Secrets of MLearning Failures




Learning from failure

Unrealised Goal: to transform pedagogy from teacher-directed to student-directed (heutagogy)
Creating a move along the Pedagogy-Andragogy-Heutagogy continuum (Luckin et al., 2010)

Example1 (2008)

Example2 (2009)

Example3 (2010)

Developing an Implementation Strategy

Scaffolding ontological shifts via Collaborative curriculum design and Communities Of Practice

Table 1: Example mlearning roll-out timeframe.

mLearning Project Stages
Process and Outcome
Establish weekly COP with lecturers and technology steward.
Establish support requirements.
Completion of an initial survey that explores participants prior pedagogical beliefs and practice.
Establish lecturer eportfolios.
Establish a collaborative research agenda and research questions, and establish ethics consent proceedures.
Semester 1
Staff reflect upon their prior pedagogical beliefs and practice.
Staff share their current course outlines and assessment strategies for collaborative editing via Google Docs.
Staff develop competency with mlearning.
Staff explore mlearning pedagogies.
Staff develop pedagogical mlearning activities based on social constructivist pedagogies
mLearning projects with staff and students.
Implementation of the mlearning activities within each course and assessment.
Semester 2
Students establish mlearning eportfolios.
Increased student engagement.
Flexible delivery.
Facilitating social constructivist pedagogies and bridging learning contexts.
Lecturers publish and present case studies based on project implementation, these then inform the design of the following iteration of the project.
End of Semester 2 and beginning of following Semester
Collaborative research writing based on prior and redeveloped course outlines and outcomes via Google Docs.
Conference, Journal publications and symposia presentations

Potential outcomes of COP supported mlearning projects for the participants include:
  • Participation in an authentic community of practice.
  • Development of a professional eportfolio.
  • Publication and sharing of a peer reviewed research output based upon their experience and the resultant changes in their pedagogical practice and the impact of these changes on their students’ learning.
  • Development of new assessment and learning activities enabling student-generated content and student-generated contexts via student-owned mobile and web 2.0 tools.

The three example case studies illustrate that when this collaborative COP was not established effectively then these outcomes were not explicitly achieved within the project and therefore this was a factor in the failure of these projects to enable any significant pedagogical change.

Luckin, R., Clark, W., Garnett, F., Whitworth, A., Akass, J., Cook, J., Day, P., Ecclesfield, N., Hamilton, T. & Robertson, J. 2010. Learner-Generated Contexts: A Framework to Support the Effective Use of Technology for Learning. In: Lee, M. & Mcloughlin, C. (eds.) Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching. Hershey, PA: IGI Global.

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