A Conceptual Framework for Mobile Learning
AbstractSeveral technology projects have been launched to explore the opportunities that mobile technologies bring about when tackling issues of democratic participation and social inclusion through mobile learning. Mobile devices are cheaper than for instance a PC, and their affordance, usability and accessibility are such that they can potentially complement or even replace traditional computer technology. The importance of communication and collaboration features of mobile technologies has been stressed in the framework of ICT-mediated learning. In this paper, a theoretical framework for mobile learning and e-inclusion is developed for people outside the conventional education system. The framework draws upon the fields of pedagogy (constructivist learning in particular), mobile learning objects and sociology.
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Bibliographic InfoPaper provided by IAMSR, Åbo Akademi in its series Working Papers with number 464.
Date of creation: 2008
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Web page: http://iamsr.abo.fi/
Mobile Learning; Digital Divide; Constructivist Pedagogy; Forms Of Capital;
This paper has been announced in the following NEP Reports:
- NEP-ALL-2008-08-31 (All new papers)
- NEP-EDU-2008-08-31 (Education)
- NEP-ICT-2008-08-31 (Information & Communication Technologies)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Collan, Mikael & Liu, Shuhua, 2002. "Fuzzy Logic and Intelligent Agents: Towards the Next Step of Capital Budgeting Decision Support," Working Papers 398, IAMSR, Åbo Akademi.
- Anckar, Bill & Olofsson, Svante & Walden, Pirkko, 2000. "Agents as Agents: A Virtual Assistant for Self-bookings in Travel," Working Papers 311, IAMSR, Åbo Akademi.
- Qureshi, S & Keen, P, 2005. "Organizational Transformation by Activating Knowledge: The Mediating Role of Collaboration Technologies," Working Papers 412, IAMSR, Åbo Akademi.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Mikael Collan).
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