Transforming pedagogy with mobile web 2.0

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QR Code - download options: Search iTunes Store or Google Play

  • SMS ‘CODE’ to 710 to download enigma for camera phones
  • get Upcode
  • iPhone users: download the free app "QR App" from the iTunes Store
  • Android users: download the "Barcode Scanner" or "I-nigma" apps from Google Play
  • Where will you find QR Codes?

Why MLearning?


Mobile Devices are everywhere:




A new Hierarchy of needs:

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Polleverywhere BYOD:
What devices do participants have? What devices do their students own?

Mobile and Social Media use in society:

The impact of mobile social media on industry

  • Music Industry/iTunes
  • Movie Industry/iTunes/Netflixs
  • Mail/eMail/Twitter
  • Retail/Amazon
  • Gaming
  • Telephony/Skype/G+
  • Finance
  • Journalism/Newspapers/Tablets
  • Books/eBooks
  • Education? iTunes U?...

Other uses of Mobile Social Media?

  • Productivity
  • Collaboration & Community - GDocs, Twitter, G+
  • Teaching - changing interaction in the classroom
  • Airplay Demo

A Catalyst For Change:

The Gaurdian

Think Different:
  • Beyond teacher-generated content
  • rethinking collaboration and assessment
  • Digital Myopia

  • Designing Learning Tony Bates
  • Reeves (2005) - Design-Based research

Theoretical Frameworks:

  • Social Constructivism (Vygotsky, 1978):
    • enabling student-generated content and student-generated learning contexts
  • Authentic Learning & Digital Myopia (Herrington et al., 2005, 2009)
  • Laurillard (2007, 2011, 2012) Conversational Framework & Collaborative Design
  • Learner Generated Contexts & the Pedagogy-Andragogy-Heutagogy continuum
    • (Garnett, 2010, Luckin et al., 2010).
  • Communities of Practice (Wenger et al., 2005, 2009)

A Pragmatic Framework For MLearning
Prezi: Why What Where How?
Prezi: MLearning Overview

Enabling Student-generated content:

1. Qik
2. Instagram
3. YouTube
4. Tumblr or Posterous
5. Wordpress
6. Storify
7. Prezi

Enabling Student-generated contexts:

8. Wikitude
9. polleverywhere
10. QRCodes
11. Soundcloud
12. Google Maps
13. Google+
14. Twitter

Example Scenarios:

Project Contexts 2006-2012


  • Build trust and support via communities of practice
    • Build and nurture community
  • Explore and experience mobile social media
    • More than a series of workshops
    • Collaboration between educational designers and academics
  • Reclaim mobile and social media from purely social domain to enabling education
  • Collaborative curriculum redesign
    • Google Docs
  • Focus upon enabling Student-generated content and Student-generated contexts
    • Student-owned devices
    • Don't assume they know how!
  • Create a foundation based upon Student eportfolios
    • Student blogs as rich-media base
  • Student-owned spaces that lecturers and peers are then invited into!
    • Manage via RSS
  • Build in authentic team-based collaboration
    • Model the use of tools such as Twitter
  • Build-in room for Student-negotiation of assessment and outcomes or process
  • Celebrate and share Student work
    • Curation via Storify etc...
  • Reflect and refine projects via peer-reviewed publication
    • Google Docs


#icollab11 & icollab12:

Facilitating International Collaboration

Journalism 2.0


Author contact details:


Cochrane, T., Sissons, H., & Mulrennan, D. (2012). Journalism 2.0: Exploring the impact of Mobile and Social Media on Journalism Education. In I. A. Sánchez & P. Isaias (Eds.), Proceedings of the IADIS International Conference on Mobile Learning 2012 (pp. 165-172). Berlin, Germany: IADIS International Association for Development of the Information Society.
Cochrane, T., & Antonczak, L. (2012). Heutagogial approaches to mlearning: from student-generated content to international co-production. In J. Multisilta (Ed.), Mlearn 2012: the 11th World Conference on Mobile and Contextual Learning (pp. in review). Helsinki, Finland: IAmLearn.
Cochrane, T., & Rhodes, D. (2011). iArchi[tech]ture: Heutagogical Approaches to Education Facilitated by Mlearning Integration. In K. Fernstrom & C. Tsolakidis (Eds.), Proceedings of the International Conference on Information and Communication Technologies in Education ICICTE 2011 (pp. 112-121). Rodos Palace Hotel, Rhodes, Greece: University of the Fraser Valley and the University of the Aegean.
Cochrane, T., Bateman, R., Buchem, I., Camacho, M., Gordon, A., Keegan, H., et al. (2011). Mlearning 2.0: Fostering International Collaboration. In I. Candel Torres, L. Gomez Chova & A. Lopez Martinez (Eds.), ICERI2011: 4th International Conference of Education, Research and Innovations (pp. 42-51). Madrid, Spain: IATED.
Garnett, F. (2010, 18th November). Heutagogy and The Craft of Teaching. The Heutagogic Archives Retrieved 19th November, 2010, from
Herrington, J., Herrington, A., Mantei, J., Olney, I., & Ferry, B. (Eds.). (2009). New technologies, new pedagogies: Mobile learning in higher education. Wollongong: Faculty of Education, University of Wollongong.
Herrington, J., Reeves, T., & Oliver, R. (2005). Online learning as information delivery: Digital myopia. Journal of Interactive Learning Research, 16(4), 353-367.
Laurillard, D. (2007). Pedagogcal forms of mobile learning: framing research questions. In N. Pachler (Ed.), Mobile learning: towards a research agenda (pp. 33-54). London: WLE Centre, Institute of Education.
Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. New York: Routledge.
Laurillard, D., Charlton, P., Craft, B., Dimakopoulos, D., Ljubojevic, D., Magoulas, G. (2011). A constructionist learning environment for teachers to model learning designs. Journal of Computer Assisted Learning, Pre-Publication(Early View online), in pre-print. Retrieved from doi:10.1111/j.1365-2729.2011.00458.x
Luckin, R., Clark, W., Garnett, F., Whitworth, A., Akass, J., Cook, J. (2010). Learner-Generated Contexts: A Framework to Support the Effective Use of Technology for Learning. In M. Lee & C. McLoughlin (Eds.), Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching (pp. 70-84). Hershey, PA: IGI Global.
Reeves, T. (2005). No significant differences revisited: A historical perspective on the research informing contemporary online learning. In G. Kearsley (Ed.), Online learning: Personal reflections on the transformation of education (pp. 299-308). Englewood Cliffs, NJ: Educational Technology Publications.
Reeves, T., Herrington, J., & Oliver, R. (2005). Design research: a socially responsible approach to instructional technology research in higher education. Journal of Computing in Higher Education, 16(2), 97-116.
Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Wenger, E., White, N., & Smith, J. (2009). Digital Habitats: stewarding technology for communities. Portland, Oregon: CPsquare.
Wenger, E., White, N., Smith, J., & Rowe, K. (2005). Technology for Communities. In L. Langelier (Ed.), Working, Learning and Collaborating in a Network: Guide to the implementation and leadership of intentional communities of practice (pp. 71-94). Quebec City: CEFIRO.