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Mobile Learning Curriculum Framework (MLCF)
Mobile Learning Curriculum Framework (MLCF)
Pages and Files
Who are we
Introduction to MLCF
Validation and Evaluation
Mobile Learning Assessment
Themes and Modules
Theme 1 (people impact)
Theme 2 (economic impact)
Theme 3 (pedagogical impact)
Theme 4 (nature of technology)
Theme 5 (change)
Implementing the Curriculum
Upcoming pages: BYOT, mobileMOOC, OER, digital literacy...
1 Learning Outcomes
Considering the recommendations on European higher education made in Bologna and articulated by Kennedy, Hyland and Ryan (
), the learning objectives overviewed in the previous section maps onto broad learning outcome through appropriate assessment. The deriving of
specific learning outcomes
should be linked to the established
specific learning objectives
as part of the adaption process for local contexts. These specific learning outcomes should reflect the needs of the learners, the organisation or institution and the timeframe.
To know, I have to…
Acquisition of domain knowledge
the acquisition of domain knowledge is mapped to Bloom’s proposed taxonomy of the cognitive domain.
Sample outcome. Quoted and adapted from
Kennedy et al. (2006
Acquire knowledge on Mobile Learning
Arrange, collect, define, describe, duplicate, enumerate, examine, find, identify, label, list, memorise, name, order, outline, present, quote, recall, recognise, recollect, record, recount, relate, repeat, reproduce, show, state, tabulate, tell.
Recall appropriate pedagogy for mobile learning
Identify and consider ethical implications using self funded personal technology.
Describe how the needed policies in a institution to facilitate mobile learning.
List the criteria to be taken into account when evaluating the appropriateness of Mobile applications for educational use.
Define what behaviours constitute acceptable behaviours when using personal technologies in formal education.
Describe how you would manage mobile devices within formal education.
This is to understand and interpret concepts and phenomena to create meaning of the phenomena of Mobile Learning.
Associate, change, clarify, classify, construct, contrast, convert, decode, defend, describe, differentiate, discriminate, discuss, distinguish, estimate, explain, express, extend, generalise, identify, illustrate, indicate, infer, interpret, locate, paraphrase, predict, recognise, report.
Differentiate between formal and informal applications of Mobile Learning
Identify participants and goals in the institutionalisation of Mobile Learning.
Explain the social effects of ambient presence as experienced through IM.
Classify mobile learning case studies by the pedagogy in use.
Recognise the factors that impact on a rural developmental mobile learning service in a resource constrained context.
Apply knowledge of Mobile Learning
Apply, assess, calculate, change, choose, complete, compute, construct, demonstrate, develop, discover, dramatise, employ, examine, experiment, find, illustrate, interpret, manipulate, modify, operate, organise, practice, predict, prepare, produce, relate, schedule, select.
Construct an a mobile learning intervention.
Select and employ a mobile learning application for use in a formal learning environment to enhance the STEM learning of secondary school learners.
Relate policy changes to institutionalisation of mobile learning.
Modify guidelines for acceptable use to incorporate the use of personal mobile technologies.
Show how the Child Act impact on the responses to sexting at school.
Apply principles of constructivist learning to facilitate a mobile learning interaction through the use of tablets in a distance learning university.
Analyse, knowledge, concepts and ideas about Mobile Learning
Analyse, appraise, arrange, break down, calculate, categorise, classify, compare, connect, contrast, criticise, debate, deduce, determine, differentiate, discriminate, distinguish, divide, examine, experiment, identify, illustrate, infer, inspect, investigate, order, outline, point out, question, relate, separate, sub-divide, test.
Analyse why mobile learning can be viewed as disruptive.
Compare and contrast mobile learning to e-learning
Debate the economic and social effects using personally financed mobile technology in higher education.
Compare the focus and motivations of large scale grant organisation mobile learning interventions in secondary education.
knowledge, concepts and ideas about Mobile Learning
Argue, arrange, assemble, categorise, collect, combine, compile, compose, construct, create, design, develop, devise, establish, explain, formulate, generalise, generate, integrate, invent, make, manage, modify, organise, originate, plan, prepare, propose, rearrange, reconstruct, relate, reorganise, revise, rewrite, set up, summarise.
