Conceptualising authentic mobile learning

Burden, Kevin; Kearney, Matthew

Abstract

© Springer Science+Business Media Singapore 2016. Conventional accounts of authentic learning focus on contextual factors: tasks, processes, how situated the learning is and the extent to which learners engage in simulated or participative real-world activities. This paper theorises how ubiquitous mobile technologies are fracturing the boundaries that demarcate traditional accounts of authentic learning affording new opportunities to reconceptualise what authenticity means for learners when they use a boundary object such as a mobile device. Whilst some of this has been captured previously with terms like ‘seamless’, ‘contextualised’ and ‘agile’ learning, this paper argues that the concept of authentic mobile learning is a highly fluid construct which will continue to change as the technologies develop and as the pedagogical affordances become better understood by educators and end-users. The paper offers a three-dimensional model of authentic mobile learning and argues that further empirical research is required to understand what is authentic mobile learning from the perception of learners.

Citation

Burden, K., & Kearney, M. (2016). Conceptualising authentic mobile learning. In D. Churchill, J. Lu, T. K. Chiu, & B. Fox (Eds.), Mobile learning design: Theories and application (27-42). Springer Publishing Company. https://doi.org/10.1007/978-981-10-0027-0_2

• Online Publication Date: Dec 22, 2015
• Publication Date: Jan 1, 2016
• Deposit Date: May 10, 2019
• Electronic ISSN: 2196-4971
• Publisher: Springer Publishing Company
• Issue: 9789811000256
• Pages: 27-42
• Series Title: Lecture Notes in Educational Technology
• Book Title: Mobile learning design: Theories and application
• ISBN: 978-981-10-0025-6
• DOI: https://doi.org/10.1007/978-981-10-0027-0_2
• Public URL: https://hull-repository.worktribe.com/output/524670
• Publisher URL: https://link.springer.com/chapter/10.1007/978-981-10-0027-0_2