Although learning supported by mobile computing devices has been around as an acknowledged educational approach for decades, there are limited examples of the phrase ‘active mobile learning’ in prior use. Power (2017) describes the CSAM Framework, being a distillation of the four elements of ‘collaborative’, ‘situated’, ‘active’ and ‘mobile’ to make up a learning design framework centred around mobile learning. Crompton and Traxler (2018) refer to new affordances that mobile devices offer for transforming learning in higher education. With a specific highlighting of physical learning spaces as a key contextual element, City’s AML approach joins a small and select band that are attempting to identify and define this area of educational possibility.
Centred around wireless collaboration technologies, which enable the wireless sharing of content from mobile devices to display screens, City’s explorations into AML are set to expand in 2019/20 with a pilot study across ten different types of HE learning spaces.
To support and accompany the AML initiative, we are investigating how a service might be formed to support and sustain AML at our institution. This could include features such as staff training, resource development, user experience evaluation, and the nurturing of a Community of Practice. This webinar/edit-a-thon reaches out to others in the sector to ask ‘what should an active mobile learning service look like?’. It should result in a shared resource that others in the learning technology community can draw from for incorporating AML into their institutions.
Crompton, H., Traxler, J. (Eds) (2018). Mobile Learning and Higher Education: Challenges in Context. Routledge, Abingdon.
Power, R (2017). The Collaborative Situated Active Mobile (CSAM) Learning Design Framework. In Power, R., Ally, M., Cristol, D., & Palalas, A. (Eds.). (2017). IAmLearning: Mobilizing and supporting educator practice. [e-Book]. International Association for Mobile Learning. https://iamlearning.pressbooks.com/