Collaborative Situated Active Mobile learning strategies: a new perspective on effective mobile learning

Power, Robert

doi:10.18538/lthe.v10.n2.137

Cited by 4 publications

(4 citation statements)

References 15 publications

(41 reference statements)

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“…Thus, the teacher becomes a mentor or facilitator rather than delivering a didactic lecture where students are passive learners. Conversely, the principles of Flow advocate that educators provide clear learning goals and objectives so that students know expected learning outcomes (Chang et al, 2018 ; Power, 2013 ). In addition, the design parameters of Flow require learning to be at the appropriate skill level and content to be brief and concise to make learning engaging and fun.…”

Section: Reflections On the Findings And Discussionmentioning

confidence: 99%

“…Extrinsic factors include support and encouragement from peers and educators (Chang et al, 2018 ), which may be influenced through collaboration within and outside the learning environment. The application of Flow to m-learning could lead to active participation in the construction of knowledge and skill development (Power, 2013 ).…”

Section: Theory Of Optimal Experience (Flow)mentioning

confidence: 99%

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A mobile learning framework for higher education in resource constrained environments

2022

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It is well documented that learning oppourtunities afforded by mobile technology (m-learning) holds great potential to enhance technology-enhanced learning in countries and communities with low socio-economic conditions where web-based e-learning has failed because of limited infrastructure and resources. Despite the potential for m-learning, its actual uptake has been low. The extant literature in this sphere provides some theoretical insight, with evidence of limited on-the-ground practical studies that often do not progress beyond the pilot phase. Failure to embed sustainable learning opportunities has been attributed to the absence of a contextual framework suitable for the heterogeneous nature of many developing countries. This paper thus presents an m-learning framework that considers the sociocultural and socio-economic contexts of low-income economies. The framework is based on a range of studies conducted over four years, including the outcome of two empirical studies conducted in a Nigerian university. Documenting the research underpinning the design provides practitioners and policymakers with a framework for a potentially sustainable strategy for long-term mainstream m-learning integration in higher education in low-income countries.

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Section: Reflections On the Findings And Discussionmentioning

confidence: 99%

Section: Theory Of Optimal Experience (Flow)mentioning

confidence: 99%

A mobile learning framework for higher education in resource constrained environments

2022

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“…The body of research in the field of technology-supported TPD shows some approaches, models, and frameworks for creating mobile learning content that could reflect essential pedagogical elements in the mobile learning design, such as FRAME (Koole, 2009), CSAM (Power, 2013), Kellers' ARCS model (Keller, 1987(Keller, , 2013, transactional distance theory, activity theory, and the TPACK framework (Herring et al, 2016;Mishra & Koehler, 2006). Despite this, there is still no consensus on a holistic framework for a mobile-based TPD, as the mentioned models and frameworks are fragmented and their focus remains limited to a few pedagogical considerations, coupled with mobile instructional design.…”

Section: Supporting Models and Frameworkmentioning

confidence: 99%

The Conceptual Framing, Design, and Development of Mobile-Mediated Professional Development for Primary Mathematics Teachers

Qazi

Mtenzi

2023

International Journal of Mobile and Blended Learning

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This paper examines the design and development of a mobile-mediated professional development program for primary school teachers. It explores learning design frameworks and strategies to offer effective, 24/7, anywhere-anytime PD using mobile technology. The study highlights the significance of design requirements and best practices in mobile-mediated TPD, and presents a conceptual framework incorporating various pedagogical/andragogic approaches and instructional design possibilities enabled by mobile technology. The framework is based on the integrative learning design framework (ILDF), CSAM, RASE, Keller's ARCS, and TPACK framework. The resulting framework enacts evidence-informed and theory-led models, and best practices to cater to instructional design requirements for creating meaningful mobile-based learning experiences for teachers.

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“…The three week long MOOC introduced the CSAM learning design framework (Power, 2013;Power et al, 2014), and explored the use of the framework to guide instructional design decisions about the integration of mobile reusable learning objects (RLOs) into participants' own teaching contexts. Participants built prototype mobile RLOs, and also used the CSAM framework as a post-assessment tool for their prototypes.…”

Section: Introductionmentioning

confidence: 99%

Using the mTSES to Evaluate and Optimize mLearning Professional Development

Power

Cristol

Gimbert

et al. 2016

IRRODL

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<p>The impact of targeted professional development activities on teachers’ perceptions of self-efficacy with mobile learning remains understudied. Power (2015a) used the Mobile Teacher’s Sense of Efficacy Scale (mTSES) survey instrument to measure the effects of a mobile learning themed professional development course on teachers’ confidence with and interest in mobile learning. The current study looks at changes in perceptions of self-efficacy amongst participants in another open course about mobile learning called <em>Instructional Design for Mobile Learning</em> (ID4ML), which took place from May 4 – June 6, 2015 (Power, Bartoletti & Kilgore, 2015). The purpose of this study is to verify the reliability and construct validity of the mTSES instrument developed by Power (2015a, 2015b) and Power, Cristol and Gimbert (2014), and to explore trends in self-efficacy changes amongst a more diversified participant population. This paper reports on the findings from the analysis of data collected using the mTSES tool. The findings provide useful feedback on the impacts of participating in the ID4ML course. They also provide further support for the utility of the mTSES instrument as a measure of perceptions of self-efficacy with mobile learning. These findings point to the potential utility of the mTSES as a tool for both planning and evaluating mLearning professional development training for teachers.</p>

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Collaborative Situated Active Mobile learning strategies: a new perspective on effective mobile learning

Cited by 4 publications

References 15 publications

A mobile learning framework for higher education in resource constrained environments

A mobile learning framework for higher education in resource constrained environments

The Conceptual Framing, Design, and Development of Mobile-Mediated Professional Development for Primary Mathematics Teachers

Using the mTSES to Evaluate and Optimize mLearning Professional Development

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