Abstract

Mobile devices and a vast array of accompanying applications offer significant affordances to create, consume, share, collaborate and communicate—affordances that could be easily leveraged to facilitate meaningful learning. A positive disruption arising from COVID-19 that aligns with the affordances of mobile learning is the uncoupling of time and space in the learning process. Traditionally formal learning is a process that is predominately viewed as an experience that is ‘timetabled’— scheduled to eventuate at a ‘place’—lecture or a tutorial (or similar) in a room or lecture theatre. In this concise paper, an ecology of resources is discussed along with guiding principles for designing and facilitating uncoupled authentic and student-determined learning post the emergency remote teaching phase.

Highlights

  • Educators around the world have had to switch to emergency remote teaching in a matter of days, for some it happened overnight (Bozkurt et al, 2020)

  • While students have always met the educators in their space that is equipped and set up for learning and teaching, COVID-19 meant the educators had to venture into spaces students dwelt in to facilitate learning, as they learnt from home

  • A positive disruption arising from COVID-19 that deserves further investigation but aligns with mobile learning is the uncoupling of time and space in the learning process (Sharples, 2015)

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Summary

Introduction

Educators around the world have had to switch to emergency remote teaching in a matter of days, for some it happened overnight (Bozkurt et al, 2020). A lot of what students did and how they learnt depended on the devices they owned, resources they had access to and internet connectivity. The switch to emergency remote teaching made it clear, even to those that were already working online, that there were going to be an enormous number of challenges (Crawford et al, 2020). These challenges included the need for teachers to rethink their teaching approach, course design, assessment, strategies for facilitating learning (learning tasks and activities) and access to content, which would normally be delivered in a physical space through a lecture. For many, working at home would have been a challenge in itself with issues of Wi-Fi connectivity, privacy and the disruption caused by the blurring of work and home environments

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