My previous post builds a foundation for constructivist learning and shares a few ideas of how technology can be used to enhance this type of learning. But we can expand the framework and think about how to use mobile technology to connect the activities that learners are in engaged with every day.
All learners bring with them a personal context that influences how they engage with new information. Mobile technology therefore must be flexible enough to allow them to connect their understanding of this new information to their personal context (both on and offline) and build their knowledge in different ways.
Looking to Falk and Dierking’s theories of learning in museums, they suggests that mobile technology find ways to connect to a learner’s social groups. Active learning is as much about discovering new information as it is about sharing and discussing it. Social media sites are one way to support sharing of information in social groups. And with the use of mobile devices, learners stay active in the learning process by allowing them to participate in their own time frame. Additionally, Falk and Dierking suggest that mobile learning must help to support learners’ interests both online and offline and support their motivation for accessing the information in the first place.
The motivation for a learner accessing information and staying engaged with learning activities is incredibly fascinating. I will venture further into this topic in my next post, looking at intrinsic motivation and “gamification” of educational content.