%0 Journal Article %1 JCAL:JCAL30 %A DiGiano, Chris %A Yarnall, Louise %A Patton, Charlie %A Roschelle, Jeremy %A Tatar, Deborah %A Manley, Matt %D 2003 %I Blackwell Science Ltd %J Journal of Computer Assisted Learning %K design designpatterns haifa-mlearning mlearning mobile patterns tools wireless %N 3 %P 284-297 %R 10.1046/j.0266-4909.2003.00030.x %T Conceptual tools for planning for the wireless classroom %U http://dx.doi.org/10.1046/j.0266-4909.2003.00030.x %V 19 %X Wireless and mobile devices are beginning to offer stunning new technical capabilities for collaborative learning. Yet, researchers in this field must recognise the importance of complementing these technical advances with improved understanding of the patterns of classroom activity that most need support. The approach taken in the work reported in this paper has been to create conceptual tools that help thinking and talking about technology-supported collaborative learning. A particularly powerful tool is Collaborative Design Patterns, which captures common learning situations and benefits in written form. This paper uses four classroom scenarios to describe eight patterns. These patterns fall into two categories: whole-activity patterns, which suggest ways to organise one or more class periods, and smaller-grained support patterns.

@article{JCAL:JCAL30, abstract = {Wireless and mobile devices are beginning to offer stunning new technical capabilities for collaborative learning. Yet, researchers in this field must recognise the importance of complementing these technical advances with improved understanding of the patterns of classroom activity that most need support. The approach taken in the work reported in this paper has been to create conceptual tools that help thinking and talking about technology-supported collaborative learning. A particularly powerful tool is Collaborative Design Patterns, which captures common learning situations and benefits in written form. This paper uses four classroom scenarios to describe eight patterns. These patterns fall into two categories: whole-activity patterns, which suggest ways to organise one or more class periods, and smaller-grained support patterns.}, added-at = {2011-03-07T08:14:16.000+0100}, author = {DiGiano, Chris and Yarnall, Louise and Patton, Charlie and Roschelle, Jeremy and Tatar, Deborah and Manley, Matt}, biburl = {https://www.bibsonomy.org/bibtex/2dc8d3aa08d78d2b2996aab34d5f6a0f6/yish}, description = {Conceptual tools for planning for the wireless classroom - DiGiano - 2003 - Journal of Computer Assisted Learning - Wiley Online Library}, doi = {10.1046/j.0266-4909.2003.00030.x}, interhash = {41033ed6ad1779931bba3f00d3e1eabd}, intrahash = {dc8d3aa08d78d2b2996aab34d5f6a0f6}, issn = {1365-2729}, journal = {Journal of Computer Assisted Learning}, keywords = {design designpatterns haifa-mlearning mlearning mobile patterns tools wireless}, number = 3, pages = {284-297}, publisher = {Blackwell Science Ltd}, timestamp = {2011-03-07T08:14:16.000+0100}, title = {Conceptual tools for planning for the wireless classroom}, url = {http://dx.doi.org/10.1046/j.0266-4909.2003.00030.x}, volume = 19, year = 2003 }