We already have a post with the new product keys for Autodesk 2014 products but, for those of you using earlier versions of the software, that post is completely irrelevant. In this post, you can find all product keys for Autodesk 2010, 2011, 2012 and 2013 products. Why are product keys so important you ask? They are required for installation of Autodesk products and are used to differentiate products that are both sold independently and as part of a product suite.
From the learners' perspective, two elements appear to be particularlysignificant. Firstly, a cross-cutting component, that applies across allprojects, can be identified, namely the challenging nature of the taskrequiring participants to rethink (and transform) their familiar uses ofmobile devices. Learners clearly perceived the request of using their devicesfor intentional learning tasks as an unfamiliar way of approaching them.Indeed, since mobile technologies are mainly designed for communication,entertainment and consumption, their use for learning is not obvious (Seipoldet al., 2013) and it is not surprising that, at the beginning, some studentsin all projects have shown unwilling attitudes towards the use of mobilephones to achieve learning activities. However, after some initialresistance, learners engaged with the creation of new connections by usingtheir previous expertise on mobile technologies for new purposes and linkingit with new concepts. In other words, they were involved in a sort ofre-appropriation process of their mobile phones resulting in new (cultural)practices of media use with implications for identity transformation. Indeed,in project 1, the creation of podcasts provided learners with the opportunityto look at technologies with different eyes and to express themselves, evenfrom a linguistic point of view, especially considering second-generationstudents; in project 2, learners acknowledged that the use of mobile phonesto create audioguides proved to be challenging, but also enriching because itallowed them to explore some new features and transform their common - andsometimes repetitive - practices; in project 3, learners clearly used themedia to mutually explore their bodies and represent themselves beinginvolved in a collective process of meaning creation. In all projects, therehas been - though to different extents - a combination of learners'pre-existing expertise of media use and new media practices; this can becompared to the transfer of knowledge from one area to a new domain: as weknow, this is one of the most challenging tasks for learners, especially foryoung people, but it is crucial to stimulate knowledge creation andtransformation, beyond merely memorisation. This is also close to the idea ofconnecting participants' habitus of learning (see Kress & Pachler,2007) with specific patterns of learning and teaching, where learners'expertise provides the ground for transformation under the guidance of afacilitator. 2b1af7f3a8