Conceptualising authentic mobile learning

Burden, K; Kearney, M

Conceptualising authentic mobile learning

Burden, K Kearney, M

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Publication Type:: Chapter
Citation:: Lecture Notes in Educational Technology, 2016, pp. 27 - 42
Issue Date:: 2016-01-01

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Field	Value	Language
dc.contributor.author	Burden, K	en_US
dc.contributor.author	Kearney, M https://orcid.org/0000-0002-6396-0418	en_US
dc.date.issued	2016-01-01	en_US
dc.identifier.citation	Lecture Notes in Educational Technology, 2016, pp. 27 - 42	en_US
dc.identifier.uri	http://hdl.handle.net/10453/103769
dc.description.abstract	© Springer Science+Business Media Singapore 2016. Conventional accounts of authentic learning focus on contextual factors: tasks, processes, how situated the learning is and the extent to which learners engage in simulated or participative real-world activities. This paper theorises how ubiquitous mobile technologies are fracturing the boundaries that demarcate traditional accounts of authentic learning affording new opportunities to reconceptualise what authenticity means for learners when they use a boundary object such as a mobile device. Whilst some of this has been captured previously with terms like ‘seamless’, ‘contextualised’ and ‘agile’ learning, this paper argues that the concept of authentic mobile learning is a highly fluid construct which will continue to change as the technologies develop and as the pedagogical affordances become better understood by educators and end-users. The paper offers a three-dimensional model of authentic mobile learning and argues that further empirical research is required to understand what is authentic mobile learning from the perception of learners.	en_US
dc.relation.ispartof	Lecture Notes in Educational Technology	en_US
dc.relation.isbasedon	10.1007/978-981-10-0027-0_2	en_US
dc.title	Conceptualising authentic mobile learning	en_US
dc.type	Chapter
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of Education
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US

Abstract:

© Springer Science+Business Media Singapore 2016. Conventional accounts of authentic learning focus on contextual factors: tasks, processes, how situated the learning is and the extent to which learners engage in simulated or participative real-world activities. This paper theorises how ubiquitous mobile technologies are fracturing the boundaries that demarcate traditional accounts of authentic learning affording new opportunities to reconceptualise what authenticity means for learners when they use a boundary object such as a mobile device. Whilst some of this has been captured previously with terms like ‘seamless’, ‘contextualised’ and ‘agile’ learning, this paper argues that the concept of authentic mobile learning is a highly fluid construct which will continue to change as the technologies develop and as the pedagogical affordances become better understood by educators and end-users. The paper offers a three-dimensional model of authentic mobile learning and argues that further empirical research is required to understand what is authentic mobile learning from the perception of learners.

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http://hdl.handle.net/10453/103769