Special issue on: Designing for ownership in technology-enhanced learning (TEL): a core element for learners’ SRL and agency

I am happy to share our Open Access IxD&A Special issue on: Designing for ownership in technology-enhanced learning (TEL): a core element for learners’ SRL and agency:

http://ixdea.uniroma2.it/inevent/events/idea2010/index.php?s=10&a=11&link=ToC_45_P

IxD&A Special Issue on Ownership in Technology-Enhanced Learning

Here is an extract from the Preface, where we give the background information about the concept of psychological ownership:

“Psychological ownership is a concept describing a relationship between a person and an object in which the object is experienced as “connected with the self” (Wilpert, 1991) and/or becomes a part of an “extended self’ (Dittmar, 1992). Psychological ownership in context of learning and education is rooted in Self-Regulated Learning, SRL (Zimmerman & Schunk, 2001) and has been viewed as an essential component in the development of metacognitive and critical thinking skills (Honebein, Duffy & Fishman, 1993). Psychological ownership has received increased attention in different fields of research, including organisational development and leadership, education and consumer behaviour (Van Dyne & Pierce, 2004; Jeswani & Dave, 2011). A number of authors have addressed the links between psychological ownership and self-identity, self-adjustment, accountability, sense of belonging and citizenship (Pierce, Kostova & Dirks, 2001; Van Dyne & Pierce, 2004). Psychological ownership has been viewed as a positive resource for attitudes (e.g. higher commitment, responsibility), self-esteem, self-efficacy, motivation, accountability, performance and self-identity (Avey, et al., 2009; Pierce, Kostova & Dirks, 2001; Pierce, Kostova & Dirks, 2003; Van Dyne & Pierce, 2004). The theory of psychological ownership considers ownership as a multi-dimensional construct encompassing (1) sense of responsibility, (2) sense of identity, (3) sense of accountability, (4) sense of self-efficacy and (5) sense of belongingness (Pierce Kostova & Dirks, 2001).”

For references, check the Preface.

Table of Contents

Preface

Ilona Buchem, Gemma Tur, Jesus Salinas

pp. 5 – 14, download

Victoria I. Marín, Bárbara de Benito, Antònia Darder

Technology-Enhanced Learning for Student Agency in Higher Education: a Systematic Literature Review, pp. 15 – 49, abstract , download

Linda Castañeda, Gemma Tur

Resources and Opportunities for Agency in PLE-Related Pedagogical Designs , pp. 50 – 68, abstract , download

Virginia Rodés-Paragarino, Adriana Gewerc-Barujel

Ownership and Agency in the adoption of Open Educational Resources , pp. 69 – 86, abstract , download

Elena Barberà, Iolanda Garcia, Marcelo Fabián Maina

Fostering psychological ownership in MOOC through a self-regulation design layer , pp. 87 – 111, abstract , download

Ilona Buchem, Gemma Tur, Tobias Hoelterhof

The role of learner control and psychological ownership for self-regulated learning in technology-enhanced learning designs, pp. 112 – 132, abstract , download

Eva Durall, Marjo Virnes, Teemu Leinonen, Begoña Gros

Ownership of learning in monitoring technology, pp. 133 – 154, abstract , download

Kamakshi Rajagopal, Rani Van Schoors, Stefanie Vanbecelaere, Lien de Bie, Fien Depaepe

Designing personalized learning support for K12 education, pp. 155 – 176, abstract , download

Perspectives on Wearable Enhanced Learning (WELL) Current Trends, Research, and Practice

Posted by

ibuchem

Posted on

November 9, 2019

Posted under

book, Publications, Wearables

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Perspectives on Wearable Enhanced Learning (WELL) Current Trends, Research, and Practice.

We are delighted and proud to inform you that our Springer book Perspectives on Wearable Enhanced Learning (WELL) edited by Ilona Buchem, Ralf Klamma and Fridolin Wild has recently just published and is available online!

The book has altogether 21 chapters related to various aspects of Wearable Enhanced Learning and organised into seven parts:

The Evolution and Ecology of Wearable Enhanced Learning
The Topography of Wearable Enhanced Learning
Technological Frameworks, Development and Implementation
Pedagogical Frameworks and Didactic Considerations
Design of User Experience
Research and Data
Synopsis

Start exploring with the opening chapter which provides an introduction to the field of Wearable Enhanced Learning (WELL):

“Wearable enhanced learning (WELL) is an emerging area of interest for researchers, practitioners in educational institutions, and companies. Also many grassroots movements are providing new sensors, devices, prototypical concepts, and learning solutions for WELL. Deeply rooted in the traditions of technology enhanced learning (TEL), such as self-regulated learning and mobile learning, WELL has been generating new challenges and opportunities in the field.” (Buchem, Klamma & Wild, 2019)*.

*Buchem, I.; Klamma, R. & Wild, F. (2019). Introduction to Wearable Enhanced Learning (WELL): Trends, Opportunities, and Challenges. In I. Buchem, R. Klamma & F. Wild (Eds.) Perspectives on Wearable Enhanced Learning (WELL). Current Trends, Research, and Practice. Springer Nature Switzerland, URL https://link.springer.com/book/10.1007/978-3-319-64301-4#toc

We would like to thank all the authors for your valuable contributors to this book and in consequence to the field of Wearable Enhanced Learning (WELL). Thank you for your collaboration on this joint and exciting project!

We hope all readers of the book will be informed and inspired for their own research and development in the field of Wearable Enhanced Learning (WELL).

Please connect with us for future projects and publications!

Also visit the website of our Special Interest Group at the European Association of the Technology Enhanced Learning.

Ilona Buchem @mediendidaktik, Ralf Klamma @klamma and Fridolin Wild @fwild