Abstract:

Built on the foundation of four years of research and implementation of mobile learning projects (mlearning), this paper outlines the implementation of an mlearning model in the first year of a Bachelor of Product Design course in 2009. The mlearning model was informed and driven by social constructivist pedagogies, within a staged and scaffolded approach to transform the learning environment from lecturer-centred (pedagogy) to student-centred (andragogy), while maintaining the critical pedagogical guidance of the lecturer (Laurillard, 2007; McLoughlin & Lee, 2007). Analysis and reflection on the previous mobile web 2.0 projects within the Product Design course led to the integration of mobile web 2.0 tools within the curriculum via a three-stage adoption across the three years of the Product Design degree. The first year implementation focused on the first stage in this transformation, facilitating student-generated content and collaboration. A paper that would typically have been delivered in a traditional paper-based mode was developed by the lecturer to model and embed the use of mobile web 2.0 tools facilitating a social constructivist learning environment. Examples of assessment alignment and integration of the mobile web 2.0 tools within the first year course are outlined. Students and lecturers were provided with a WiFi and 3G capable netbook for the first semester (Dell Mini9). At the end of the first semester the students and lecturers were also provided with a WiFi and 3G capable smartphone that integrated a 3.2MP (megapixel) camera, video recording, GPS, touchscreen for text input, and multitasking operating system for a variety of Symbian based applications. Students and lecturers were encouraged to personalise the use of these mobile devices and treat them as if they owned them for the duration of the year. This first stage mlearning project focused primarily on students establishing and personalizing the use of core web 2.0 tools and then moving towards the use of mobile specific affordances adding context bridging and context aware dimensions to the learning environment. The focus for the first year was foundational, using netbooks more than the smartphones to establish students’ web 2.0 e-portfolios which will be built upon in the students second year of the course in 2010.

Keywords:

web 2.0, mlearning, social constructivism, andragogy.