Practitioners as innovators: Emergent practice in personal mobile teaching, learning, work and leisure

Kukulska-Hulme, Agnes and Pettit, John (2009). Practitioners as innovators: Emergent practice in personal mobile teaching, learning, work and leisure. In: Ally, Mohamed ed. Mobile Learning: transforming the delivery of education and training. Issues in Distance Education. Athabasca: Athabasca University Press, pp. 135–155.

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Abstract

Mobile devices have become commonplace tools, yet little is known about how individuals use them in their teaching, learning, work, and leisure. We report on an investigation into personal mobile device use by students and alumni from the global master's degree in online and distance education offered by the Institute of Educational Technology at the Open University (UK).

The study identified various types of activity undertaken, and focused on emerging issues in relation to innovative practices. Participants described their uses of four types of device, the frequency of specific uses, and their views on the attractions and disadvantages of mobile learning. The chapter is intended to inform those who are interested in the potential of mobile learning, designing learning for a specific type of device, or who own a mobile device and are simply looking to make better use of it in the future.

Item Type:	Book Section
Copyright Holders:	2009 Mohammed Ally
ISBN:	1-897425-43-0, 978-1-897425-43-5
Extra Information:	This publication is licensed under a Creative Commons License, http://www.creativecommons.org. The text may be reproduced for non-commercial purposes, provided that credit is given to the original author(s).
Keywords:	Mobile learning; Mobile devices; Technology adoption; Early adopters; Mobile lifestyle
Academic Unit/Department:	Institute of Educational Technology
Interdisciplinary Research Centre:	Centre for Research in Education and Educational Technology (CREET)
Item ID:	15502
Depositing User:	John Pettit
Date Deposited:	06 Apr 2009 17:19
Last Modified:	21 Sep 2011 00:50
URI:	http://oro.open.ac.uk/id/eprint/15502

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