Do Radical Discoveries Require Ontological Shifts?

2010

AJET

Mobile learning (m-learning) has moved beyond the realms of fantasy to become a viable platform for contextual learning that bridges formal and informal learning environments. This paper overviews how mobile Web 2.0 has been instrumental in facilitating pedagogical change and informing an institution’s new e-learning strategy that focuses upon social constructivist pedagogies. The project developedan intentional community of practice model for supporting new technology integration, pedagogical development, and institutional change. Beginning with a small selection of early adopter trials, the results of the research are now informinga wider integration of wireless mobile computing.

Section: Case Study 3: Diploma Of Contemporary Music 2008-2010mentioning

confidence: 99%

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

2010

AJET

“…From the researcher's perspective, it appeared the root of the dispute was really about the threat of the project to the centralized control imposed upon the course by the coordinating lecturer. Within the context of the research, the ontological leap (Chi & Hausmann, 2003) from lecturer-focused pedagogy to a social constructivist pedagogy facilitated by mobile social media was too much for the coordinating lecturer to bridge. Also the potential for mobile social media to create or enhance contextindependent learning communities was beyond the lecturer's experience and ability to conceptualise.…”

Section: The 2009 Architecture Mlearning Projectmentioning

confidence: 99%

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

Rhodes

2013

AJET

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).

“…From the researcher's perspective, it appeared the root of the dispute was really about the threat of the project to the centralised control imposed upon the course by the coordinating lecturer. Within the context of the research, the ontological leap (Chi and Hausmann 2003) from lecturer-focused pedagogy to a social constructivist student-centred pedagogy facilitated by mobile web 2.0 was too much for the coordinating lecturer to bridge. The potential for mobile web 2.0 to create or enhance context-independent learning communities (Cook et al 2007;Cook, Pachler, and Bradley 2008) was beyond the lecturer's experience and ability to conceptualise.…”

Section: Key Failuresmentioning

confidence: 99%

Secrets of mlearning failures: confronting reality

Research in Learning Technology

2012

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.