Recognise and formulate problems that are relevant to mobile learning solutions.
Propose solutions to the lack of qualified STEM teachers using appropriate Mobile Learning solutions.
Summarise the causes and effects institutionalisation of Mobile Learning in Primary Education.
Argue the use of Mobile Technology in formal education.
To do, I have to…
Develop skills to enable Mobile Learning Practice
The following collection of skills relate to the skills deemed appropriate for enabling Mobile Learning Practice. ECTS (
) refers to general skills that are considered transferable and specific subject related skills that pertain to specific discipline. All skills will not apply to every activity equally. A further comment to consider is that not all of the activities of a professional interaction can be explicitly described. Practitioners should be sufficiently skilled to adapt.
Skills are based on what practitioners would do in the normal course of work. However, there are some circumstances in which only some of these skills would apply and not every skill can be assessed in every practical task.
General teacher skills
Planning a mobile learning activity
Sharing experiences with other teachers (increasing quality in their own teaching and in mLearning in general)
Promoting and stimulating collaboration (as mLearning is all about communication, and peer-to-peer supported learning is on the rise)
Diagnosing educational needs of the individual
Continuous self-improvement to stay on top of his/her field
Communicating with peers and learners
Encouraging creativity and motivation in the learner
Social and cross-cultural factors (as the learner groups keep diversifying)
Keeping ethical behaviour in the minds of the learners (e.g. m-bullying)
Dealing with new language use (e.g. MXit)
Knowledge that underpins the required Mobile Learning skills
Understanding how content, pedagogy and technology interconnect and influence each other. Assimilating mobile learning background, research, pedagogy, challenges and opportunities in order to achieve an optimal mobile learning result.
Identifying a problem
Identifying evaluation and evaluating the mobile learning activity
Understanding the challenges of contemporary online learning environment dynamic (be it web-based or mobile)
Guiding large group discussions, for mLearning this is sometimes based on non-visual information,
Ready to stimulate and transfer mobile digital literacy
Being open-minded towards technology (otherwise they risk blocking student creativity)
Filtering information overload (fed by social media and p-2-p collaboration)
Building a personal mobile learning environment
Building a personal mobile learning toolbox: exploring, analyzing and selecting relevant tools, technologies and applications.
Understanding the affordances of each selected tool.
Providing a set of tools that fits the learners’ mobile device(s)
Effective mobile instructional design
Implementing basic mobile instructional design principles (message design, instructional strategies, multi-media utilization, implementation and possible limitation)
Understanding the importance of mobile affordances to develop courses
Being brief and concise (e.g. mobile screen txt limits)
Enhancing mobile digital literacy
Understanding the existing or lacking mobile standards and how these effect mobile design and mobile actions and building strategies to overcome them
Strategizing what happens when a mobile project is operationalized:
Integrating personal context(s),
Diffusion of innovation,
Understanding the impact
Keeping a balance between work and personal life (as mLearning can happen at any time personal time management is more important for mLearning as it transcends time and space)),
Keeping abreast of developments in mobile learning
Supporting mLearning qualities with parents/communities (taking out the scepticism and/or fears)
To understand, I have to…
comprehend the role and impact of the domain knowledge in relation to the application context.
Mobile Learning as personal
Role of personal technologies within the application context.
Affordance of technologies needed to access content that is only available through selected channels.
The impact of prolonged use and related health issues.
Mobile Learning in relation to indigenous knowledge
Examples used in adaption of the curriculum to reflect organizational and student needs, ideally, should be contextualized and reveal indigenous knowledge.
IP and self generated content.
The value and application of mobile learning knowledge in industry
The value of life long and further education within the context of employment.
Mobility of skills for an organisation and individuals.
Self created content and intellectual property
Open licensing and related open educational resources.
Informal learning through mobile
Issues such as privacy and cost are relevant
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