Analysing mobile learning designs: A framework for transforming learning post-COVID

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dc.citation.issue4
dc.citation.volume38
dc.contributor.authorCochrane T
dc.contributor.authorNarayan V
dc.contributor.authorAiello S
dc.contributor.authorAlizadeh M
dc.contributor.authorBirt J
dc.contributor.authorBone E
dc.contributor.authorCowie N
dc.contributor.authorCowling M
dc.contributor.authorDeneen C
dc.contributor.authorGoldacre P
dc.contributor.authorSinfield D
dc.contributor.authorStretton T
dc.contributor.authorWorthington T
dc.date.accessioned2023-09-08T02:54:02Z
dc.date.accessioned2023-09-21T22:14:56Z
dc.date.available2023-09-08T02:54:02Z
dc.date.available2023-09-21T22:14:56Z
dc.date.issued2022
dc.date.updated2023-09-04T21:48:24Z
dc.descriptionCopyright (c) 2022 The Author/sen_US
dc.description.abstractMobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed. Implications for practice or policy: Provide technological and pedagogical scaffolds to students. Learning designs should focus upon enabling elements of learner agency and creativity. To develop learning solutions to real world problems utilise a design-based research approach. Create authentic collaborative learning activities and tasks. Integrate mobile learning affordances in the design of the course and curriculum.
dc.identifier.citationCochrane T, Narayan V, Aiello S, Alizadeh M, Birt J, Bone E, Cowie N, Cowling M, Deneen C, Goldacre P, Sinfield D, Stretton T, Worthington T. (2022). Analysing mobile learning designs: A framework for transforming learning post-COVID. Australasian Journal of Educational Technology. 38. 4.
dc.identifier.doi10.14742/ajet.7997
dc.identifier.eissn1449-5554
dc.identifier.elements-typejournal-article
dc.identifier.harvestedMassey_Dark
dc.identifier.urihttp://hdl.handle.net/10179/20101
dc.publisherASCILITE
dc.relation.isPartOfAustralasian Journal of Educational Technology
dc.rightsCC BY-NC-ND 4.0en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en_US
dc.titleAnalysing mobile learning designs: A framework for transforming learning post-COVID
dc.typeJournal article
pubs.elements-id458253
pubs.organisational-groupOther
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