Viewing mobile learning from a pedagogical perspective

Kearney, Matthew; Schuck, Sandra; Burden, Kevin; Aubusson, Peter

Abstract

Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collaboration and personalisation, embedded in the unique timespace contexts of mobile learning. A pedagogical framework was developed and tested through activities in two mobile learning projects located in teacher education communities: Mobagogy, a project in which faculty staff in an Australian university developed understanding of mobile learning; and The Bird in the Hand Project, which explored the use of smartphones by student teachers and their mentors in the United Kingdom. The framework is used to critique the pedagogy in a selection of reported mobile learning scenarios, enabling an assessment of mobile activities and pedagogical approaches, and consideration of their contributions to learning from a socio-cultural perspective.

Citation

Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20(1), https://doi.org/10.3402/rlt.v20i0/14406

• Journal Article Type: Article
• Acceptance Date: Feb 1, 2012
• Online Publication Date: Feb 3, 2012
• Publication Date: Jul 25, 2012
• Deposit Date: Nov 13, 2014
• Publicly Available Date: Nov 13, 2014
• Journal: Alt-J - Research In Learning Technology
• Print ISSN: 2156-7069
• Electronic ISSN: 2156-7077
• Publisher: Taylor & Francis Open Access
• Peer Reviewed: Peer Reviewed
• Volume: 20
• Issue: 1
• DOI: https://doi.org/10.3402/rlt.v20i0/14406
• Keywords: Mobile learning, Pedagogy, Socio-cultural theory, Framework, Pedagogical features
• Public URL: https://hull-repository.worktribe.com/output/468830
• Publisher URL: http://www.researchinlearningtechnology.net/index.php/rlt/article/view/14406
• Additional Information: Copy of article first published in: Alt-J - Research In Learning Technology, 2012, v.20.