Abstract
Mobile learning has enabled students to be active participants in their own learning. Students now have the ability to better develop and control their learning inside and outside the teaching context. Effective mobile learning practices require educators to develop an environment that fosters and supports their student’s learning. Educators are however, still struggling with how to effectively support a learner-centred mobile learning environment.
In 2014, six New Zealand (NZ) tertiary institutions became involved in a nationwide project that aimed to explore how mobile technology could be effectively incorporated into tertiary education to provide increased inclusivity and to support innovative and transformative classroom practices. To guide the project, a framework was adopted to help support the teachers to better integrate mobile devices to facilitate learner-generated contexts. The framework adopted blends several interrelated learning frameworks interpreted within the pedagogy-andragogy-heutagogy (PAH) continuum.
This paper reports on four cases studies exploring how mobile technology was incorporated at one of the institutes involved in the wider project. These case studies explore how four lecturers have employed mobile devices to enhance students’ learning opportunities within four different computing courses. Each case study focuses on how mobile technology has been integrated and includes a discussion on the benefits and issues of the technologies encountered within each case.
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Mac Callum, K., Day, S., Skelton, D., Lengyl, I., Verhaart, M. (2015). A Multiple Case Study Approach Exploring Innovation, Pedagogical Transformation and Inclusion for Mobile Learning. In: Brown, T., van der Merwe, H. (eds) The Mobile Learning Voyage - From Small Ripples to Massive Open Waters. mLearn 2015. Communications in Computer and Information Science, vol 560. Springer, Cham. https://doi.org/10.1007/978-3-319-25684-9_23
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