They are also reflective of the extensive list of tips provided by Traxler and Wishart's (2011, p. 43) Mobile Learning Practitioner's Checklist (in particular, points 8-10 under the Pedagogical Advice subheading):
The FRAME model is fast becoming one of the most widely referenced frameworks for mLearning research design and evaluation. This is because of its elegant simplicity and simultaneously comprehensiveness. FRAME draws upon established learning theory such as Activity Theory, social interaction theory, and Vygotsky's zone of proximal development. FRAME divides mLearning analysis into three primary domains: the learner aspect, the social aspect, and the device aspect. As depicted above, these aspects overlap in mLearning design, and effective instructional design will not only account for all three domains... it will try to integrate them as closely together as possible. Using FRAME, we can comfortably assess how comprehensive the six principles proposed by AIM are:
One thing that the AID principles seem to be lacking in their advice is any mention of the Social Aspect described by FRAME. Obviously, not every learning activity is going to be a group effort... but there must be some form of social interaction (either with fellow learners, instructors or, in the case of MOOCs, wayfinders). Social interaction is critical for motivation, support, and skill scaffolding. Both Activity Theory and the zone of proximal development (ZPD) emphasize the benefits of social interaction in learning, and ZPD stresses that learners who more frequently engage in collaborative social interaction in learning efforts gain the skills and confidence to achieve more when learning independently.
Koole, M. L. (2009). A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training, 25-47. Edmonton, AB: AU Press. Retrieved from http://www.aupress.ca/index.php/books/120155
Moore, M. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6.
Moore, M. (1991). Editorial: Distance education theory. The American Journal of Distance Education, 5(3), 1-6. Retrieved from http://www.ajde.com/Contents/vol5_3.htm#editotial
Traxler, J. & Wishart, J. (2011). Making mobile learning work: Case studies of practice. Bristol: UK: ESCalate. Retrieved from http://escalate.ac.uk/8250
University of Oregon (n.d.). Mobile instructional design principles for adult learners. Retrieved from http://aim.uoregon.edu/research/ebriefings/eb-dillard.php
Original: http://robpower74.blogspot.com/2013/04/reflecting-on-principles-of-effective.html
By: Robert Power
Posted: April 27, 2013, 3:18 pm
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