Collaborative Situated Active Mobile (CSAM) learning strategies: a new perspective on effective mobile learning

Robert Power

Abstract


Effective instructional design is not a haphazard affair: careful attention must be paid to the selection of instructional strategies that fit with the objectives of the learning activities, and with the needs of the learners. The same principle holds true in the case of mobile learning (mLearning). Mobile devices should not be used for their own sake; rather, they should be drawn upon as a resource to facilitate a desired learning strategy. The selection of a learning strategy must not simply feel like a good design choice: strategic decision making must be based upon sound learning theory and evidence of efficacy from educational research. This paper proposes a new term: Collaborative Situated Active mLearning (CSAM). CSAM represents a synthesis of established learning theories and analytical frameworks in order to provide practical guidance to front-line mLearning instructional designers. The theoretical foundations of CSAM are presented, along with examples of mLearning projects from the Gulf region that represent effective application of CSAM strategies.

Keywords


Activity Theory; Collaborative Situated Active Mobile Learning; CSAM; Flow theory; FRAME; instructional design; learning strategies; mLearning; mobile learning; Transactional Distance Theory; zone of proximal development;

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DOI: http://dx.doi.org/10.18538/lthe.v10.n2.137