Self-organising m-learning communities: a case study
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This case study applies a 'living systems' theoretical model for m-learning community formation (Nalder & Dallas 2006) to an early intervention learner driver education program. The program, for 16 year olds, targets hazard perception ability, attitude, and behaviour as key contributing factors in crashes. The paper focuses on a key phase in the program (in-the-field learning episodes and self-reported driving behaviour) for which tools were designed utilising available context aware and location related applications for mobile devices. Choices are rationalised in terms of applicability to education for metacognitive development, capacity for user self-management, and adaptability. These criteria were essential as subsequent research phases involve measuring and reporting on medium and long-term impact (up until age 25). The implications of two emerging trends are considered: firstly, the proliferation of Application Programming Interfaces (APIs) for diverse devices that are designed to grow internetsupported m-commerce, and secondly, the broader uptake of new on-line genres that has created more accessible spaces for social interaction. The paper concludes that these trends are more effectively considered by education designers from the perspective of how they are or may be co-opted and creatively adapted by the user.
mLearn Melbourne 2007 Making the Connections
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