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Business as Usual or Digital Mechanisms for Change?: What Student DLOs Reveal About Doing Mathematics

Naomi Alexandra Rosedale, Rebecca Ngaire Jesson, Stuart McNaughton

Source Title: International Journal of Mobile and Blended Learning (IJMBL)13(2)

ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781799860457|DOI: 10.4018/IJMBL.2021040102

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MLA

Rosedale, Naomi Alexandra, et al. "Business as Usual or Digital Mechanisms for Change?: What Student DLOs Reveal About Doing Mathematics." IJMBL vol.13, no.2 2021: pp.1-19. http://doi.org/10.4018/IJMBL.2021040102

APA

Rosedale, N. A., Jesson, R. N., & McNaughton, S. (2021). Business as Usual or Digital Mechanisms for Change?: What Student DLOs Reveal About Doing Mathematics. International Journal of Mobile and Blended Learning (IJMBL), 13(2), 1-19. http://doi.org/10.4018/IJMBL.2021040102

Chicago

Rosedale, Naomi Alexandra, Rebecca Ngaire Jesson, and Stuart McNaughton. "Business as Usual or Digital Mechanisms for Change?: What Student DLOs Reveal About Doing Mathematics," International Journal of Mobile and Blended Learning (IJMBL) 13, no.2: 1-19. http://doi.org/10.4018/IJMBL.2021040102

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Abstract

Mathematics classrooms have a long history of what has been termed ‘unidimensional' character: a proclivity for student practice routines and teachers as experts and keepers of knowledge. This study investigates affordances of student-created digital learning objects (SC-DLOs) as transformative, design-for-learning practices in the hands of students. Historical distinctions are drawn between digital learning objects (DLOs) and digital learning artefacts (DLAs) primarily for teacher assessment of student learning. SC-DLOs are conceived as students' design for learning for the peer learning community. Hence, SC-DLOs have additional and different learning potential that aligns with 21st century skill development. A corpus of mathematics SC-DLOs (n=155) were analysed from learner blogs (Year 7-8) in a 1:1 digital initiative in New Zealand. A mixed-methods approach was used to investigate features of students' multimodal design for learning. A framework of implications informs and problematises understandings of transformative digital creation by students in mathematics.