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Viewing mobile learning from a pedagogical perspective

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

Authors

Matthew Kearney

Sandra Schuck

Peter Aubusson



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
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.
Contract Date Nov 13, 2014

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