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.

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.

a b s t r a c tThis study investigated how teachers are using distinctive pedagogical features of mobile learning: collaboration, personalisation and authenticity. The researchers developed and validated a survey instrument based on these three established constructs (Kearney, Schuck, Burden, & Aubusson, 2012) and used it to interrogate current mobile learning practices in school and university education. This paper focuses on data from school teachers (n ¼ 107). Findings indicated that teachers' perceptions of authenticity were high but aspects of online collaboration, networking and student agency were rated surprisingly lower than expected, given the rhetoric about enhanced connection and flexible learning opportunities afforded by mobile technologies. Device ownership was identified as one factor influencing adoption of these mobile pedagogies. Implications for effective use of handheld devices in teaching are addressed.

Purpose This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future. Design/methodology/approach The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the three-year European DEIMP Project (2017-2020). The authors also examine major educational changes that have recently been imposed upon teachers and educational researchers, and key aspects of the current emergency response in education internationally, and resultant implications for educational technology and mobile learning. Findings A living record highlighting what is currently happening in the educational systems of the DEIMP project’s respective partner countries. The paper outlines design concerns and issues, which will need to be addressed as the authors endeavour to bridge both the digital divide and digital use divide in remote education. Furthermore, the paper illustrates 21 pragmatic design principles underpinning innovative mobile pedagogies. Originality/value A comparative study of the effects of the pandemic across six countries, including The UK, Australia, Belgium, Cyprus, Ireland and The Netherlands. The authors outline 21 design principles for mobile learning, which is hoped will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.

Mobile learning is enabling educators and students to learn in ways not previously possible. The ways that portable, multi-functional mobile devices can untether the learner from formal institutional learning give scope for learning to be conceptualised in an expanded variety of places, times and ways. In this conceptual paper we articulate this notion by using the metaphor of the Third Space to envision what can be achieved with mobile learning. We outline our use of the metaphor, consider how it extends notions of 21 st century learning, and use a mobile pedagogical framework previously established, to provide a context for the discussion. We conclude with implications of learning in the Third Space for teachers and students. These implications suggest that roles of teachers and students and structure of the curriculum need to change to ensure we leverage the potential of mobile learning.

This paper reports on a study of a community of university educators that investigated the introduction of mobile technologies into their learning and teaching. The study was conducted by a subgroup of that community. Given the ubiquity of mobile devices, members of the community felt we needed to develop expertise in mobile learning so that we could incorporate it into our teaching. We studied our own learning, supported by a critical friend who evaluated the community's functioning and activities, providing valuable feedback. Activities of this group were informed by and focused on: development of awareness of the potential of mobile devices for learning; construction of action plans within the community; and implementation of these plans. They also included investigating best practice approaches by interviewing experts in the field, exploring the literature on mobile learning and then initiating and testing some mobile learning pedagogies in the context of our own teacher education subjects. The community met regularly to discuss emerging issues and applications. The paper shares some of the findings gained from studying the community, and discusses the challenges and constraints that were experienced. We conclude with recommendations for professional learning communities aiming to learn about technology-mediated teaching practices.

Mobile learning and mobile pedagogies have recently enjoyed an increase in interest regarding their benefits and constraints for teaching and learning. This increased interest is due to the ubiquity of mobile devices, a term covering netbooks, laptops, smartphones, tablets and two-in-one devices. Mobile learning is the term applied to learning with such devices, and falls under the umbrella term of 'ubiquitous learning', a term that indicates the ability to learn with the device at a time, place and manner of individual choice: "Ubiquitous learning refers to the process in which learners can obtain the needed resources anytime and anywhere to carry out learning" (Chen, Yu, & Chiang, 2017, p. 127). Ubiquitous learning or u-learning emphasises the contextualised and situated learning that is provided by use of mobile devices (Pegrum, Oakley, & Faulkner, 2013).It is of interest to investigate how pedagogies might change as a result of using mobile devices for school learning. The term for pedagogies that use mobile devices as implicit parts of the learning design is 'mobile pedagogies'.The ability for learning to take place in a variety of places beyond the classroom and at a variety of times outside of the school timetable suggests a need to consider new teaching practices that embrace these opportunities (Authors, 2017Schuck, Kearney, & Burden, 2017Traxler, 2009). Mobile devices enable a whole suite of practices for school-aged students to engage with in out-of-school time. These practices include seamless interactions with people who may be geographically distant, sharing and creating of images and videos of common interest, and engaging in activities of interest to the user. The strong uptake of, and interest in, such practices by students indicates a gap between the way they are expected to operate in school and the way they engage out of school (Authors, 2018aSchuck, et al., 2017. In order to exploit student interest and capitalise on the characteristics and benefits of teaching and learning with mobile devices, teachers may need to review aspects of their current practices, schools may need to review their structures and policy makers may need to review the curriculum to be studied so that new ways of learning can be explored. At present, there is a general lack of understanding of how mobile devices are being used in education to develop new sorts of pedagogies that might enhance or disrupt the status quo. Given the opportunities to teach and Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review Kevin Burden a, *

This paper reflects on the role of mobile learning in teachers' professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-inaction and to capture the spontaneity of learning moments. The paper also argues for the value of collaborations between teachers and students in professional learning. It suggests that authentic artefacts and anecdotes, captured through mobile technologies, can enable the sharing, analysis and synthesis of classroom experiences by teachers and students. Such analysis and synthesis helps to encourage collaborative reflective practice and is likely to improve teacher and student learning as a result. Ethical issues that might arise through using mobile technologies in this way are also discussed. Teacher voice is presented to indicate the range of views about mobile learning and to indicate current practices. Practical, school systemic, attitudinal and ethical factors may inhibit mobile technology adoption; these factors need to be researched and addressed to realise the potential of teacher mobile professional learning