Beyond the Yellow Brick Road: mobile Web 2.0 informing a new institutional e-learning strategy

Cochrane, Thomas

doi:10.14742/ajet.1021

Cited by 13 publications

(18 citation statements)

References 4 publications

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“…This involved a collaborative partnership between the researcher and each of the participating lecturers in each mlearning project. Many of these partnerships have extended over several mlearning project iterations spanning several years, for example (Cochrane 2010a;Cochrane and Bateman 2010;Cochrane and Rhodes 2011).…”

Section: New Research Methodologiesmentioning

confidence: 99%

“…Hence while the researcher acknowledges that there are many other pedagogical approaches beyond social constructivism it was the explicit chosen foundation for the research projects and therefore project success was defined as enabling a pedagogical shift from instructivism to social constructivism. The research was situated within the context of the establishment of a new institutional elearning strategy (Cochrane 2010a) named the ''living curriculum'' that was effectively based on social constructivism, and launched with a institution-wide ''roadshow'' entitled ''Kaleidoscope'' in July 2011 with several of the researcher's ''successful'' mlearning projects showcased:…”

Section: Introductionmentioning

confidence: 99%

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Secrets of mlearning failures: confronting reality

Cochrane

2012

Research in Learning Technology

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Having implemented and evaluated over 35 mlearning projects in a variety of contexts in higher education over the past 6 years the researcher is ready to share the untold secret: not all mlearning projects succeed! This article critiques three of the researcher's mlearning projects that can be classed as ''failures'' and compares them to successful projects to draw out critical implications for mlearning project design and implementation to avoid common pitfalls leading to potential project failure. This article uses the researcher's six critical success factors identified across the 35 mlearning projects to evaluate these three projects, and concludes that projects resulting in ''no significant difference'' in pedagogical outcomes are the result of attempts to shoehorn old pedagogies into new technologies. Lecturer professional development and sustained collaborative support are critical to fostering new pedagogies utilising the unique affordances of mobile devices.

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Section: New Research Methodologiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Secrets of mlearning failures: confronting reality

Cochrane

2012

Research in Learning Technology

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“…The 2009 to 2011 Architecture mlearning projects were informed by a wider mlearning research project begun in 2006 and spanning almost thirty completed projects by the end of 2010 (Cochrane, 2010a). Situated within an action research study spanning six years and seven different course contexts (or case studies) within the Faculty of Creative Industries and Business at New Zealand's largest Polytechnic including: architecture; performing and screen arts; landscape design; product design; contemporary music; computing and information systems; and accountancy and finance.…”

Section: Critical Success Factorsmentioning

confidence: 99%

iArchi[tech]ture: Developing a mobile social media framework for pedagogical transformation

Cochrane

Rhodes

2013

AJET

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This paper critiques the journey of pedagogical change over three mobile learning (mlearning) project iterations (2009 to 2011) within the context of a Bachelor of Architecture degree. The three projects were supported by an intentional community of practice model involving a partnership of an educational researcher/technologist, course lecturers, and course students. The pedagogical changes achieved over three years of sustained collaborative participatory action research illustrate the potential for using a community of practice model for supporting pedagogical transformation in broader educational contexts. The Architecture case study thus serves as an example of the ethical, sustained, and collaborative educational technology research called for by Reeves, Herrington, and Oliver (2005) and reiterated by others. We use the concept of the pedagogy-andragogy-heutagogy continuum as a measure of the pedagogical change achieved by the integration of mobile social media within the Architecture curriculum. From our experiences of utilizing mobile social media to support a pedagogical change towards heutagogy we develop a framework for scaffolding a move along the PAH continuum and explore the application of this framework to the establishment of a wider global community of practice (icollab11).

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“…The model adopted by the researcher across the 35 mlearning projects to achieve this was to establish a COP Wenger 1998) of the participating course lecturers as a catalyst for exploring new teaching and learning frameworks for social constructivist pedagogy in tertiary teaching and learning (Cochrane 2010a). The goal was to provide the Lecturers with an authentic experience of the development of a learning community enabled by technology that would then be implemented and modelled by the Lecturers within the course itself.…”

Section: Critical Success Factorsmentioning

confidence: 99%

Section: Secrets Of Mlearning Failures: Confronting Reality Introductionmentioning

confidence: 99%

ALT-C 2012 Conference Proceedings - A confrontation with reality

Supplement¹

2012

Research in Learning Technology

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EDITORIAL Editorial for proceedings papersHere are the Proceedings Papers of the 2012 ALT Conference ''A confrontation with reality'', held in Manchester, England. Each paper reports on a piece of research, possibly in its early stages, states a point of view or summarises an area of work, perhaps giving new insights. This supplement contains 18 papers, an increase over previous years.The conference has five themes which are:. Problem solving Á finding effective solutions to technical problems and using learning technology to solve institutional problems. . Openness and sharing Á methods and frameworks for collaboration and sharing of knowledge and resources between practitioners and between providers, and the evidence to justify this. . Entrepreneurialism Á moving resources from where they have low yield for learning and for learners to where their yield is higher. . Mainstreaming Á applying learning technology on a large scale in pioneering ways that enthuse learners and are welcomed by teachers and administrators. . Sustainability Á of technologies, models and approaches.Problem solving is the bread and butter of learning technology practitioners. Two papers look at new solutions to familiar pedagogic problems. Essa and Ayad (2012) discuss how to use predictive and statistical techniques to identify those students most at risk of not completing a learning programme Á in a way that also helps to identify an appropriate intervention to address the learners' difficulties. Taylor (2012) looks at the problem of using video effectively in a physiotherapy context to support learners on placements, rather than relying on occasional face to face visits.The other three papers on problem solving are more focussed on the actual techniques being used. Mor and Craft (2012) report on a workshop looking at all aspects of the evolving use of learning design Á from tools through methods and frameworks. Alsubait, Parsia and Sattler (2012) propose an ontological approach to automatic generation of analogy questions in multiple choice format. Flavin (2012) discusses, in part through survey results, the increasing role of disruptive technologies Á those that were not designed for education but have become widely adopted by learners.The largest number of proceedings papers is in the area of openness and sharing. This area often coincides with the need to confront reality in terms of the limited resources available. McGuigan and Golden (2012) report on the introduction of a standardised online tutoring system for learners gaining a Teaching Qualification in Further Education: the system provides generic email, blog and micro-blog facilities and allows support to be roster-based. Cochrane (2012) reflects on three failed m-learning projects, identifying critical failure factors by comparing them with a larger number of successful ones. A significant cause of failure is not updating pedagogy to match the introduced technology. Two further papers on openness and sharing have a discipline base. Reinhardt and Rosen (2012) report on...

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Beyond the Yellow Brick Road: mobile Web 2.0 informing a new institutional e-learning strategy

Cited by 13 publications

References 4 publications

Secrets of mlearning failures: confronting reality

Secrets of mlearning failures: confronting reality

iArchi[tech]ture: Developing a mobile social media framework for pedagogical transformation

ALT-C 2012 Conference Proceedings - A confrontation with reality

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