Reconceptualizing design research in the age of mobile learning

Abstract

The purpose of this paper is to begin to examine how the intersection of mobile learning and design research prompts the reconceptualization of research and design individually as well as their integration appropriate for current, complex learning environments. To fully conceptualize and reconceptualize design research in mobile learning, the authors address and unpack the unique affordances of mobile learning and implications for design research as well as the design process that has impact on both. Asserting a socio-cultural view of learning, investigating mobile devices as cultural transformational tools is proposed to potentially expand perceptions and access to resources in how we view teaching and learning (as a form of social capital), but also how we design for it and conduct research in complex settings.

A DBR framework for designing mobile virtual reality learning environments

“…Activity theory is one of the most common theoretical frameworks used to inform mobile learning research and practice, however, Pachler et al (2010) argue that it is difficult to operationalise and is more suitable as an analytical tool than a pedagogical design tool. Bannan, Cook, and Pachler (2015) argue that DBR is an appropriate methodology for grounding mobile learning projects and research. Thus, design principle one is to use design-based research as a methodology.…”

“…Figure 1 outlines the generic EDR model aligned to the key supporting mobile learning theories and frameworks. (2012) do not assign a separate phase to the wider dissemination and evaluation of research (they label this maturing intervention and theoretical understanding in their generic model), we follow Bannan, Cook, and Pachler (2015) in assigning this as a fourth DBR phase via Haynes' (2016) definition of the scholarship of technology enhanced learning (SoTEL). The goal of our framework is to enable the explicit design of learning experiences around new pedagogies such as rhizomatic learning, social constructivism, heutagogy, authentic and ambient learning, and connectivism, via user-generated mobile VR.…”

“…DP1: Basing the project within a design-based research methodology (Bannan et al, 2015;Cook & Santos, 2016) DP2: Supporting the project through the establishment of a CoP (Cochrane, 2014;Cochrane & Narayan, 2016b) DP3: Using heutagogy (student-determined learning) as a guiding pedagogical framework (Blaschke & Hase, 2015;Hase, 2014) DP4: Designing around the authentic use of mobile devices and VR (Burden & Kearney, 2016;Cochrane & Narayan, 2017;Kearney, Schuck, Burden, & Aubusson, 2012) DP5: Integrate collaboration and team-work into the project activities (Kearney et al, 2012; Organisation for Economic Co-operation and Development [OECD], 2015)…”

Key themes in mobile learning: Prospects for learner-generated learning through AR and VR

“…While the literature review has revealed the breadth of theoretical frameworks employed in mobile learning, theoretical frameworks that are particularly relevant for informing the design of learnergenerated mobile AR and VR content and contexts include: social constructivism, connectivism, authentic learning, rhizomatic learning, and problem based learning (Bannan, Cook, & Pachler, 2015;Cook & Santos, 2016). Other theoretical frameworks that can provide with useful insights in the design of authentic learning environments within complex and unpredictable settings are socio-cultural activity theory and complexity theory applied in education (Aguayo, 2016;Frohberg et al (2009);Hase & Kenyon, 2007;Morrison, 2002).…”

“…A recurrent issue in mobile learning research is also the need to move beyond case studies and uncritical positivist approaches to a more critical and transferable methodology such as design-based research (DBR) that embeds iterative project design and evaluation leading to the creation of refined design principles transferrable to other academic contexts (Bannan et al, 2015;Cook & Santos, 2016;Reeves, 2006).…”