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Download (12MB) Mobile Computing in Work-Integrated Learning: Problems of Remotely-Distributed Activities and Technology Use. Gamel Okoampa Wiredu Department of Information Systems The London School of Economics and Political Science University of London, UK. Dissertation submitted to the University of London in partial fulfilment of the requirements for the award of the Degree of Doctor of Philosophy in Information Systems January 2005 UMI Number: U202450 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI U202450 Published by ProQuest LLC 2014. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 JL6stract Recently, the continuing digitalisation of our social and analogue lives has assumed a new dimension. This dimension has resulted from of the introduction of portable information and communication technologies (ICTs) - notably mobile phones, personal digital assistants (PDAs), laptop computers, smart phones and tablet computers - whose physical, instrumental and functional properties provide opportunities for mobility of interaction, information processing, learning and work. A parallel development along this dimension is the contemporary remote distribution of erstwhile-localised human activities, subsuming some dissolution of distance and time boundaries by portable ICTs. This is a dissertation about the problems of remotely-distributed activities and technology use, in general; and specifically about the mutual shaping between remotely-distributed work-integrated learning and mobile computing. The study is underpinned by a developmental psychology perspective to purposeful human activities being seen as processes which are mediated by psychological and physical tools. It explores this mutual shaping by addressing related parameters such as motives, mobility, power, control, distribution and mobile computing. The aim is to unearth an understanding of how this mobilisation of technology, humans and mobile computing shape each other within the framework of purposeful mobilised activities. The analysis carried out after an in-depth theoretical and empirical study of these relationships reveal the following: a paradoxical relationship between human mobility and flexible computing; a high tendency for ICT users to reconstruct portable artefacts based on a drift in utility between the satisfaction of objective and personal motives; power relations between remotely-separated authorities of an activity translate into control of workers’ or learners’ actions (including computing actions) and contribute to reconstruction of artefacts. Based on these findings, this dissertation makes a theoretical contribution through the proposal of an action-based model of remotely- distributed activity that can be drawn upon to analyse computing in contemporary technology-mediated distribution of work and learning. 2 "Tager du mig for en laerd og belaest mand?" "Selvfolgeligt," svarede Zi-gong, "er du da ikke?" "Ikke det mindste," svarede Confucius. "Jeg har blot greb om een trad der forbinder alle de andre" "Do you think me a learned, well-read man?" "Certainly," replied Zi-gong, "Aren’t you?" "Not at all," said Confucius. "I have simply grasped one thread which links up the rest" [Recounted in Sima Qian (145-ca. 89 BC), "Confucius," in Hu Shi, The Development o f Logical Methods in Ancient China, Shanghai: Oriental Book Company, 1922; quoted in Qian 1985:125, in Castells 1996, p.l.] 3 To myfamiCy. Mum, your sacrifices have not 6een in vain. 4 Acknowledgements The production of this thesis is the culmination of a long excruciating period of hard work inspired by my undying desire for scholarship and knowledge. This period of formal education has spanned from my early years of learning at UST Primary School in Ghana to these current times as a research student at the London School of Economics. That I have come through this period of severe financial, social and emotional challenges is an accomplishment simply beyond my comprehension and a feat I never imagined my physical, financial and mental resources would enable me to tackle in this short period. It is in this context that I thank God for His abundant grace and unfailing compassions, and for endowing me with sufficient health, wealth and understanding which have sustained me throughout this period. It is also in this context that I find Psalm 30:1 appropriate: “I will extol thee, O LORD; for thou hast lifted me up, and hast not made my foes to rejoice over me. ” The Information Systems Department of the LSE has been a wonderful academic environment since my days as a master’s student, and immediately afterwards as a PhD student and Graduate Teaching Assistant. One outstanding personality of this department is Dr. Carsten Sorensen: affable, supportive, diligent and honest are the few, among many, resounding epithets I will use to describe him. He has not only been always supportive as my research supervisor, but was always responsive to my requests even during master’s degree studies. Dear Carsten, please be assured of my most profound appreciation for the confidence you have had in my academic abilities that made you choose to supervise my research, and for the encouragement you offered me at the beginning when my ideas seemed to be heading nowhere. I also thank my assessors, Dr Susan Scott and Antonio Cordelia, as well as Dr. Jannis Kallinikos, my tutor, whose suggestions on my early writings about this research have been invaluable. I cannot leave out my Ghanaian teachers, masters and lecturers through whose lowly-paying efforts and sacrifices I acquired a sound academic foundation upon which my current level of knowledge has been built. Although it is often euphemistically said that their “rewards are in heaven”, they are worth every bit of my earthly glorification. Dr. Roger Kneebone of Imperial College London and his PSP project team, as well as the PSPs whose learning activities I studied, deserve a special mention because coming into contact with them was the most decisive encounter of my research. I thank Roger for allowing me to study the project throughout its duration, and even to study it as an action researcher which allowed me overwhelming access to data and was immensely beneficial. I thank his team members - Harry Brenton, Amanda Burgess, Jackie Younger, Michael Singh and Heather Fry - for their invaluable support. I also thank the 12 PSPs for their cooperation during my interviews and tutorials, and for all those times when I was in desperate need of data from them. Special thanks also to Prof. E. Y. Safo who, over the years, has contributed significantly towards my educational progress. 5 There are some brilliant people whose ideas I have drawn upon to develop my own in this thesis; some of them I have never met before and have passed away, some still alive today. I am greatly indebted to the departed Lev Vygotsky and Alexei Leont’ev, and the living Yijo Engestrom, whose expositions on Developmental Psychology, Learning and Activity helped me to clearly understand the research problem. I am also grateful to all my friends who have kept me happy during my research. Mr Joe Appiah-Brantuo, Anthony Tuffour, Benjamin Acquaye, Clement Twumasi, Richmond Adjei, Regina Osafo-Adu, Collins Asare, Eugenia Sasu, Kofi Agyenim Boateng, Lawrence Dzakpa, Peter Fosu and James Owusu are a few of an uncountable and valued number of friends in this respect. Their patience, love and understanding over the period when I was a virtual social recluse are particularly appreciated. To all my colleagues whom I encountered at the LSE, especially Daniel Osei-Joehene, Dr. Frederick Wamala, Jan Kietzmann and Daniel Pica, I thank you very much for the invaluable pieces of advice you have offered me. Last but not least, I have enjoyed being a player of the LSE football team since my enrolment, and I thank all the players over the period for the wonderfully cherished times. My captains over the period, Dean Taylor, Gavin Peck, Jan Wojna, Tom Winston and Matt Davenport, deserve special mention for their organising efforts. “It is certainly regrettable, that under the circumstances many frequent and notable species cannot be referred to due to lack o f space and a great number o f them, which would definitely have been worthy o f further attention, can only be mentioned in general” - Richard Heymons, 1915. 6 7a6Ce o f Contents ABSTRACT................................................................................................................................................ 2 ACKNOWLEDGEMENTS...................................................................................................................... 5 TABLE OF CONTENTS.......................................................................................................................... 7 LIST OF FIGURES................................................................................................................................... 11 LIST OF TABLES....................................................................................................................................
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