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

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 transfonnative 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 DI'ML -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.

The benefits of lessons learned: The COVID-19 experience in the Canadian province of Alberta

The mantra from emergency management professionals is that lessons learned when enacted are beneficial;when they are not, it is a lesson observed. The COVID-19 pandemic has required healthcare organisations to be agile and responsive. This paper describes how Alberta Health Services leveraged the lessons learned from previous incidents in order to provide a flexible response to a rapidly evolving situation.