Two papers discussing the learning theory in using technology

Järvelä, S., Näykki, P., Laru, J., & Luokkanen., T. (2007). Structuring and Regulating Collaborative Learning in Higher Education with Wireless Networks and Mobile Tools. Educational Technology & Society, 10 (4), 71-79.

This paper discusses the use of mobile  tools to create collaborative learning, The three research projects in  Higher Education ensure collaborative face to face and classroom experiences are blended by encouraging the students to create mind maps and visuals from their  university lectures. The results show that students’ cognitive activities, such as metacognition and reflection, were stimulated by focusing on questions about the content of the lecture. This kind of learning tool can be used for compensating weak study skills in different domains .

The interesting thing abut this paper is the idea of a mobile learner that can post at any time when ready and actually scaffold other’s learning by their own interests and input to the course. They call this Self-regulated learning using Wireless networks. They argue there is little detail about learning theory to the innovative and new gadgets and want their paper to give

“detailed arguments as to what are these new opportunities in terms of learning interaction and collaboration and what are the exact processes that mobile tools can scaffold.”However they just  come up with self -regulated and collaborative learning theory.No mention of connectivism.

Most papers I have read about blogging have the tutor setting how much blogging is to be done . “a set of instructions prescribing how students should perform in groups, how they should interact and collaborate and how they should solve the problem” (Dillenbourg, 2002, p. 63),

My study with blogs will actually have no rules because this could lead to better more independent learners. Self-regulated learners take charge of their own learning by choosing and setting goals, using individual strategies in order to monitor, regulate and control the different aspects influencing the learning process and evaluating his or her actions. Eventually, they become less dependent on others and on the contextual features in a learning situation.

Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL,. Heerlen: Open Universiteit Nederland, 61- 91