Learning is a fundamentally social process. We know that certain kinds of dialogue support learning. Technologies have the potential to foster this dialogue, helping people to make their reasoning explicit, engage with each other, and engage in dialogic (or many voiced) learning.
The iPAC Framework highlights three approaches that are distinctive to mobile learning: Personalisation, Authenticity and Collaboration (or ‘PAC’). How learners experience these signature mobile pedagogies is influenced by how they exploit a more flexible ‘time-space’ (or context) when learning with mobile devices.
Projects in this space have investigated teacher professional development and professional learning networks (PLNs) and the role of technology in supporting these.
Visit the Teacher Professional Learning Networks site In the video-case below, UTS pre-service teachers discuss their use of self-initiated online PLNs (top RHS of Table above) to support their development as teachers.