A Theory-ology of mobile learning : operationalizing learning theories with mobile activities
MacCallum, K.; Parsons, David
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Citation:MacCallum, K. & Parsons, D., (2016, October). A Theory-ology of Mobile Learning: Operationalizing Learning Theories with Mobile Activities. L.E. Dyson, N. Wan & J. Fergusson (Ed.), Mobile Learning Futures – Sustaining Quality Research and Practice in Mobile Learning, 15th World Conference on Mobile and Contextual Learning, (mLearn 2016) (pp.173-182).
Permanent link to Research Bank record:https://hdl.handle.net/10652/3861
Theory is often neglected when planning and analysing mobile learning projects, beyond perhaps a brief but unexamined list of learning theories in the introductions to articles. Theory is, however, important since it underpins the expectations of meaningful learning outcomes that any given mobile learning activity should have. Attention has been paid in the past to theoretical frameworks that might usefully be applied to mobile learning. Underpinning these frameworks are a specific set of learning theories, but such is the variety of mobile learning that no single theory, or set of theories, should be assumed to be fully embodied in any single activity. The aim of this paper is to identify, from the literature, the key underpinning theories of mobile learning, then to examine how these might be called into play in varying combinations, depending on the nature and intent of specific types of mobile learning. The identification of these theories is grounded in their links to mobile affordances. An approach to analysis is suggested that could prove a useful tool in designing and evaluating mobile learning activities with due consideration of their embodied learning theories. This approach is briefly explained through two contrasting examples.