‘Bridging’ social contexts to learn from everyday life (mis)communication incidents: theoretical framing of  the design of a digital reflection tool for primary school children with language impairments

Ellen Rusman; Barbara van den Broek

‘Bridging’ social contexts to learn from everyday life (mis)communication incidents: theoretical framing of the design of a digital reflection tool for primary school children with language impairments

Ellen Rusman, Barbara van den Broek

Department of Technology Enhanced Learning and Innovation

Research output: Contribution to conference › Paper › Academic

Abstract

Children with specific language impairments often experience miscommunication in the various social environments they engage in (e.g. school, at home, at leisure). In this design-based research project, a digital reflection tool was designed to support children with capturing (both positive and negative) (mis)communication incidents they experience during their everyday life, which can become ‘artefacts’ facilitating reflection with others. This paper reports on theoretical concepts that informed the design of the digital reflection tool.

Original language	English
Pages	41-46
Number of pages	6
Publication status	Published - 2020
Event	14th European Conference on Technology Enhanced Learning: Transforming Learning With Meaningful Technologies - The Leiden-Delft-Erasmus Center for Education and Learning , Delft, Netherlands Duration: 16 Sep 2019 → 19 Sep 2019 Conference number: 2019 http://www.ec-tel.eu http://www.ec-tel.eu/index.php?id=918

Conference

Conference	14th European Conference on Technology Enhanced Learning
Abbreviated title	EC-TEL 2019
Country/Territory	Netherlands
City	Delft
Period	16/09/19 → 19/09/19
Internet address	http://www.ec-tel.eu http://www.ec-tel.eu/index.php?id=918

Keywords

reflection
mobile learning
seamless learning
Ubiquitous learning support
learning design
situated learning
contextualised learning

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Rusman, E., & van den Broek, B. (2020). ‘Bridging’ social contexts to learn from everyday life (mis)communication incidents: theoretical framing of the design of a digital reflection tool for primary school children with language impairments. 41-46. Paper presented at 14th European Conference on Technology Enhanced Learning, Delft, Netherlands. http://ceur-ws.org/Vol-2712/paper05.pdf

@conference{cc89191d5fa24c9d9ef31e866ac0e019,

title = "{\textquoteleft}Bridging{\textquoteright} social contexts to learn from everyday life (mis)communication incidents: theoretical framing of the design of a digital reflection tool for primary school children with language impairments",

abstract = "Children with specific language impairments often experience miscommunication in the various social environments they engage in (e.g. school, at home, at leisure). In this design-based research project, a digital reflection tool was designed to support children with capturing (both positive and negative) (mis)communication incidents they experience during their everyday life, which can become {\textquoteleft}artefacts{\textquoteright} facilitating reflection with others. This paper reports on theoretical concepts that informed the design of the digital reflection tool. ",

keywords = "reflection, mobile learning, seamless learning, Ubiquitous learning support, learning design, situated learning, contextualised learning",

author = "Ellen Rusman and {van den Broek}, Barbara",

note = "Rusman, E., & Broek, van den, B. (2020). {\textquoteleft}Bridging{\textquoteright} social contexts to learn from everyday life (mis)communication incidents: theoretical framing of the design of a digital reflection tool for primary school children with language impairments. In: Yishay Mor, Yannis Dimitriadis and Christian K{\"o}ppe (Eds.), Proceedings of the Workshop on Hybrid Learning Spaces - Data, Design, Didactics, co-located with 14th European Conference on Technology Enhanced Learning, 16 september 2019, Delft, p.41-46. http://ceur-ws.org/Vol-2712/paper05.pdf ; 14th European Conference on Technology Enhanced Learning : Transforming Learning With Meaningful Technologies, EC-TEL 2019 ; Conference date: 16-09-2019 Through 19-09-2019",

year = "2020",

language = "English",

pages = "41--46",

url = "http://www.ec-tel.eu, http://www.ec-tel.eu/index.php?id=918",

}

Rusman, E & van den Broek, B 2020, '‘Bridging’ social contexts to learn from everyday life (mis)communication incidents: theoretical framing of the design of a digital reflection tool for primary school children with language impairments', Paper presented at 14th European Conference on Technology Enhanced Learning, Delft, Netherlands, 16/09/19 - 19/09/19 pp. 41-46. <http://ceur-ws.org/Vol-2712/paper05.pdf >

‘Bridging’ social contexts to learn from everyday life (mis)communication incidents: theoretical framing of the design of a digital reflection tool for primary school children with language impairments. / Rusman, Ellen; van den Broek, Barbara.

2020. 41-46 Paper presented at 14th European Conference on Technology Enhanced Learning, Delft, Netherlands.

Research output: Contribution to conference › Paper › Academic

TY - CONF

T1 - ‘Bridging’ social contexts to learn from everyday life (mis)communication incidents: theoretical framing of the design of a digital reflection tool for primary school children with language impairments

AU - Rusman, Ellen

AU - van den Broek, Barbara

N1 - Conference code: 2019

PY - 2020

Y1 - 2020

N2 - Children with specific language impairments often experience miscommunication in the various social environments they engage in (e.g. school, at home, at leisure). In this design-based research project, a digital reflection tool was designed to support children with capturing (both positive and negative) (mis)communication incidents they experience during their everyday life, which can become ‘artefacts’ facilitating reflection with others. This paper reports on theoretical concepts that informed the design of the digital reflection tool.

AB - Children with specific language impairments often experience miscommunication in the various social environments they engage in (e.g. school, at home, at leisure). In this design-based research project, a digital reflection tool was designed to support children with capturing (both positive and negative) (mis)communication incidents they experience during their everyday life, which can become ‘artefacts’ facilitating reflection with others. This paper reports on theoretical concepts that informed the design of the digital reflection tool.

KW - reflection

KW - mobile learning

KW - seamless learning

KW - Ubiquitous learning support

KW - learning design

KW - situated learning

KW - contextualised learning

M3 - Paper

SP - 41

EP - 46

T2 - 14th European Conference on Technology Enhanced Learning

Y2 - 16 September 2019 through 19 September 2019

ER -