The Mobile Learning Curriculum Framework is a framework that is in a state of perpetual beta. Relying on the new insights of all of us to be optimized to the latest research, challenges and needs.
The Framework is build in order to enable all educational institutes and schools to implement mobile learning in their existing or future curriculum. The MLCF is open science, so open to all.
This wiki provides parts of the MLCF, but you can also have a look at the draft (version Oct2012) here:
Although the MLCF is free to all, there is an option to ask some of the core team members to help you set out and implement the MLCF to fit your organisation, corporation or educational institutional needs. In that case simply contact
(convenor and lead). This framework was set up thanks to a number of mLearning experts, the
list of contributors can be found here
The worldwide nearly ubiquitous access to mobile technology provides the education domain with new challenges and many exciting opportunities. Utilisation is, however, often hampered by the knowledgeable implementation of the technology in ways that are relevant and meaningful to the education. To assist in preparing in-service and pre-service educators, NGO’s, practitioners, researchers and instructors to utilise mobile technology a
Mobile Learning Curriculum is
deemed be a significant advantage in furthering the goals of education for all.
The domain collaboration, initiated with seed funding from the South African Department of Science and Technology, embarked on a systematic and comprehensive Design Research process in producing this
Mobile Learning Curriculum Framework (MLCF).
The process is documented, monitored and evaluated by Prof Marlien Herselman through the initial drafting, reviewing and validation by domain experts, practitioners and the research community. This refinement included a number of regional workshops. The process of developing the MLCF, was initiated in 2011 and ran a course of 2 years to finalisation.
This MLCF document presents a snapshot of a vast and dynamic field. Maintaining the currency of this curriculum will be an on-going ideal and the responsibility of the community of practitioners and domain experts. The creation of a living document is thus an opportunity as well as a challenge to the domain itself. As a consequence of the momentary nature of this Mobile Learning Curriculum, themes for inclusion were considered to be of immediate relevance to cover the breath of the field. It is acknowledged that the terms used are perhaps more relevant to the South African educational domain and a brief outline of the semantics are incorporated for that purpose. That being said, producing a curriculum framework that has an international or even national relevance was dismissed very early on in the deliberations. As such this curriculum framework consists of a number of themes and related modules as a generic offering. These themes were harvested from the domain and a first draft compiled by John Traxler, an undisputed domain expert. It is left to the implementing institution to adapt the curriculum to reflect local societal and institutional needs.
This document then consists of two parts. Part 1 outlines the
Mobile Learning Curriculum Framework
in which a bouquet of themes and modules are outlined for inclusion in a course. Part 2 presents examples of the curriculum that have been adapted and the resulting courseware that was developed. Examples include a post graduate Masters Degree in Mobile Learning from the University of Johannesburg, South Africa; an undergraduate course at the University of the Free State for pre-service teachers, contextualized in South Africa. A week course developed by the Commonwealth of Learning for continuous professional development and a day course developed by the CSIR Meraka for in-service training of teachers to expose them to the possibilities of Mobile Learning in formal education, contextualized in South Africa. A presentation (movie) on these cases can be seen in this video:
The MLCF was matured and delivered from the midst of a very vibrant research community of practice. The scope and components of the living MLCF was continuously negotiated and critiqued and the final product represents a concrete manifestation of the distributed knowledge and passion of a collective research community. It only remains to give credit to the dynamic researchers, practitioners and many stakeholders within the community that have truly produced this curriculum from within its midst. It is my hope that this document will remain a living entity that remains relevant within the dynamic end ever changing world of emerging educational technologies and continue to contribute to what Mobile Learning is ultimately about … learning.
The complete text as edited on 10 October 2012 can be found here:
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