Dreams, realism and critics of stakeholders on implementing and adopting mobile Seamless Learning Scenario’s in Dutch Secondary education

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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Abstract

In order to move the adoption of mobile Seamless learning to a broader and more sustainable level in secondary education,it is important to gain insight into perspectives of various stakeholders (e.g. managers, teachers) that influence acceptanceand adoption processes. Apparently, stakeholders perceive specific benefits as well as barriers in adopting seamlesslearning scenario’s in their daily educational practices, as Pegrum et al. (2013) concluded after studying adoption inAustralian primary schools. We wanted to see whether these perceived benefits and barriers were comparable for Dutchsecondary schools. Therefore, we organized a workshop with various stakeholders (teachers, school management, policymakers) in Dutch secondary education to obtain insight in the factors they considered important in order to adopt seamlesslearning scenarios on a broader and lasting scale. In the workshop we used the Disney-model for brainstorming, reactingto a statement as either a ‘Dreamer’, ‘Realist’ or ‘Critic’, to gain a broader insight in the problem domain. The workshopwas organised in two rounds with 26 participants in total. Associations were written on post-its and analysed bottom-up,thus resulting in factors affecting adoption of seamless learning scenario’s in daily educational practice. Results provideinsight in how a broad group of stakeholders perceives both the benefits, realistic arrangements as well as the barriers tobroad and sustainable adoption of mobile seamless learning in Dutch secondary schools.
Original languageEnglish
Title of host publicationProceedings of 17th World Conference on Mobile and Contextual Learning
Subtitle of host publicationNov 11, 2018 in Concordia University Chicago, Chicago, IL, USA
EditorsDavid Parsons, Robert Power, Agnieszka Palalas, Helga Hambrock, Kathryn MacCallum
Pages88-96
Number of pages9
Publication statusPublished - Nov 2018
Event17th World Conference on Mobile and Contextual Learning - Concordia University Chicago, Chicago, United States
Duration: 11 Nov 201814 Nov 2018
http://iamlearn.org/mlearn/

Conference

Conference17th World Conference on Mobile and Contextual Learning
CountryUnited States
CityChicago
Period11/11/1814/11/18
Internet address

Fingerprint

secondary education
realism
critic
stakeholder
scenario
educational practice
learning
teacher
school
primary school
secondary school
manager
management
Group

Keywords

  • Seamless learning
  • Mobile learning
  • Implementation
  • Adoption
  • Secondary Education
  • Stakeholders

Cite this

Rusman, E., Tan, E., & Firssova, O. (2018). Dreams, realism and critics of stakeholders on implementing and adopting mobile Seamless Learning Scenario’s in Dutch Secondary education. In D. Parsons, R. Power, A. Palalas, H. Hambrock, & K. MacCallum (Eds.), Proceedings of 17th World Conference on Mobile and Contextual Learning: Nov 11, 2018 in Concordia University Chicago, Chicago, IL, USA (pp. 88-96)
Rusman, Ellen ; Tan, Esther ; Firssova, Olga. / Dreams, realism and critics of stakeholders on implementing and adopting mobile Seamless Learning Scenario’s in Dutch Secondary education. Proceedings of 17th World Conference on Mobile and Contextual Learning: Nov 11, 2018 in Concordia University Chicago, Chicago, IL, USA. editor / David Parsons ; Robert Power ; Agnieszka Palalas ; Helga Hambrock ; Kathryn MacCallum. 2018. pp. 88-96
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title = "Dreams, realism and critics of stakeholders on implementing and adopting mobile Seamless Learning Scenario’s in Dutch Secondary education",
abstract = "In order to move the adoption of mobile Seamless learning to a broader and more sustainable level in secondary education,it is important to gain insight into perspectives of various stakeholders (e.g. managers, teachers) that influence acceptanceand adoption processes. Apparently, stakeholders perceive specific benefits as well as barriers in adopting seamlesslearning scenario’s in their daily educational practices, as Pegrum et al. (2013) concluded after studying adoption inAustralian primary schools. We wanted to see whether these perceived benefits and barriers were comparable for Dutchsecondary schools. Therefore, we organized a workshop with various stakeholders (teachers, school management, policymakers) in Dutch secondary education to obtain insight in the factors they considered important in order to adopt seamlesslearning scenarios on a broader and lasting scale. In the workshop we used the Disney-model for brainstorming, reactingto a statement as either a ‘Dreamer’, ‘Realist’ or ‘Critic’, to gain a broader insight in the problem domain. The workshopwas organised in two rounds with 26 participants in total. Associations were written on post-its and analysed bottom-up,thus resulting in factors affecting adoption of seamless learning scenario’s in daily educational practice. Results provideinsight in how a broad group of stakeholders perceives both the benefits, realistic arrangements as well as the barriers tobroad and sustainable adoption of mobile seamless learning in Dutch secondary schools.",
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author = "Ellen Rusman and Esther Tan and Olga Firssova",
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Rusman, E, Tan, E & Firssova, O 2018, Dreams, realism and critics of stakeholders on implementing and adopting mobile Seamless Learning Scenario’s in Dutch Secondary education. in D Parsons, R Power, A Palalas, H Hambrock & K MacCallum (eds), Proceedings of 17th World Conference on Mobile and Contextual Learning: Nov 11, 2018 in Concordia University Chicago, Chicago, IL, USA. pp. 88-96, 17th World Conference on Mobile and Contextual Learning, Chicago, United States, 11/11/18.

