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In this chapter we critique three mlearning case studies in a variety of higher education contexts illustrating how mlearning can enable authentic learning. Drawing on these experiences we explore how collaborative curriculum design can practically implement authentic mobile learning. Applying the nine principles of authentic learning to the contex...
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... These activities were used by the participants for "assessment and resources for teaching course content and communicating with students as part of pedagogy" (PT 10 and others agreed). This suggests that the participants were aware that learning is about ideological-ware resources (experiences/theories/pedagogy) that drive digital technologies (Bozalek et al., 2015;Khoza, 2018). In other words, these are mind tools (conscious, subconscious, and unconscious) that cognitively manage digital technology users to select and use relevant digital technologies based on pedagogical needs of a course. ...
... The accounts point to the importance of the role and contributions of educational technology centres. Participants were able to conduct studies to establish relevant pedagogies, theories, hardware, and software for online learning (Bozalek et al., 2015;Czerniewicz, 2018). Although the participants used a blended learning environment, online teaching and learning dominated the face-to-face teaching and learning. ...
Online teaching results in knowledge building. Knowledge building is the teaching and learning process that helps academics and students to generate specific personal values used to understand their personal identities. Academics have been forced by COVID-19 lockdowns to go online in teaching their students. The purpose of this study is to explore and understand academics’ knowledge of teaching for knowledge building in two higher-education institutions (HEIs) (RSA and USA) during the COVID-19 era and the 4IR. Reflective activities, focus-group discussions, and semi-structured interviews were used for data generation. Purposive with convenience sampling was used to select the twenty most accessible academics to participate in this study. The findings reveal that this situation compelled the academics to self-actualise on their knowledge-building to address the “why” questions of teaching that help students to understand and address their needs. The self-actualization was framed by “technological pedagogical content knowledge” which produced societal, personal, and professional knowledge building. It was interesting to note that the USA HEI participants were supported by educational technologists, while the RSA HEI participants helped themselves. This was because the RSA HEIs do not have educational technology centres. Consequently, this study recommends a follow-up study that can qualitatively and quantitatively compare the two HEIs. In this way it can be established whether the success of online teaching and learning is influenced by the presence of educational technology centres.
... Mobile learning presents unique opportunities for enabling creative pedagogies informed by foundational learning theories and frameworks. Over several iterations of mobile learning research design involving over 50 mobile learning projects since 2006, we have developed a framework that informs the curriculum design approach to a project (Cochrane & Antonczak, 2015;Cochrane & Narayan, 2017;Cochrane, Narayan, & Oldfield, 2015). Our mobile social media framework is essentially a mashup of concepts that were found particularly useful to support the introduction of creative pedagogies via mobile social media. ...
This paper explores the interrelationship between educational design research, and design thinking that guides the design stage, enabling the design of authentic collaborative mobile learning environments. As an example the article outlines the design thinking principles and processes that informed the development of wireless mobile presentation systems (MOAs) designed to create a flexible infrastructure to enable the exploration of new pedagogies in different educational contexts. The project used design thinking within an educational design research methodology to provide an in house solution to creating a supporting infrastructure to enable the implementation of a new framework for creative pedagogies and curriculum redesign. The article reflects upon example implementations of using mobile social media and MOAs as a catalyst for implementing our framework for creative pedagogies, and propose collaborative curriculum design principles for integrating the use of mobile social media within new pedagogical paradigms.
... Formative assessment tends to be regarded as possessing greater scope for innovation since the stakes are lower and there is the possibility of including collaborative work and a range of ways of capturing insights into learner performance such as e-portfolios (Yang et al., 2017), peer review (Colbeck et al., 2014) and social media (Cochrane et al., 2015). In high-stakes examinations, however, there is much less appetite for moving away from what is tried and tested. ...
The relationship between teaching, learning and assessment has always been a topic of curiosity to those with a passion for education. It is a three-way dynamic that works best when in equilibrium, with each component feeding into the others and with the needs of learners central to all.
The International Baccalaureate (IB) is at an interesting time in the use of digital assessment, with the use of e-Assessment in the Middle Years Programme (MYP) but retaining traditional paper-and-pen summative assessment in the Diploma Programme.
The IB also has a unique approach to education and key principles running through all IB programmes include inquiry, contextualisation of learning, learning how to learn, community service and global understanding. A recent IB publication states that ‘technology should support assessment’ (IBO, 2018, 6) but further states that this should not be done at the expense of these principles but rather to better channel them into practices.
As ‘digital’ is becoming regarded as an increasingly fundamental prefix to all three components, the dynamic is inevitably shifting. But in order to leverage the benefits that digital teaching, digital learning and digital assessment can offer to enhance the quality of learning, it is essential that one understanding remains constant – that the needs of learners remains paramount.
