Friday, 8 November 2013

Successfully implementing #mobile 2.0 within institute using participatory action research

The following paper provides insights and arguments on embedding, optimizing and collaboratively changing the institutional approach to mobile learning involving social media or mobile 2.0. In a mere ten pages Thom Cochrane shares his learning path (the what, the how, the result) on using mobile social media in actual classes, getting other lecturers and tutors involved and providing a solid, research basis for changing education in favor of mobile learning within an institute building upon the Community of Practitioners method. Thom was the lead in getting this change realized via participatory action research. It is a clear paper, with three case studies, each time illuminating what was planned, how it was implemented, adapted and how the complete approach influence institutional change embracing different types of courses as well. A fabulous and insightful read. The full paper can be read and downloaded via Thom's account, this is the link to the paper.

To me, Thom Cochrane is one of the most amazing mLearning researchers around, he works at the Te Pune Ako learning centre in Auckland, New Zealand and he has incredible drive and energy. He is a one man paper machine who produces so much comprehensible, transparent and PRACTICAL research I am completely at awe by his output and approach. Whenever I am at a stand still in my thinking, I just look at one of his research projects and get ignited with enthusiasm again.

To give an idea of this paper, here is a bit of the introduction:
"This paper reflects upon how the integration and support of mobile Web 2.0 projectshave transformed a tertiary education institution’s approach to e-learning. This transformational journey is based upon four years of research on appropriating the pedagogical benefits of Web 2.0 and pedagogy 2.0 (McLoughlin and Lee 2008) anywhere anytime using mobile Web 2.0 and wireless mobile devices (WMDs), in particular WiFi (wireless ethernet) and 3G-enabled (third-generation mobile ‘broadband’)smartphones, and 3G-enabled netbooks. A series of participatory action research(Swantz 2008; Wadsworth 1998) m-learning projects was used to draw out implications and strategies for facilitating social constructivist learning environments. Thesem-learning projects were situated within a variety of educational contexts, at different educational levels, and took place longitudinally across one to three years of implementation, involving cycles of reflection and refinement with earlier project results informing the design of the following projects. The learning contexts included:Bachelor of Product Design, Diploma of Landscape Design, Diploma of Contemporary Music, Bachelor of Architecture, and the Bachelor of Performing and Screen Arts.