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

Autor/inn/en	Cochrane, Thomas; Narayan, Vickel; Aiello, Stephen; Alizadeh, Mehrasa; Birt, James; Bone, Elisa; Cowie, Neil; Cowling, Michael; Deneen, Chris; Goldacre, Paul; Sinfield, David; Stretton, Todd; Worthington, Tom
Titel	Analysing Mobile Learning Designs: A Framework for Transforming Learning Post-COVID
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 4, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cochrane, Thomas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098
Schlagwörter	Electronic Learning; Handheld Devices; Instructional Design; Foreign Countries; Allied Health Occupations Education; Computer Simulation; Architectural Education; Higher Education; International Relations; Blended Learning; Teleconferencing; Computer Science Education; Cooperative Learning; Environmental Education; COVID-19; Pandemics; Australia; New Zealand; Japan; United Kingdom; Hong Kong + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Computergrafik; Computersimulation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Beziehungen; Telekonferenz; Computer science lessons; Informatikunterricht; Kooperatives Lernen; Umweltbildung; Umwelterziehung; Umweltpädagogik; Australien; Neuseeland; Großbritannien; Hongkong
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01