In this context, the literature review has focused on addressing the question ‘What is the current state of the art understanding of digital assessment use within the future educational landscape?’ It looks at the contemporary context within the evolution of key movements in education and identifies the role that digital assessment can and should play, and some key considerations for the IB to address moving forward.
... Activity theory (Engeström, 1987(Engeström, , 1995Engeström, Miettinen, & Punamäki, 1999;Nardi, 1996) is an analytical framework which can be used to examine individual or collective human activity within specific social settings, and has been used to examine student knowledge creation and collaborative processes in the context of higher education (Bozalek et al., 2015;Doubleday & Wille, 2014;Parks, 2000). The activity system can be used as a lens to describe "object oriented, collective, and culturally mediated human activity" (Engeström et al., 1999, p. 19). ...
This paper presents the case of how a department of applied science went about implementing a tablet initiative in a two-year diploma program. Tablets were a required tool for entry into the program with a goal of reducing textbook purchase costs for students, mirroring industry standard practices in mobile device usage, and enabling collaborative and active learning in the classroom. Based on surveys, interviews, and classroom observations we found that the integration of tablets, when explicitly positioned as a teaching and learning tool supported new forms of peer-to-peer collaboration, encouraged the use of open educational resources, and shifted traditional classroom dynamics reformulating the division of labour between faculty and students. Using activity theory as a lens for the analysis, we examine how the introduction of this tool changes the system of activity and impacts the division of labour, community, and rules both within and beyond the classroom. © 2018, Canadian Network for Innovation in Education. All rights reserved.
... We argue that the recent focus upon design-based research to inform the identification of transferable design principles for implementing learner-generated content and contexts via authentic mobile learning, in combination with considerations from complexity theory in education, provides the way forward for mobile learning to become a real catalyst for transforming pedagogy across complex settings (Aguayo, 2016;Cochrane, Narayan, & Oldfield, 2015;Narayan & Herrington, 2014). A key design principle is enabling authentic learning experiences (Herrington, Reeves, & Oliver, 2010) through the use of augmented and virtual reality (Aguayo, Cochrane, & Narayan, 2016a, 2016b. ...
This paper summarises the findings from a literature review in mobile learning, developed as part of a 2-year six-institution project in New Zealand. Through the development of a key themes codebook, we address selected key themes with respect to their relevance to learner-generated learning through emerging technologies, with attention to mobile augmented reality and mobile virtual reality. We see that these two current mobile learning affordances, complemented though relevant approaches to research and practice in mobile learning such as design-based research and connected social learning, are critical to reconceptualise learning through mobile devices. We conclude that mobile learning still requires the theories, methodologies, and practices of its own as a field. We also see a need for mobile learning to be conceptualised around ever-changing learning affordances and educational settings, rather than focusing on static structures such as content-delivery approaches, while embedding it within the scholarship of technology enhanced learning.
... Through the use of social media, students within their coursework reported that they communicated more about course content. Cochrane et al. (2014) proposed a framework for supporting and implementing mobile social media for pedagogical change within higher education. The framework mapped the approaches of authentic learning, educational technology adoption framework, and creativity onto the Pedagogy-Andragogy-Heutagogy continuum as applied to the context of mobile learning. ...
p class="3">Although educational practitioners have adopted social media to their online or mobile communities, little attention has been paid to investigate the social media messages related to online or mobile learning. The purpose of this research is to identify social media influencers and trends by mining Twitter posts related to online learning and mobile learning. We identified the influencers on Twitter by three different measures: the number of tweets posted by each user, the number of mentions by other users for each user, and the number of retweets for each user. We also analyzed the trends of online learning and mobile learning by the following perspectives: the descriptive statistics of the related tweets, the monthly and hourly line charts of the related tweets, the descriptive statistics of the related retweets, the volume trends of the most retweeted tweets, and the top 10 hashtags of the related tweets. The results of this study can provide educational practitioners different ways of understanding and explaining the public opinions toward online learning and mobile learning.</p
... le access to online examinations or teacher-generated content (Chan, 2007; Mann & McKewen, 2013). ? Herrington, argue that mobile learning requires new pedagogies that are learner-centered and project-based. Mobile learning by its very nature provides a powerful catalyst for enabling authentic situated learning, . Herrington, Reeves, & Oliver, 2005). (Cochrane, Narayan, & Oldfield, 2015Authentic learning creates a direct link between theory and practice for the learner. ...
