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John Cook: Educational Design Research Investigation of the Temporal Nature of Learning: Taking a Vygotskian Approach

Slides f John Cook session #MLCB Bremen, abt m-learning, vygotsky design based research & tour

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John Cook
21 March 2011

The nature of learning is being augmented by new digital tools, particularly by mobile devices and the networks and structures to which they connect people. In this paper I examine: (i) the powerful perspectives on learning and development put forward by Vygotsky, (ii) an evolutionary educational design research approach, and (iii) notions surrounding the temporal nature of learning. Specifically, this paper presentation will focus on exploring my research from the present, in order to propose some preliminary thoughts on the nature of what I am calling Augmented Contexts for Development (Cook, 2010a; Cook 2010b); an extension of Vygotsky’s Zone of Proximal Development (Vygotsky, 1978 / 1930) that takes into account the characteristics of 21st Century mass media structures, agency and practices.


Cook, J. (2002). The Role of Dialogue in Computer-Based Learning and Observing Learning: An Evolutionary Approach to Theory. Journal of Interactive Media in Education, 5. Available from

Cook, J. (2010a). Longitudinal, Educational Design Research Investigation of the Temporal Nature of Learning: Taking a Vygotskian Approach. Journal of Interactive Media in Education. Available from

Cook, J. (2010b). Mobile Phones as Mediating Tools Within Augmented Contexts for Development. International Journal of Mobile and Blended Learning, 2(3), 1-12. (see  or email for pre-print).

Plomp, T. (2009). Educational Design Research: An Introduction. In Tjeerd Plomp & Nienke Nieveen (Eds.), An Introduction to Educational Design Research. Enschede: The Netherlands: SLO Netherlands Institute for Curriculum Development.

Vygotsky, L. (1978 / 1930). Mind in society. The development of higher psychological processes. Edited by M. Cole et al., Cambridge, MA: Harvard University Press.


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