Analysing mobile learning designs: A framework for transforming learning post-COVID
Australasian Journal of Educational Technology
; 38(4):1-21, 2022.
Article
in English
| Web of Science | ID: covidwho-2124110
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 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.
Full text:
Available
Collection:
Databases of international organizations
Database:
Web of Science
Topics:
Long Covid
Language:
English
Journal:
Australasian Journal of Educational Technology
Year:
2022
Document Type:
Article
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