Designing for Sustainable Mobile Learning -- Re-Evaluating the Concepts "Formal" and "Informal"

Autor/inn/en	Viberg, Olga; Andersson, A.; Wiklund, M.
Titel	Designing for Sustainable Mobile Learning -- Re-Evaluating the Concepts "Formal" and "Informal"
Quelle	In: Interactive Learning Environments, 29 (2021) 1, S.130-141 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Viberg, Olga)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2018.1548488
Schlagwörter	Educational Technology; Technology Uses in Education; Telecommunications; Handheld Devices; Sustainability; Informal Education; Teaching Methods; Instructional Design; Student Participation; Self Management; Cooperative Learning; Relevance (Education) + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Nachhaltigkeit; Informelle Bildung; Nichtformale Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Selbstmanagement; Kooperatives Lernen; Relevance; Relevanz
Abstract	Practitioners designing for mobile learning (mLearning) and scholars exploring the same are faced with the challenge of planning for and understanding a variety of ways and places of learning. This study focuses on one crucial distinction concerning this; that of formal and informal learning. Through the analysis of contemporary research literature, we found that informal learning is represented as more enriching than formal learning. We also identified that some representations of informal learning, such as subconscious and tacit, actually gainsay the idea of designing the learning process. Based on these results we propose a number of implications to enhance pedagogical sustainability in mLearning design. We argue that in order to fuse informal and formal learning, mLearning designers need to offer more clear definitions of the concepts "formal" and "informal"; they need to omit some design aspects to the learners themselves, or to offer a design in form of a learning path that students themselves can customise according to their learning habits, routines, and preferences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01