Using webquests in a museum-based multiliteracies dynamic learning intervention: ubiquitous learning made possible?
Date Issued
2013
Author(s)
Abstract
Today’s emerging technological achievements seem to be moving towards the realization of ubiquitous
learning as described by Weiser (1991). Nevertheless, ubiquitous learning is not preconceived or a priori; the number of
possibilities offered by such learning can only happen “if breakthrough strategies and practices are implemented that reconceptualize
the content, processes and human relationships of teaching and learning” (Cope and Kalantzis, 2008:582).
Bearing the previous in mind, the aim of this paper is to report on the findings from a doctoral thesis on pupils’ learning
experiences of and through museum-based multiliteracies. Drawing from the literature, analysis and evaluation of the
qualitative research methodology this paper addresses how engagement with an online educational tool such as
webquests impacts upon pupils’ multiliteracies learning experiences, and what kind of multiliteracies pedagogy approach
can support ubiquitous learning.
To facilitate understanding a learning framework developed for the purposes of an educational intervention, the Museum
Multiliteracies Practice (MMP) is presented in brief. Following this, the findings of the intervention are discussed in the
context of the case study undertaken with a group of primary aged students to determine the extent to which the intrinsic
characteristics of ubiquitous learning could be served by the affordances of the webquest method and multiliteracies
pedagogy.
learning as described by Weiser (1991). Nevertheless, ubiquitous learning is not preconceived or a priori; the number of
possibilities offered by such learning can only happen “if breakthrough strategies and practices are implemented that reconceptualize
the content, processes and human relationships of teaching and learning” (Cope and Kalantzis, 2008:582).
Bearing the previous in mind, the aim of this paper is to report on the findings from a doctoral thesis on pupils’ learning
experiences of and through museum-based multiliteracies. Drawing from the literature, analysis and evaluation of the
qualitative research methodology this paper addresses how engagement with an online educational tool such as
webquests impacts upon pupils’ multiliteracies learning experiences, and what kind of multiliteracies pedagogy approach
can support ubiquitous learning.
To facilitate understanding a learning framework developed for the purposes of an educational intervention, the Museum
Multiliteracies Practice (MMP) is presented in brief. Following this, the findings of the intervention are discussed in the
context of the case study undertaken with a group of primary aged students to determine the extent to which the intrinsic
characteristics of ubiquitous learning could be served by the affordances of the webquest method and multiliteracies
pedagogy.
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