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The affordances of mobile learning for non-traditional learners

Wallace, Ruth (2011). The affordances of mobile learning for non-traditional learners. In: Journal of Vocational Education and Training 9th International Conference, Worcester College, Oxford, UK, 8-10 July 2011.

Document type: Conference Paper
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IRMA ID 82056760xPUB100
Author Wallace, Ruth
Title The affordances of mobile learning for non-traditional learners
Conference Name Journal of Vocational Education and Training 9th International Conference
Conference Location Worcester College, Oxford, UK
Conference Dates 8-10 July 2011
Publisher JVET Conferences
Publication Year 2011
Start Page 25
End Page 26
Total Pages 2
HERDC Category E3 - Conference Publication - Extract of paper (internal)
Abstract M-learning has engaged disenfranchised learners from regional areas in active and engaged learning that recognises and values their knowledge. The flexibility of m-learning means it is context and place driven and uses a range of visual, audio and
multimedia files to represent knowledge in accordance with the relevant knowledge structures. This paper reports on a series of projects undertaken in Aboriginal communities to support training and workforce development. M-learning isn’t the
replacement of paper based approaches to education by the electronic or a cure all, a kit of gadgets to distract students. Its efficacy is predicated on its integration into an engaging learning program. In the projects discussed, mobile technologies
are a key component of an engaging program and challenges education systems to appreciate m-learning as more than being engaging as they are fun but has an important impact on rethinking the ways learner’s knowledge, skills and identities are recognised, valued and extended.
M-learning tools were used to focus learning on exploring and engaging learner identities, local and global knowledge. By recognising the diverse knowledge systems and contexts of a range of disenfranchised learners, such as youth, regional communities and small enterprise owners, there are opportunities to build bridges between their worlds and that
of formal education curriculum. This paper considers a structure for considering the contribution m-learning makes to implementing pedagogies that engage learners and trainers in meaningful learning experiences and identities.
 
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