Brief Literature Review
The QR Cache research project is grounded by the work of a number of researchers who have contributed to an understanding of how learners interact in technology-mediated learning situations (Moore, 1989, 1991), how multimedia elements impact teaching and learning (Clark, 1983, 1985, 1994a, 1994b; Hastings & Tracey, 2005; Joy & Garcia, 2000; Kozma, 1994a, 1994b), and what should be considered when designing effective mLearning experiences (Bates, 2005; Bradley et al., 2009; Elias, 2010; Fitzgerald, 2012; Koole, 2009; Naismith & Smith, 2009; Traxler & Wishart, 2011). These works have shaped an understanding of what an effective mLearning RLO should look like.
Moore’s Transactional Distance Theory (TDT) (1989, 1991) has been central to much of distance education and mLearning research. TDT views learning as an attempt to reduce physical and mental distance between the learner and the instructor, the content, and other learners. Koole’s FRAME model (2009) builds upon TDT, as well as Vygotsky’s zone of proximal development, in an mLearning context (p. 37). It presents a framework for designing and evaluating mLearning by maximizing key elements, and by reducing transactional distance and the gap between “what the learner is currently able to do and what she could potentially do with assistance from more advanced peers (p. 37)”. The FRAME model (Figure 2, below) describes the convergence of the Device Aspect, the Learner Aspect and the Social Interaction Aspect to create an optimal mLearning scenario.
Figure 2: The FRAME Model (Koole, 2009, reproduced with permission)
The reduction of transactional distance through situated learning is a central aim of the QR Cache research project. Koole’s FRAME model will be used to examine how effectively the RLOs create such a learning scenario (p. 41).
A theoretical debate continues as to whether the introduction of multimedia elements, such as the QR Cache RLOs, will actually have an impact on student learning (Clark, 1983, 1994a, 1994b; Hastings & Tracey, 2005; Joy & Garcia, 2000; Kozma, 1994a, 1994b). The QR Cache research project explores elements of this debate. One of the stated aims is to demonstrate the technical feasibility of introducing mobile RLOs by teachers at CNA-Q. Both sides of the media effectiveness debate are consistent with this aim. It is anticipated that the RLOs will be at least as effective as previously employed strategies. They will also provide an enriched learning experience that imparts additional technology-related skill sets that would otherwise not be possible (Traxler & Wishart, 2011, pp. 4-7).
In light of understandings of TDT and media effectiveness, recent work has focused on providing practical advice for instructional design using mobile technology (Beddall-Hill, 2011; Bradley et al., 2009; Elias, 2010; Fitzgerald, 2012; Koole, 2009; Naismith & Smith, 2009; Traxler & Wishart, 2011). Koole’s FRAME model (2009) illustrates how learners, social interaction, and mobile technologies intersect to create optimal mLearning scenarios. Elias (2010) and Traxler and Wishart (2011) both provide checklists for the effective design of mLearning. Bradley et al. (2009) and Naismith and Smith (2009) provide case studies of how mLearning RLOs should be designed to meet the needs of specific groups of learners. Similarly, Fitzgerald (2012) explores standards for creating mLearning applications with more effective interaction and the production of more meaningful RLOs. These works provided the bases for the development of the RLOs for the QR Cache research project. The works of Koole (2009), Elias (2010) and Traxler and Wishart (2011) also played central roles, and will be used to provide theoretical grounding in the analysis of the effectiveness of the mobile RLOs.
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