Abstract
It is also unfortunate that m-learning is often only limited to simply mobile access. A good m-pedagogy will not just transfer the learning process to a mobile device, but incorporate the very nature of mobile, flexible, user-guided, bite-sized learning.
A real m-learning needs to have a real purpose and the stakeholders need to see the value in it for it to have a chance to be a success. With all the correct m-pedagogy in place, if the educators and the learners see the value of engaging, m-learning can bring real benefits – flexibility of access and flexibility of engagement – and thus allow a real tailoring of the learning process. It has only been very recently that a real attempt has been made to move to
adaptive learning, incorporating pedagogy and AI (artificial intelligence) methods, and this approach seems to be pointing to a future of real adaptive m-learning.
| Original language | English |
|---|---|
| Title of host publication | Handbook of Mobile Teaching and Learning |
| Editors | Yu (Aimee) Zhang |
| Place of Publication | Berlin |
| Publisher | Springer |
| Pages | 973-982 |
| Number of pages | 10 |
| ISBN (Electronic) | 9783642541469 |
| ISBN (Print) | 9783642541452 |
| DOIs | |
| Publication status | Published - 29 Aug 2015 |
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Keywords
- mobile technologies
- learning
- m-learning
- pedagogy
- m-pedagogy
Cite this
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Mobile technologies and learning: expectations, myths and reality. / Petrakieva, Lina.
Handbook of Mobile Teaching and Learning. ed. / Yu (Aimee) Zhang. Berlin : Springer, 2015. p. 973-982.Research output: Chapter in Book/Report/Conference proceeding › Chapter
TY - CHAP
T1 - Mobile technologies and learning: expectations, myths and reality
AU - Petrakieva, Lina
PY - 2015/8/29
Y1 - 2015/8/29
N2 - M-learning is often approached as an innovative method to teach, but quite often without the proper planning of the actual learning process and proper understanding of the implications on the pedagogy of the learning process in such a setting. Because of the multiple stakeholders in the process – the institution, the learners, the educators, the policy makers, etc. – it is very difficult to encourage educators to engage with something so different that will require a re-think of their teaching practices. In addition, with so many different technical elements and challenges, it is often simply just too daunting a prospect.It is also unfortunate that m-learning is often only limited to simply mobile access. A good m-pedagogy will not just transfer the learning process to a mobile device, but incorporate the very nature of mobile, flexible, user-guided, bite-sized learning.A real m-learning needs to have a real purpose and the stakeholders need to see the value in it for it to have a chance to be a success. With all the correct m-pedagogy in place, if the educators and the learners see the value of engaging, m-learning can bring real benefits – flexibility of access and flexibility of engagement – and thus allow a real tailoring of the learning process. It has only been very recently that a real attempt has been made to move toadaptive learning, incorporating pedagogy and AI (artificial intelligence) methods, and this approach seems to be pointing to a future of real adaptive m-learning.
AB - M-learning is often approached as an innovative method to teach, but quite often without the proper planning of the actual learning process and proper understanding of the implications on the pedagogy of the learning process in such a setting. Because of the multiple stakeholders in the process – the institution, the learners, the educators, the policy makers, etc. – it is very difficult to encourage educators to engage with something so different that will require a re-think of their teaching practices. In addition, with so many different technical elements and challenges, it is often simply just too daunting a prospect.It is also unfortunate that m-learning is often only limited to simply mobile access. A good m-pedagogy will not just transfer the learning process to a mobile device, but incorporate the very nature of mobile, flexible, user-guided, bite-sized learning.A real m-learning needs to have a real purpose and the stakeholders need to see the value in it for it to have a chance to be a success. With all the correct m-pedagogy in place, if the educators and the learners see the value of engaging, m-learning can bring real benefits – flexibility of access and flexibility of engagement – and thus allow a real tailoring of the learning process. It has only been very recently that a real attempt has been made to move toadaptive learning, incorporating pedagogy and AI (artificial intelligence) methods, and this approach seems to be pointing to a future of real adaptive m-learning.
KW - mobile technologies
KW - learning
KW - m-learning
KW - pedagogy
KW - m-pedagogy
U2 - 10.1007/978-3-642-54146-9_28
DO - 10.1007/978-3-642-54146-9_28
M3 - Chapter
SN - 9783642541452
SP - 973
EP - 982
BT - Handbook of Mobile Teaching and Learning
A2 - Zhang, Yu (Aimee)
PB - Springer
CY - Berlin
ER -