... These include Puentedura's (Puentedura, 2006) SAMR framework (Substitution, Augmentation, Modification and Redefinition) that maps a continuum from substitution of pre existing pedagogical practice with new technologies towards enabling redefined learning objectives and activities, Sternberg et al's., (Sternberg, et al., 2002) notion of three levels of creativity, and the PAH continuum (Luckin, et al., 2010). The framework thus forms a simple guideline to link mobile learning theory and practice along a continuum from teacher-directed pedagogy towards student-determined heutagogy, summarised in Table 1We have previously argued that mobile learning provides a powerful catalyst for enabling authentic learning (Cochrane, et al., 2015), and in this chapter we argue that mobile learning therefore provides a powerful catalyst for post-industrial paradigms of instruction. ...
... In this section we illustrate the implementation of our mobile learning design principles for utilizing mobile social media to enable creative student-centered pedagogies by evaluating a case study (Cochrane, Antonczak, Keegan, & Narayan, 2014; Cochrane, et al., 2015). These principles have been implemented in various contexts to guide the design and curriculum integration of several mobile learning projects, illustrated in the following case study. ...
2013 represented a global technological tipping point, where mobile device connections to the Internet outnumbered combined desktop and laptop Internet connections. By the end of 2014 the number of active cellphones on the planet will outnumber the number of people living. How does education respond to the affordances of ubiquitous access to mobile connectivity and communication? We need new approaches to instructional theory to move beyond replicating current pedagogical practice on mobile devices and move towards learner centred principles. In this chapter we explore theoretical frameworks for designing learning for mobile social media and illustrate the implication of a design framework within an example mobile learning case study. We highlight four design principles for transformative mobile learning.
... A CoP model provides the supportive environment for lecturers to experience, design, implement and evaluate new pedagogical strategies. We have also argued that mobile learning provides a powerful mediator of authentic learning (Cochrane et al. 2015b). Participation within a CoP exploring innovative pedagogies also provides an authentic experience and model for the participants -for lecturers to then apply their experience to curriculum design, and for students to then apply their experiences as a bridge into active participation within professional communities after graduation. ...
In this chapter the authors draw upon their experiences of facilitating communities of practice (CoPs) within a variety of higher education contexts since 2006 to identify several key principles for modeling CoPs to enable pedagogical change. These principles include: the critical role of the technology steward, reproduction via brokering the activity of CoPs, building trust, sustaining collaboration, fostering uniqueness, cultivating creative pedagogies, addressing the fear factors, and critical peer reviewed reflection. A key catalyst facilitating these principles has been the reframing of mobile social media from a purely social domain to an educational domain.
... The authors of this chapter have facilitated the development of lecturer communities of practice exploring new pedagogies in many different higher education contexts Cochrane, Narayan, & Oldfield, 2015). The results have been impressive with significant transformation of pedagogical practice evidenced (Cochrane, Antonczak, & Guinibert, 2014). ...
... For example, Hockley (2012) has applied the SAMR framework to the use of mobile learning within the context of computer assisted language learning. Kukulska-Hulme (2010) argues that mobile learning provides a catalyst for learner-centric pedagogies, and we have previously argued that mobile learning provides a powerful catalyst for authentic learning (Cochrane, et al., 2015). ...
This chapter explores the design of a framework for up-scaling a lecturer professional development strategy based upon communities of practice from pockets of excellence to span across a university utilizing a cMOOC framework. The framework links global experts into an authentic professional development experience via the integration of a range of mobile social media learning technologies. The framework includes a series of triggering events designed to support the development of participants' personal eportfolios and pedagogical practice that can then be optionally validated by external CMALT accreditation. We believe the framework provides a transferable professional development model for other institutions to explore.
... The authors of this chapter have facilitated the development of lecturer communities of practice exploring new pedagogies in many different higher education contexts Cochrane, Narayan, & Oldfield, 2015). The results have been impressive with significant transformation of pedagogical practice evidenced (Cochrane, Antonczak, & Guinibert, 2014). ...
... For example, Hockley (2012) has applied the SAMR framework to the use of mobile learning within the context of computer assisted language learning. Kukulska-Hulme (2010) argues that mobile learning provides a catalyst for learner-centric pedagogies, and we have previously argued that mobile learning provides a powerful catalyst for authentic learning (Cochrane, et al., 2015). ...
This chapter explores the design of a framework for up-scaling a lecturer professional development strategy based upon communities of practice from pockets of excellence to span across a university utilizing a cMOOC framework. The framework links global experts into an authentic professional development experience via the integration of a range of mobile social media learning technologies. The framework includes a series of triggering events designed to support the development of participants' personal eportfolios and pedagogical practice that can then be optionally validated by external CMALT accreditation. We believe the framework provides a transferable professional development model for other institutions to explore.
