2022年11月4日
Analysing mobile learning designs: A framework for transforming learning post-COVID
Australasian Journal of Educational Technology
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- 巻
- 38
- 号
- 4
- 開始ページ
- 1
- 終了ページ
- 21
- 記述言語
- 英語
- 掲載種別
- 研究論文(学術雑誌)
- DOI
- 10.14742/ajet.7997
- 出版者・発行元
- Australasian Society for Computers in Learning in Tertiary Education
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.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.
- リンク情報
- ID情報
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- DOI : 10.14742/ajet.7997
- ISSN : 1449-3098
- eISSN : 1449-5554