This paper attempts to investigate how learners employ semiotic resources present in the material and physical world to construct and to negotiate shared meanings in an outdoor mobile learning context. We investigate the collaborative meaning-making and interaction process of two groups of 13-year-old students (Grade 7) during an outdoor mobile learning trail exploring the history and geographical features of World War II battle site. Methodologically, we employ video-based interaction analysis, which facilitates a micro-level analysis of human interaction, to understand how learners deploy and assemble the material and social resources available in the outdoor learning context. We surface two noteworthy patterns about a) how learners in small groups leverage semiotic resources to negotiate, repair and converge at shared meaning in changing contextual configurations and b) how prior learning experiences affect the way learners employ semiotic resources. The findings provide helpful insights into the design and implementation of mobile learning activities in outdoor settings.
|Title of host publication
|Exploring the Material Conditions of Learning
|Subtitle of host publication
|Computer Supported Collaborative Learning Conference 2015, CSCL 2015 - Conference Proceedings
|Oskar Lindwall, Paivi Hakkinen, Timothy Koschmann, Pierre Tchounikine, Sten Ludvigsen
|International Society of the Learning Sciences (ISLS)
|Number of pages
|Published - 2015
|11th International Conference on Computer Supported Collaborative Learning: Exploring the Material Conditions of Learning, CSCL 2015 - Gothenburg, Sweden
Duration: 7 Jun 2015 → 11 Jun 2015
|Computer-Supported Collaborative Learning Conference, CSCL
|11th International Conference on Computer Supported Collaborative Learning: Exploring the Material Conditions of Learning, CSCL 2015
|7/06/15 → 11/06/15
Bibliographical noteFunding Information:
This research is supported by the FutureSchools@Singapore project under the Singapore National Research Foundation?s (NRF) Interactive and Digital Media (IDM) in Education Research and Development (R&D) Programme. We thank Corrine Ho for her contribution in transcription and video-based interaction analysis.