{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,20]],"date-time":"2026-02-20T20:44:03Z","timestamp":1771620243729,"version":"3.50.1"},"reference-count":0,"publisher":"IGI Global","issue":"2","license":[{"start":{"date-parts":[[2021,4,1]],"date-time":"2021-04-01T00:00:00Z","timestamp":1617235200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/3.0\/deed.en_US"},{"start":{"date-parts":[[2021,4,1]],"date-time":"2021-04-01T00:00:00Z","timestamp":1617235200000},"content-version":"am","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/3.0\/deed.en_US"},{"start":{"date-parts":[[2021,4,1]],"date-time":"2021-04-01T00:00:00Z","timestamp":1617235200000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/3.0\/deed.en_US"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2021,4,1]]},"abstract":"<p>Mathematics classrooms have a long history of what has been termed \u2018unidimensional' 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.<\/p>","DOI":"10.4018\/ijmbl.2021040102","type":"journal-article","created":{"date-parts":[[2021,3,9]],"date-time":"2021-03-09T13:13:20Z","timestamp":1615295600000},"page":"1-19","source":"Crossref","is-referenced-by-count":5,"title":["Business as Usual or Digital Mechanisms for Change?"],"prefix":"10.4018","volume":"13","author":[{"given":"Naomi Alexandra","family":"Rosedale","sequence":"first","affiliation":[{"name":"University of Auckland, New Zealand"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Rebecca Ngaire","family":"Jesson","sequence":"additional","affiliation":[{"name":"University of Auckland, New Zealand"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Stuart","family":"McNaughton","sequence":"additional","affiliation":[{"name":"University of Auckland, New Zealand"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"2432","container-title":["International Journal of Mobile and Blended Learning"],"original-title":[],"language":"ng","link":[{"URL":"https:\/\/www.igi-global.com\/viewtitle.aspx?TitleId=274504","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2024,3,26]],"date-time":"2024-03-26T19:14:44Z","timestamp":1711480484000},"score":1,"resource":{"primary":{"URL":"https:\/\/services.igi-global.com\/resolvedoi\/resolve.aspx?doi=10.4018\/IJMBL.2021040102"}},"subtitle":["What Student DLOs Reveal About Doing Mathematics"],"short-title":[],"issued":{"date-parts":[[2021,4,1]]},"references-count":0,"journal-issue":{"issue":"2","published-print":{"date-parts":[[2021,4]]}},"URL":"https:\/\/doi.org\/10.4018\/ijmbl.2021040102","relation":{},"ISSN":["1941-8647","1941-8655"],"issn-type":[{"value":"1941-8647","type":"print"},{"value":"1941-8655","type":"electronic"}],"subject":[],"published":{"date-parts":[[2021,4,1]]}}}