Article Sidebar

Submitted
Sep 10, 2018
Published
Sep 24, 2011
Download
PDF
Statistic
Read Counter : 312 Download : 173

Main Article Content

Abstract

The development of technology enhanced contextualized educational experiences that are personally meaningful for learners is an essential research goal, which is enabled by the ever-increasing wealth of networked, pervasive, mobile technologies. The developments in the rich variety of technologies is not however matched by the development of a rich variety of models and frameworks that can support the contextualized design process. These models and frameworks are essential for the adoption of contextualized technology enhanced education. Methods to support these design frameworks and evidence of their usefulness are essential if the potential of progressive technology development is to make contextualized technology enhanced education a reality. We describe the Ecology of Resources approach, which offers a model and a framework to support the design of Technology Enhanced Education (TEE). Participatory design is embedded in this approach and offers a key contribution to the development of TEE by enabling researchers and designers to tap into the complex and subtle circumstances in which and through which people learn. The case study that we present demonstrates this participatory process and provides evidence that its combination with the Ecology of Resources approach effectively supports the development of TEE.

Article Details

The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.

The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.

For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code

How to Cite
Luckin, R., & Clark, W. (2011). More than a game: The participatory Design of contextualised technology-rich learning expereinces with the ecology of resources. Journal of E-Learning and Knowledge Society, 7(3). https://doi.org/10.20368/1971-8829/550