Special Issue on Mobile AR &amp; VR: Integrating SOTEL in Learning Design

Cochrane, Thomas; Farley, Helen

doi:10.14742/ajet.4132

Cited by 14 publications

(11 citation statements)

References 16 publications

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“…The focus of the MLSIG has been upon the development of authentic mobile learning experiences that facilitate learner agency. The MLSIG has contributed to the field of mobile learning research and practice through guest-editing and publishing case studies in several special issues of technology-enhanced learning journals (Cochrane et al, 2020;Cochrane & Farley, 2017;Cochrane, Smart, & Narayan, 2018) as well as a variety of technology-enhanced learning conference contributions (Cochrane et al, 2016;Narayan et al, 2019;Narayan et al, 2020). In response to the impact of COVID-19 on higher education, the MLSIG produced a series of mobile learning design case studies (Cochrane et al, 2021;Narayan et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Analysing mobile learning designs: A framework for transforming learning post-COVID

Cochrane

Narayan

Aiello

et al. 2022

AJET

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Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed. Implications for practice or policy: Provide technological and pedagogical scaffolds to students. Learning designs should focus upon enabling elements of learner agency and creativity. To develop learning solutions to real world problems utilise a design-based research approach. Create authentic collaborative learning activities and tasks. Integrate mobile learning affordances in the design of the course and curriculum.

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Section: Introductionmentioning

confidence: 99%

Analysing mobile learning designs: A framework for transforming learning post-COVID

Cochrane

Narayan

Aiello

et al. 2022

AJET

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“…Regarding the existing resources, the potential of mobile augmented reality provides opportunities for designing virtual learning spaces that are learner generated [36]. Mobile devices such as smartphones or tablets offer easier and cheaper access to augmented reality than before [28,37], and appearance in the videogame market of mobile augmented reality games with potentially millions of users [38], such as Pokemon Go [39], have led to the fact that augmented reality is gaining ground in the field of education.…”

Section: Introductionmentioning

confidence: 99%

Augmented Reality in Higher Education: An Evaluation Program in Initial Teacher Training

et al. 2020

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One of the emerging technologies that have sparked greater interest in pedagogical contexts is augmented reality. This paper aims to assess the impact, practices and attitudes that are generated from augmented reality in the initial training of future teachers, and the presence of these practices in a university training context. The study was carried out with 87 trainee primary teachers. Information was obtained by applying the Wilcoxon test. The qualitative data obtained in open questions were also triangulated. It is emphasized that students do not habitually use this resource at the university, and that with these practices there is sometimes a certain amount of distraction, and even of time being wasted. From the data analyzed, we also highlight that once the availability of resources, class planning and initial teacher training are overcome, augmented reality provides benefits and advantages centered on pedagogies that allow for greater enthusiasm on the part of the students, with significant advantages in creativity, innovation, participation, and especially in the motivation of participants. Coinciding with recent research, our results underline the need for initial training so as to be able to design and apply practices with augmented reality in teaching, and to take advantage of the aforementioned benefits.

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“…However due to the relatively emerging nature of these technologies the implications of these tools in education are still largely still being explored. The RLT special collection on MMR builds upon the publication (November 2017) of a special issue of AJET guest edited by Dr Thomas Cochrane and Dr Helen Farley, with the theme: "Exploring Mobile Augmented and Virtual Reality in Higher Education" (Cochrane and Farley, 2017). In this special collection we explore the design of educational experiences that integrate these MMR technologies into both formal and informal learning environments.…”

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

Special Issue on Mobile Mixed Reality

Cochrane¹,

Smart²,

Narayan³

2018

Research in Learning Technology

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This special collection of Research In Learning Technology explores the state of the art of mobile mixed reality (MMR) in education. The special collection includes eight articles that cover; a systematic review of MMR in healthcare higher education, using mobile devices for connecting people to places, and a variety of case studies of implementing MMR in educational contexts. The range of papers illustrates the emergence of MMR as a platform for designing authentic learning environments in both formal and informal learning situations. The papers also highlight a general lack of engagement with new learning theories and models in the use of MMR to design transformative learning experiences.

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Special Issue on Mobile AR & VR: Integrating SOTEL in Learning Design

Cited by 14 publications

References 16 publications

Analysing mobile learning designs: A framework for transforming learning post-COVID

Analysing mobile learning designs: A framework for transforming learning post-COVID

Augmented Reality in Higher Education: An Evaluation Program in Initial Teacher Training

Special Issue on Mobile Mixed Reality

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