Analysing mobile learning designs: A framework for transforming learning post-COVID

Thomas Cochrane*, Vickel Narayan, Stephen Aiello, Mehrasa Alizadeh, James R. Birt, Elisa Bone, Neil Cowie, Michael A. Cowling, Chris Deneen, Paul Goldacre, David Sinfield, Todd Stretton, Tom Worthington

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

8 Citations (Scopus)
100 Downloads (Pure)


Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed. 

Implications for practice or policy: 

• Provide technological and pedagogical scaffolds to students. 

• Learning designs should focus upon enabling elements of learner agency and creativity. 

• To develop learning solutions to real world problems utilise a design-based research approach. 

• Create authentic collaborative learning activities and tasks. 

• Integrate mobile learning affordances in the design of the course and curriculum.

Original languageEnglish
Pages (from-to)1–21
Number of pages21
JournalAustralasian Journal of Educational Technology
Issue number4
Publication statusPublished - 4 Nov 2022


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