Literature ReviewMobile Collaboration OER
The following list reviews some relevant literature about mobile collaboration. The full-texts are accessible through the UBC library.
1. Cloud-Based Collaboration in Higher Education
This paper examines Cloud-Based Learning and how it can be used for Collaboration. The authors point out the main uses for Cloud-Based Collaboration as class projects or through research teams. Wikis and Youtube were noted as some of the most useful.
2. Problem-Solving and Collaboration Using Mobile Serious Games
Serious Games refer to games that are meant for learning rather than entertainment. The study examines the ways in which Mobile Serious Games influences learning in youth. The authors found that Mobile Serious Games led to high levels of participation, helped students understand difficult concepts, and increased motivation.
3. Selecting Computing Devices to Support Mobile Collaboration
This study focused on the types of devices that could be used for mobile collaboration and their benefits and drawbacks. One of the major benefits of most devices looked at in this study included anytime/anywhere learning, in which learners can collaborate with each other both synchronously or asynchronously, wherever and whenever they choose.
4. The Effect of Simulation Games on the Learning of Computational Problem-Solving
This unique study focuses on Simulation Games and how they can be used for problem-solving in schools as well as for adults. The study focuses on how games (tailored to meet the group’s learning needs) can foster participation, problem-solving, scientific discovery and data interpretation. Students who participated in the study noted that they found the subject that they were learning about (not just the game) to be highly engaging and fun. The authors of the study noted similar models for adults being currently used in Healthcare, Scientific Exploration and Mathematics.
Scratch is a system developed at MIT, where children can create games or designs through simple code. Scratch is available for mobile devices and allows students to collaborate and share their work with others. Students can engage with other students and get feedback for their work and solve problems. Like other Games-Based Learning models, Scratch is popular because it is simple, it engages the learner and encourages intrinsic motivation. Authors stated that Scratch is, “ fertile ground for collaboration. Community members are constantly borrowing, adapting, and building on one another’s ideas, images, and programs. Over 15% of the projects there are remixes of other projects on the site.” Scratch and other STEM learning models are gaining more attention as more students learn to express themselves through these platforms.
6. Making mLearning work: Utilizing Mobile Technology for Active Exploration, Collaboration, Assessment and Reflection in Higher Education
This article outlines the affordances of mLearning within a rich theoretical context. Based on results from student surveys, the relevance and accessibility of mobile devices among college age students make mLearning a viable and appropriate platform to extend and transform traditional educational practices. Fisher and Baird (2006) highlight the importance of collaboration in the success of implementing mobile technologies in the classroom. Being a part of a community and providing learners with rich content and mobile friendly resources were cited as key components in successfully implementing mLearning in traditional educational settings.
7. New Pathways in Higher Education: An Introduction to Using Mobile Technologies
This book offers a wealth of information surrounding the role of mobile technologies in education. Wankel and Blessinger’s chapter specifically addresses how mobile technologies can revolutionize educational practices in higher education. This introductory chapter details the affordances of mobile technologies, particularly emphasizing the importance of peer collaboration and fostering connections to enhance learning environments. Mobile technologies support anywhere, anytime learning and are a reflection of an interconnected and rapidly globalizing society. This book encourages educators to embrace mobile learning, foster collaboration and create authentic learning environments that transcend traditional boundaries.
8. Facilitating Students’ Global Perspectives: Collaborating with International Partners Using Web 2.0 Technologies
This study focuses on the changing attitudes of preservice teachers through their participation in mobile collaboration with their international peers enrolled in similar educational technology courses. Interesting, the results of the study concluded that through online collaboration and communication pre-service teachers became more open-minded, culturally sensitive and were able to better embed technology into their own lesson planning. A variety of digital communication tools were tested during study, but wikis and synchronous and asynchronous communication tools received the most positive feedback.
9. A Multi-Cultural Interaction Through Video-Conferencing in Primary Schools
This study highlights the educational potential of using collaborative technologies in primary classrooms to promote learning about cultural differences and helping students to develop an appreciation for new perspectives. As international collaboration is increasingly a reality in our globalized society, it is important for students from a young age to learn to communicate effectively with their peers who may not share the same worldviews and life experiences.
Duygu Eristi, S. (2012). A multi-cultural interaction through video-conferencing in primary schools. Turkish Online Journal of Distance Education, 13(3), 70-86.
Ertmer, P. A., Newby, T. J., Yu, J. H., Tomory, A., Lee, Y. M., Sendurur, E., & Sendurur, P. (2011). Facilitating students’ global perspectives: Collaborating with international partners using Web 2.0 technologies. Internet and Higher Education, 14, 251-261.
Fisher, M., & Baird, D. E. (2006-2007). Making mLearning work: Utilizing mobile technology for active exploration, collaboration, assessment and reflection in higher education. Educational Technology Systems, 35(1), 3-30.
Guerrero, L., Ochoa, S., Pino, J., & Collazos, C. (n.d.). Selecting Computing Devices to Support Mobile Collaboration. Group Decision and Negotiation, 243-271.
Kovacevik, A. P. (Director) Cloud-Based Collaboration in Higher Education. An Enterprise Odyssey: Corporate governance and public policy – path to sustainable future. Lecture conducted from , .
Liu, C., Cheng, Y., & Huang, C. (n.d.). The effect of simulation games on the learning of computational problem solving. Computers & Education, 1907-1918.
Resnick, M., Silverman, B., Kafai, Y., Maloney, J., Monroy-Hernández, A., Rusk, N., … Silver, J. (2009). Scratch. Communications of the ACM, 60-60.
Sánchez, J., & Olivares, R. (n.d.). Problem solving and collaboration using mobile serious games. Computers & Education, 1943-1952.
Wankel, L. A., & Blessinger, P. (2013). New pathways in higher education: An introduction to using mobile technologies. In Increasing student engagement and retention using mobile applications: Smartphone, Skype and texting technologies (pp. 3-18). Online: Emerald Group.