Search results for author:"Norbert Pachler"
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British Journal of Educational Technology Vol. 43, No. 5 (September 2012) pp. 711–725
Social and mobile technologies offer users unprecedented opportunities for communicating, interacting, sharing, meaning‐making, content and context generation. And, these affordances are in constant flux driven by a powerful interplay between...
Prospects: Quarterly Review of Comparative Education Vol. 44, No. 1 (March 2014) pp. 61–79
This article explores the potential of mobile learning in adult education with a particular focus on identity formation and self-representation. It draws on the mobile learning experiences implemented within MyMobile--Education on the move, a...
Journal of Interactive Media in Education Vol. 2015, No. 1 (2015)
The successful introduction of mobile learning into education is arguably premised on sustainability in the sense of an ability to maintain innovation over time and to become embedded into mainstream practice. This paper argues that such an...
E-Learning Vol. 3, No. 1 (2006) pp. 62–74
This article is based on qualitative empirical research into the ways in which teachers view their experiences as learners in the context of an online tutor group who are studying for the mixed-mode Master of Teaching degree at the Institute of...
E-Learning and Digital Media Vol. 8, No. 3 (2011) pp. 181–196
This article argues that mobile phones should be viewed as new cultural resources that operate within an individualized, mobile and convergent mass communication; such a recognition facilitates the options for a cultural ecology. A particular...
Interactive Learning Environments Vol. 24, No. 5 (2016) pp. 938–953
The purpose of this paper is to begin to examine how the intersection of mobile learning and design research prompts the reconceptualization of research and design individually as well as their integration appropriate for current, complex learning...
International Journal of Mobile and Blended Learning Vol. 2, No. 1 (January 2010) pp. 1–21
This article proposes appropriation as the key for the recognition of mobile devices — as well as the artefacts accessed through, and produced with them — as cultural resources across different cultural practices of use, in everyday life and formal...
Towards Work-Based Mobile Learning: What We Can Learn from the Fields of Work-Based Learning and Mobile Learning
International Journal of Mobile and Blended Learning Vol. 2, No. 4 (October 2010) pp. 1–18
Mobile devices are increasingly being used to support learning in work contexts. In exploring the emerging field of work-based mobile learning (WBML), researchers need to give consideration to the theoretical and empirical findings from mobile and...
Computers & Education Vol. 54, No. 3 (April 2010) pp. 715–721
This paper reports on one aspect of the Joint Information Systems Committee (JISC)-funded project ‘Scoping a vision of formative e-assessment’, namely on cases of formative e-assessment developed iteratively with the UK education practitioner...
Teachers as E-Learners: Exploring the Experiences of Teachers in an Online Professional Master's Programme
Journal of In-service Education Vol. 33, No. 4 (December 2007) pp. 443–461
This article reports the findings of a qualitative investigation into the e-learning experiences of educational practitioners in England studying for accredited Continuing Professional Development. The research was conducted with a cohort of...
Assessment & Evaluation in Higher Education Vol. 35, No. 5 (August 2010) pp. 619–636
This article presents key findings from a Joint Information Systems Committee-funded project, which aimed to identify existing practices where technologies contribute to formative assessment and identify processes that take place around formative...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 24, No. 2 (February 2008) pp. 437–450
Ideologies of education and of teaching are complex and layered, and they contain macro-social, institutional as well as micro-ideological levels. Building on cases from the UK and South Africa, this paper argues that notions of ‘professionalism’...