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Analysing Mobile Learning Designs: A Framework for Transforming Learning Post-COVID

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Title: Analysing Mobile Learning Designs: A Framework for Transforming Learning Post-COVID
Language: English
Authors: Cochrane, Thomas (ORCID 0000-0002-0192-6118), Narayan, Vickel, Aiello, Stephen, Alizadeh, Mehrasa, Birt, James, Bone, Elisa, Cowie, Neil, Cowling, Michael, Deneen, Chris, Goldacre, Paul, Sinfield, David, Stretton, Todd, Worthington, Tom
Source: Australasian Journal of Educational Technology. 2022 38(4):1-21.
Availability: Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Peer Reviewed: Y
Page Count: 21
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Electronic Learning, Handheld Devices, Instructional Design, Foreign Countries, Allied Health Occupations Education, Computer Simulation, Architectural Education, Higher Education, International Relations, Simulation, Blended Learning, Teleconferencing, Computer Science Education, Cooperative Learning, Environmental Education, COVID-19, Pandemics
Geographic Terms: Australia, New Zealand, Japan, United Kingdom, Hong Kong
DOI: 10.14742/ajet.7997
ISSN: 1449-3098
1449-5554
Abstract: Mobile 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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1365622
Database: ERIC
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  Data: Analysing Mobile Learning Designs: A Framework for Transforming Learning Post-COVID
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  Data: <searchLink fieldCode="AR" term="%22Cochrane%2C+Thomas%22">Cochrane, Thomas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0192-6118">0000-0002-0192-6118</externalLink>)<br /><searchLink fieldCode="AR" term="%22Narayan%2C+Vickel%22">Narayan, Vickel</searchLink><br /><searchLink fieldCode="AR" term="%22Aiello%2C+Stephen%22">Aiello, Stephen</searchLink><br /><searchLink fieldCode="AR" term="%22Alizadeh%2C+Mehrasa%22">Alizadeh, Mehrasa</searchLink><br /><searchLink fieldCode="AR" term="%22Birt%2C+James%22">Birt, James</searchLink><br /><searchLink fieldCode="AR" term="%22Bone%2C+Elisa%22">Bone, Elisa</searchLink><br /><searchLink fieldCode="AR" term="%22Cowie%2C+Neil%22">Cowie, Neil</searchLink><br /><searchLink fieldCode="AR" term="%22Cowling%2C+Michael%22">Cowling, Michael</searchLink><br /><searchLink fieldCode="AR" term="%22Deneen%2C+Chris%22">Deneen, Chris</searchLink><br /><searchLink fieldCode="AR" term="%22Goldacre%2C+Paul%22">Goldacre, Paul</searchLink><br /><searchLink fieldCode="AR" term="%22Sinfield%2C+David%22">Sinfield, David</searchLink><br /><searchLink fieldCode="AR" term="%22Stretton%2C+Todd%22">Stretton, Todd</searchLink><br /><searchLink fieldCode="AR" term="%22Worthington%2C+Tom%22">Worthington, Tom</searchLink>
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  Data: Mobile 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.
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