A Framework for Designing Transformative Mobile Learning

A strategic approach of the crucial elements for the implementation of digital tools and processes in higher education

“…From those that did it, it is interesting to note that, although all these studies focus on the implementation of technology‐based processes in HE, it is possible to detect to a certain extent the expectations of the papers by reviewing the literature they are based on. On the one hand, some papers start from searching for “success factors” for implementations (e.g., Cochrane et al, 2017). On the other hand, there are other four that emphasize the search for barriers to implementation, and the majority of their literature review is focused on the “lacks” to be avoided in an implementation process (Birch & Burnett, 2009; Kumar & Daniel, 2016; Naveed et al, 2017; Seifu, 2020).…”

“…Twenty‐three papers in total were analysed, with a range of publication between 2009 and 2020. From them, just two papers were exclusively theoretical approaches (Anthony et al, 2020; Cochrane et al, 2017), and the others included experiences from a wide open plethora of international institutions from Argentina (Grasso et al, 2019), Australia (Birch & Burnett, 2009), Canada (Taylor et al, 2018), Chile (Arancibia et al, 2019), Croatia (Zuvic‐Butorac & Nebic, 2009), China (Fong et al, 2014), Denmark (Haase & Buus, 2020), Ethiopiala (Seifu, 2020), Fiji (Kumar & Daniel, 2016), Jordan (Abusalim et al, 2020), Kazjastan (Vyortkina, 2014), Nigeria (Alabi & Mutula, 2020), Portugal (Correia & Martins, 2011; Sanches, 2016), Saudi Arabia (Naveed et al, 2017), Spain (Correa & Paredes, 2009; Marcelo & Yot‐Dominguez, 2019), Turkey (Altun et al, 2011) and USA (Coles et al, 2020); or from collections of countries as in the paper leaded by Altinay et al (2019), where they analysed data from institutions from Turkey, Spain, Sweden, India, Egypt and Canada, or the paper signed by Murphy and Farley (2017) that includes data from China, Japan, Republic of Korea, Malaysia, Indonesia, Laos PDR, Cambodia, Singapore, Vietnam, Pakistan, Russia, Australia, New Zealand, Papua New Guinea, Samoa and Fiji, which gives the study a clear global perspective.…”

Integrating Educational Design Research and Design Thinking to Enable Creative Pedagogies

“…Reflections on the Journalism project are updated on a Wordpress blog http://ejeteam.wordpress.com, and archived on a Google Plus Community http://bit.ly/mojomlaw. SOTEL outputs from this project include conference presentations, Journal papers, and book chapters (Cochrane, Antonczak, et al, 2013;Cochrane, Mulrennan, Sissons, Pamatatau, & Barnes, 2013;.…”

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

“…DBR is often used synonymously with educational design research (EDR). Cochrane et al, (2017) The goal of this framework is to enable the explicit design of learning experiences around new pedagogies such as heutagogy (Hase & Kenyon, 2007), authentic and ambient learning (Herrington, Reeves, & Oliver, 2009), and connectivism (Cormier, 2008;Siemens, 2005), via learner-generated mobile AR and VR.…”

“…AR and VR are currently two of the hottest topics in emerging technologies. The guest editors of this special issue have both been involved in the journey of mobile learning from the early days of the proof of concept of mobile learning to today's BYOD environment (Cochrane et al, 2017;Murphy & Farley, 2017) where a smartphone is considered an essential part of social connectivity and interaction. Coupled with the ubiquity of mobile device ownership, mobile AR and VR provide the potential to enhance educational technology research and practice on a level previously impractical.…”