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Design principles for learning with mobile devices

Kukulska-Hulme, Agnes and Traxler, John (2019). Design principles for learning with mobile devices. In: Beetham, Helen and Sharpe, Rhona eds. Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning. 3rd edition. Routledge, pp. 181–196.

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DOI (Digital Object Identifier) Link: https://doi.org/10.4324/9781351252805
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Abstract

The chapter highlights some environmental and societal changes that have occurred since the authors contributed chapters on this topic to previous editions of this book. The role of design in relation to learning technology developments is considered, with a focus on design for learning that is personalized, situated, authentic and informal. Design of content, activities, communities, and communication is discussed. The ten design principles proposed by the authors take account of the characteristics of mobile technologies and consider the social context into which they are appropriated. The design principles recognize the centrality of learners with their personal technologies and their preferences, experiences and expectations, alongside the unique nature and added value of mobile learning, and the idea that mobile learning is synonymous with unpredictability and constant change. The principles are likely to have wider applicability beyond mobile learning as personalized, situated, authentic and informal learning becomes the norm.

Item Type: Book Section
Copyright Holders: 2019 Routledge
ISBN: 1-351-25280-1, 978-1-351-25280-5
Extra Information: This chapter is in the 3rd edition of the book published in 2013, http://oro.open.ac.uk/39025/
Keywords: mobile learning; mobile design principles; ubiquitous learning; personalized learning
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
OpenTEL
Item ID: 58625
Depositing User: Agnes Kukulska-Hulme
Date Deposited: 21 Jan 2019 15:37
Last Modified: 19 Jul 2019 09:07
URI: http://oro.open.ac.uk/id/eprint/58625
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