Abstract
University lecturers are usually experts within a specific context domain of knowledge, however they are seldom expert teachers or educational technology wizards. Facilitating professional development for lecturers to engage with innovation in teaching and learning utilizing new technologies is no simple process. However, we have found that structuring lecturer professional development around a sustained community of practice can result in a journey of conceptual and pedagogical transformation [1]. The increasing ubiquity of mobile devices and social media provides a platform for enabling pedagogical change. Thus we established a MOBile Community Of Practice (MOBCOP) of lecturers interested in researching the potential of mobile social media in education interested in exploring the concept of the pedagogy-andragogy-heutagogy continuum [2], and how mobile learning can be utilized as a catalyst [3] to move towards student-directed heutagogy. We argue that the MOPCOP framework is potentially applicable to a variety of higher education contexts.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Cochrane, T., Bateman, R.: A mobile web 2.0 framework: Reconceptualizing teaching and learning. In: Repetto, M., Trentin, G. (eds.) Using Network and Mobile Technology to Bridge Formal and Informal Learning, pp. 57–92. Chandos Publishing, Oxford (2013)
Luckin, R., Clark, W., Garnett, F., Whitworth, A., Akass, J., Cook, J., Day, P., Ecclesfield, N., Hamilton, T., Robertson, J.: Learner-Generated Contexts: A Framework to Support the Effective Use of Technology for Learning. In: Lee, M., McLoughlin, C. (eds.) Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching, pp. 70–84. IGI Global, Hershey (2010)
Kukulska-Hulme, A.: Mobile learning as a catalyst for change. Open Learning: The Journal of Open and Distance Learning 25, 181–185 (2010)
Wikipedia, http://en.wikipedia.org/w/index.php?title=Atelier_Method&oldid=243469066
ITU, http://www.itu.int/ITU-D/ict/statistics/at_glance/KeyTelecom.html
Lave, J., Wenger, E.: Situated Learning: Legitimate peripheral participation. Cambridge University Press, Cambridge (1991)
Wenger, E.: Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press, Cambridge (1998)
Wenger, E., McDermott, R., Snyder, W.: Cultivating communities of practice: a guide to managing knowledge. Harvard Business School Press, Boston (2002)
Wenger, E., White, N., Smith, J.: Digital Habitats: stewarding technology for communities. CPsquare, Portland (2009)
Sharples, M., Milrad, M., Arnedillo-Sanchez, I., Vavoula, G.: Mobile learning: Small devices, big issues. In: Balacheff, N., Ludvigsen, S., de Jong, T., Lazonder, A., Barnes, S., Montandon, L. (eds.) Technology Enhanced Learning: Principles and Products, pp. 233–249. Springer, Berlin (2009)
Laurillard, D.: Pedagogcal forms of mobile learning: framing research questions. In: Pachler, N. (ed.) Mobile Learning: Towards a Research Agenda, pp. 33–54. WLE Centre, Institute of Education, London (2007)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Cochrane, T., Antonczak, L. (2013). A Mobile Learning Community of Practice: Facilitating Conceptual Shifts in Pedagogy. In: Hernández-Leo, D., Ley, T., Klamma, R., Harrer, A. (eds) Scaling up Learning for Sustained Impact. EC-TEL 2013. Lecture Notes in Computer Science, vol 8095. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-40814-4_34
Download citation
DOI: https://doi.org/10.1007/978-3-642-40814-4_34
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-40813-7
Online ISBN: 978-3-642-40814-4
eBook Packages: Computer ScienceComputer Science (R0)