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Researching Mobile Learning

Frameworks, Tools and Research Designs

Edited By Giasemi Vavoula, Norbert Pachler and Agnes Kukulska-Hulme

Learning with mobile technologies is an emerging field with a developing research agenda and many questions surrounding the suitability of traditional research methods to investigate and evaluate the new learning experiences associated with mobility and support for increasingly informal learning. This book sets out the issues and requirements for mobile learning research, and presents recent efforts to specify appropriate theoretical frameworks, research methods and tools. Through their accounts of particular mobile learning projects, leading researchers in the field present their experiences and approaches to key aspects of mobile learning research such as data capture and analysis, and offer structured guidance and suggestions on adopting and extending these approaches.


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Part IV Research Designs


16. Mobile Enabled Research Christine Dearnley, Stuart Walker Overview In this chapter we present a case study investigation into the benefits, bar- riers and essential specifications of mobile devices used for learning and assessment purposes with disabled students. We discuss the processes of developing a participatory research design using mobile devices to shift the locus of control in data collection processes. We also consider the role of mobile devices in supporting learning for health and social care practition- ers, against a background of current UK disability legislation. 1. Background1 MEDS (Mobile Enabled Disabled Students) is a research project cur- rently being undertaken at the University of Bradford, funded by the ALPS CETL2 Research Capacity Investment Fund. MEDS commenced in October 2007 and aims to inform the ongoing work and development 1 Please note that the literature review section for this chapter has formed parts of other publications: Dearnley, C.A., Haigh, J., Fairhall, J. (2008). Using mobile technologies for assessment and learning in practice settings: a case study. Nurse Education and Practice, 8(3), 197–204. Dearnley, C.A. et al. (2009). Using Mobile Technologies for Assessment and Learning in Practice Settings: Outcomes of Five Case Studies. International Journal on E-learning, 8(2), 193–208. 2 Assessment & Learning in Practice Settings (ALPS) is a Centre for Excellence in Teaching & Learning (CETL) funded by the Higher Education Funding Council for England (HEFCE). 260 Christine Dearnley, Stuart Walker of ALPS in relation to the specific needs of disabled students when using mobile technologies for...

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