and teachers as experts and keepers of knowledge. This study investigates affordances of student-created digital learning objects (SC-DLOs) as transformative, design-for-learning practices in the hands of students. Historical distinctions are drawn between digital learning objects (DLOs) and digital learning artefacts (DLAs) primarily for teacher assessment of student learning. SC-DLOs are conceived as students' design for learning for the peer learning community. Hence, SC-DLOs have additional and different learning potential that aligns with 21st century skill development. A corpus of mathematics SC-DLOs (n=155) were analysed from learner blogs (Year 7-8) in a 1:1 digital initiative in New Zealand. A mixed-methods approach was used to investigate features of students' multimodal design for learning. A framework of implications informs and problematises understandings of transformative digital creation by students in mathematics.

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商业照旧还是数字变革机制?:学生的DLOs揭示了做数学的什么

数学课堂有着被称为“单向度”特征的悠久历史:学生的惯例和教师作为专家和知识的保持者的倾向。本研究调查了学生创建的数字学习对象(SC-DLOs)在学生手中作为变革性的、为学习而设计的实践的能力。数字学习对象(DLOs)和数字学习工件(DLAs)之间的历史区别主要用于教师对学生学习的评估。SC-DLOs被认为是学生为同龄人学习社区的学习而设计的。因此，SC-DLOs具有与21世纪技能发展相一致的额外和不同的学习潜力。数学SC-DLOs语料库(n=155)在新西兰的1:1数字倡议中从学习者博客(7-8年级)中进行了分析。采用混合方法研究学生多模态学习设计的特点。影响的框架通知和问题的理解变革数字创造的学生在数学。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Mobile and Blended Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The primary mission of the International Journal of Mobile and Blended Learning (IJMBL) is to provide insight and understanding into the role of innovative learning theory and practice in an increasingly mobile and pervasive technological environment. As technology enables a more seamless experience of device-supported learning worlds that may integrate mobile, embedded, augmented, and immersive technologies, researchers, professionals, and academicians may expect to see increasing interest and activity in blended approaches to learning. IJMBL brings together experts at the forefront of this field, in both technology and pedagogical practice, and assists them in the development and dissemination of new approaches to both mobile and blended learning.