What Have We Learnt about Mobile LifeLong Learning (mLLL)?

Autor/inn/en	Seta, Luciano; Kukulska-Hulme, Agnes; Arrigo, Marco
Titel	What Have We Learnt about Mobile LifeLong Learning (mLLL)?
Quelle	In: International Journal of Lifelong Education, 33 (2014) 2, S.161-182 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2013.831954
Schlagwörter	Foreign Countries; Lifelong Learning; Electronic Learning; Educational Technology; Knowledge Economy; Social Environment; Adult Education; Educational Administration; Interviews; Instruction; Teaching Methods; Case Studies; Ethics; Access to Education; Hungary; Ireland; Italy; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Life-long learning; Lebenslanges Lernen; Unterrichtsmedien; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Soziales Umfeld; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Interviewing; Interviewtechnik; Teaching process; Unterrichtsprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Ethik; Access; Bildung; Zugang; Bildungszugang; Ungarn; Irland; Italien; Großbritannien
Abstract	Mobile technologies are becoming ubiquitous in education, yet the wider implications of this phenomenon are not well understood. The paper discusses how mobile lifelong learning (mLLL) may be defined, and the challenges of forging a suitable definition in an ever-shifting technological and socio-economic landscape. mLLL appears as a ubiquitous concept that puts together mobile learning, essentially an ensemble of didactic practices based on the use of mobile technologies, and lifelong learning, a general vision of education in the knowledge society. Starting from the results of an EU-funded project, MOTILL, the paper situates mLLL within the more complex framework of the network society. This illuminates the difficulties in formulating a comprehensive definition, but also the relevance of this concept in the future of learning. We conclude that the future of mLLL can be understood only as a 360 degree vision that is able to take into account a range of pedagogical, managerial, political and ethical issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10