Dreams, realism and critics of stakeholders on implementing and adopting mobile Seamless Learning Scenario’s in Dutch Secondary education. / Rusman, Ellen; Tan, Esther; Firssova, Olga.

Proceedings of 17th World Conference on Mobile and Contextual Learning: Nov 11, 2018 in Concordia University Chicago, Chicago, IL, USA. ed. / David Parsons; Robert Power; Agnieszka Palalas; Helga Hambrock; Kathryn MacCallum. 2018. p. 88-96.

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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N2 - In order to move the adoption of mobile Seamless learning to a broader and more sustainable level in secondary education,it is important to gain insight into perspectives of various stakeholders (e.g. managers, teachers) that influence acceptanceand adoption processes. Apparently, stakeholders perceive specific benefits as well as barriers in adopting seamlesslearning scenario’s in their daily educational practices, as Pegrum et al. (2013) concluded after studying adoption inAustralian primary schools. We wanted to see whether these perceived benefits and barriers were comparable for Dutchsecondary schools. Therefore, we organized a workshop with various stakeholders (teachers, school management, policymakers) in Dutch secondary education to obtain insight in the factors they considered important in order to adopt seamlesslearning scenarios on a broader and lasting scale. In the workshop we used the Disney-model for brainstorming, reactingto a statement as either a ‘Dreamer’, ‘Realist’ or ‘Critic’, to gain a broader insight in the problem domain. The workshopwas organised in two rounds with 26 participants in total. Associations were written on post-its and analysed bottom-up,thus resulting in factors affecting adoption of seamless learning scenario’s in daily educational practice. Results provideinsight in how a broad group of stakeholders perceives both the benefits, realistic arrangements as well as the barriers tobroad and sustainable adoption of mobile seamless learning in Dutch secondary schools.

AB - In order to move the adoption of mobile Seamless learning to a broader and more sustainable level in secondary education,it is important to gain insight into perspectives of various stakeholders (e.g. managers, teachers) that influence acceptanceand adoption processes. Apparently, stakeholders perceive specific benefits as well as barriers in adopting seamlesslearning scenario’s in their daily educational practices, as Pegrum et al. (2013) concluded after studying adoption inAustralian primary schools. We wanted to see whether these perceived benefits and barriers were comparable for Dutchsecondary schools. Therefore, we organized a workshop with various stakeholders (teachers, school management, policymakers) in Dutch secondary education to obtain insight in the factors they considered important in order to adopt seamlesslearning scenarios on a broader and lasting scale. In the workshop we used the Disney-model for brainstorming, reactingto a statement as either a ‘Dreamer’, ‘Realist’ or ‘Critic’, to gain a broader insight in the problem domain. The workshopwas organised in two rounds with 26 participants in total. Associations were written on post-its and analysed bottom-up,thus resulting in factors affecting adoption of seamless learning scenario’s in daily educational practice. Results provideinsight in how a broad group of stakeholders perceives both the benefits, realistic arrangements as well as the barriers tobroad and sustainable adoption of mobile seamless learning in Dutch secondary schools.

KW - Seamless learning

KW - Mobile learning

KW - Implementation

KW - Adoption

KW - Secondary Education

KW - Stakeholders

M3 - Conference article in proceeding

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BT - Proceedings of 17th World Conference on Mobile and Contextual Learning

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A2 - Power, Robert

A2 - Palalas, Agnieszka

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ER -

Rusman E, Tan E, Firssova O. Dreams, realism and critics of stakeholders on implementing and adopting mobile Seamless Learning Scenario’s in Dutch Secondary education. In Parsons D, Power R, Palalas A, Hambrock H, MacCallum K, editors, Proceedings of 17th World Conference on Mobile and Contextual Learning: Nov 11, 2018 in Concordia University Chicago, Chicago, IL, USA. 2018. p. 88-96