TY - JOUR

T1 - Understanding Nomadic Collaborative Learning Groups

AU - Ryberg, Thomas

AU - Davidson, Jacob

AU - Hodgson, Vivien Elaine

N1 - This is the peer reviewed version of the following article: Ryberg, T., Davidsen, J. and Hodgson, V. (2018), Understanding nomadic collaborative learning groups. Br J Educ Technol, 49: 235–247. doi:10.1111/bjet.12584/ which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/bjet.12584/abstract This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

PY - 2018/3

Y1 - 2018/3

N2 - The paper builds on the work of Rossito et al. (2014) on collaborative nomadic work to develop three categories of practice of nomadic collaborative learning groups. Our study is based on interviews, workshops and observations of two undergraduate student’s group practices engaged in self-organised, long-term collaborations within the frame of Problem and Project Based Learning. By analysing the patterns of nomadic collaborative learning we identify and discuss how the two groups of students incorporate mobile and digital technologies as well as physical and/or non-digital technologies into their group work. Specifically, we identify the following categories of nomadic collaborative learning practices: ‘orchestration of work phases, spaces and activities’, ‘the orchestration of multiple technologies’ and ‘orchestration of togetherness’. We found that for both groups of students there was a fluidity, situatedness and improvisational aspect to how they negotiate the orchestration of their work. Their ways of utilising space, places, technologies and activities over time was a complex interweaving of the digital and physical. We conclude by suggesting that the three categories of practice identified are important for deepening our understanding of nomadic collaborative learning groups.

AB - The paper builds on the work of Rossito et al. (2014) on collaborative nomadic work to develop three categories of practice of nomadic collaborative learning groups. Our study is based on interviews, workshops and observations of two undergraduate student’s group practices engaged in self-organised, long-term collaborations within the frame of Problem and Project Based Learning. By analysing the patterns of nomadic collaborative learning we identify and discuss how the two groups of students incorporate mobile and digital technologies as well as physical and/or non-digital technologies into their group work. Specifically, we identify the following categories of nomadic collaborative learning practices: ‘orchestration of work phases, spaces and activities’, ‘the orchestration of multiple technologies’ and ‘orchestration of togetherness’. We found that for both groups of students there was a fluidity, situatedness and improvisational aspect to how they negotiate the orchestration of their work. Their ways of utilising space, places, technologies and activities over time was a complex interweaving of the digital and physical. We conclude by suggesting that the three categories of practice identified are important for deepening our understanding of nomadic collaborative learning groups.

KW - Collaborative Learning Groups

KW - mobile learning

KW - Nomadicity,

KW - Problem and project based learning

U2 - 10.1111/bjet.12584

DO - 10.1111/bjet.12584

M3 - Journal article

VL - 49

SP - 235

EP - 247

JO - British Journal of Educational Technology

JF - British Journal of Educational Technology

SN - 0007-1013

IS - 2

ER -