Reconceptualizing design research in the age of mobile learning

Abstract

The purpose of this paper is to begin to examine how the intersection of mobile learning and design research prompts the reconceptualization of research and design individually as well as their integration appropriate for current, complex learning environments. To fully conceptualize and reconceptualize design research in mobile learning, the authors address and unpack the unique affordances of mobile learning and implications for design research as well as the design process that has impact on both. Asserting a socio-cultural view of learning, investigating mobile devices as cultural transformational tools is proposed to potentially expand perceptions and access to resources not only in how we view teaching and learning (as a form of social capital), but also in how we design for it and conduct research in complex settings.

Keywords:

• mobile learning
• mobile learning research
• design research

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Brenda Bannan is an Associate Professor in the Instructional Technology/Learning Technologies Design Research programmes at George Mason University in Fairfax, Virginia, USA. Her research interests primarily revolve around the articulation of integrated design and research processes in learning technology design and development. She is the author of numerous articles and book chapters on the emerging method of design research in education related to areas such as mobile learning, augmented reality, inquiry-based instruction, language learning and cognition, motivation, and special education.

John Cook is Professor of Learning Innovation at University of the West of England and convenor of the Designing for Digital Learners (D4DL) Research Group. He has published/presented a wide range of refereed articles and invited talks in the field of Technology Enhanced Learning (TEL) and has a specific interest in five related areas: informal learning, mobile learning in all sectors, augmented contexts for development, user-generated contexts, and work-based learning.

Norbert Pachler is Professor of Teaching and Learning and Pro-Director: Teaching, Quality and Learning Innovation at the UCL Institute of Education (IOE), University College London, with overall strategic responsibility for the IOE's teaching and learning portfolio, leading change, managing quality, and supporting innovation with a focus on the student experience. His research interests include the application of new technologies in teaching and learning, teacher education and development, and all aspects of foreign language teaching and learning.

ORCID

Brenda Bannan http://orcid.org/0000-0002-4685-7056