Components of the Framework

Based on Engestrom’s precept that learning occurs in a cultural-historical activity system with various tools, both constraining and supporting learners in their quest for acquiring knowledge and skills, the model accommodates learning and the role of technology through two layers – a semiotic layer that describes the learning process and a technological layer that shows learning as an engagement of technology. These two layers attempt to capture the dialectical relationship between learning and technology in the analytical framework.

The framework describes the process of learning as a cultural-historical activity mediated by technology tools which may promote or restrain learners in their pursuit of learning. The semiotic layer of the framework contains the learners, their learning activities, and the cultural rules that govern them. The technological layer represents the interaction of the learners with the

technological tools that are an integral part of the system. The layers, if superimposed as in the diagram, present a holistic picture of the mobile learning system (Sharples et al., 2005), showing the interrelations and interactions among the components – ‘subjects’ (learners), ‘technological tools’ (Computer, ICT, and mobile), and ‘objects’ (learning material); and

‘control’ (forces that control learning), ‘context’ (when and where learning happens) and ‘communication’ between the various components in the system.

Figure 3.2 A framework for analysing mobile learning (Sharples et al., 2005)

The semiotic layer contains the learner’s activities to acquire knowledge and skills that are mediated or influenced by culture and its signs and symbols.

Learners internalise language that is manifested in writing and conversations into private or internal thoughts which then provide them the resources to control and develop future learning. The technological layer contains tools such as computers and mobile devices that function as points of interaction in the process of learning or ‘conversations’. These two layers in tandem create

a human-technology system of learning that communicates, mediates, and assists in recall and/or reflection.

These two layers can be viewed and analysed separately – as a semiotic framework that would be understood by and facilitates discussion among educational theorists to analyse mobile learning; and as a technological layer that would provide a framework for software developers and programmers to design and evaluate improved mobile learning systems. Taken as a whole, the layers could be superimposed on each other to present a holistic system of learning with interaction between learners and technology. It is not

recommended to separate or combine these layers, but to allow them to function as a dynamic and flexible system that helps continually improve the understanding and enhancement of mobile learning.

The framework is based on the definition that learning is a socio-cultural system with learners collectively interacting within the constraints of cultural and historical boundaries. It takes Engestrom’s analysis of the collective activity and expands it to reveal the interaction between tool-mediated activities and the cultural rules, community, and division of labour. Having adopted Engestrom’s framework that shows a dialectical relationship between technology and semiotics, the framework further divides cultural rules into control, context, and communication for better explanation and understanding.

The various components of the framework on the current research context are as follows:

a) Subjects: The learners or ‘subjects’ are people, who are a part of this system, whose role is to learn from interacting with one and another or with the knowledge platforms.

b) Objects: ‘Objects’ are learning materials/mobile learning programmes, information, knowledge, and skills being sought by the learners. Changed objects are revised objects consumed by the learners. Changed objects could also be learning materials that evolve with interactions with and contributions from learners.

c) Technological Tools: The technological tools include computer technology, information and communication technologies, internet and mobile technologies, learning technology, and mobile devices.

d) Control: The control of learners may rest with one person (teacher) or may be distributed among many learners. In the context of the current project, control usually passes from training managers and learners, or between learners and technology. Learning can also be controlled by technology in case of computer-based training or e-learning. Technology also enables learners to access learning materials or training programmes whenever and wherever convenient. Social rules and accepted norms dictate actions of learners – e-mail etiquette or formats of documents used.

e) Context: Context is the physical environment where learning takes place (locations) and includes various actors or groups (communities) that interact around a shared object (in this case, learning material or

programme). Unlike in a classroom where it is relatively static, the context in mobile learning is dynamic as it changes through continuous interaction between learners and technology. It can be temporarily solidified with ad hoc workplaces, social networks, or a shared understanding among learners, but could never be static for long (Lonsdale, Baber, Sharples, &

Arvanitis, 2004).

f) Communication: Communication is the dialectic relationship between and among all the actors in the system and between the semiotic and

technology layers. This communication is enabled by technology and tools, with multiple channels that facilitate ‘conversations’. The framework recognises that learning in the mobile age centres around the essentiality of communication as a process of bringing about a common understanding of the world, and that communication is the central process of learning through which learners resolve differences and come up with shared experiences. Learning is a continual conversation between and among oneself, others, and the artefacts. Learning not only occurs in a context but also creates context through continual interaction (Sharples, 2005).