Bibliographic record
Abstract
Contemporary research on mobile learning focuses mainly on issues such as the acquisition of knowledge, the development of cognitive skills and the efficiency of these tools with respect to the achievement of specific educational goals. Nonetheless, the consequences of the adoption of a technology within a learning context for educational purposes should not be reduced solely to the cognitive dimension implied in its use, nor should it be measured only in terms of goal achievement. Even if intended as purely educational tools, technologies are complex social objects that redefine the sense of the context, the activity and even the identity of the actors engaged in their use. When educational institutions adopt mobile information technologies they propose more than a supposedly efficient educational instrument or technology-formatted contents. They introduce a form of life. By form of life, we mean a repertoire of possible uses, actions, meanings and even intended actors that the users may adopt. A technology is then a condensed social context within which learning takes place. We might then ask, what kinds of learning are at stake? To grasp the richness and the complexity of the learning involved in using mobile information devices, we need a larger and holistic definition of learning that goes beyond simply acquiring knowledge on particular topics, or processing information for some formal educational purpose. Learning through mobile devices is a larger and complex process that involves different aspects of an individual’s psychological, cultural and social development. How does the use of an iPod affect the students’ identity? How does it contribute to the development of social skills and social awareness? Drawing on research involving 123 Canadian university students recruited from different disciplines (on the basis of data coming from diaries and focus groups), this chapter focuses on the multiple consequences of the introduction of this technology as an educational tool in students’ academic life.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".