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Baran, E. (2014). A review of research on mobile learning in teacher education. Educational Technology & Society, 17(4), 17-32.
Burden, K. & Kearney, M. (2017) Investigating and critiquing teacher educators’ mobile learning practices. Interactive Technology and Smart Education 14(2), 110-125. https://doi.org/10.1108/ITSE-05-2017-0027
Burden, K. & Kearney, M. (2018) Designing an educator toolkit for the mobile learning age. International Journal of Mobile and Blended Learning (IJMBL)
Burden, K., Kearney, M., Schuck, S., & Hall, T. 2019. Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review. Computers & Education, https://doi.org/10.1016/j.compedu.2019.04.008
Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20. https://doi.org/10.3402/rlt.v20i0.14406
Kearney, M., Burden, K., &  Rai, T. (2015). Investigating teachers' adoption of signature mobile pedagogies. Computers & Education, 80, 48-57
Koenraad, Ton. (2019). Pedagogical frameworks and principles for mobile (language) learning to support related teacher education. In Meunier, Fanny; Van de Vyver, Julie; Bradley, Linda; Thouësny, Sylvie (Eds), CALL and complexity – short papers from EUROCALL 2019 (pp. 229-235). 
Research-publishing.net. https://doi.org/10.14705/rpnet.2019.38.1014 
Kukulska-Hulme, A., Lucy Norris and Jim Donohue. (2015). Mobile pedagogy for English language teaching: A guide for teachers. ELT Research Papers 14.07. 
Reinders, H., and Pegrum, M. (2015). Supporting Language Learning on the Move. An evaluative framework for mobile language learning resources. In Tomlinson, B., Second Language Acquisition Research and Materials Development for Language Learning(Eds.), (pp.116-141). London: Taylor & Francis.
Wishart, J. (2018). Mobile Learning in Schools. Key Issues, Opportunities and Ideas for Practice. Routledge








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Also see this list at the iPAC related follow-up site on mobile pedagogy https://www.ipacmobilepedagogy.com

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1. Kearney, M., Burden, K., & Schuck, S. (in press). Theorising and implementing mobile learning: Using the iPAC framework to inform research and teaching practice. Dordrecht, Netherlands: Springer.

2. Kearney, M., Burke, P., & Schuck, S. (2019). The iPAC scale: A survey to measure distinctive mobile pedagogies. TechTrends, 63(6), 751-764 https://doi.org/10.1007/s11528-019-00414-1

3. Burden, K. & Kearney, M. (2018). Designing an educator toolkit for the mobile learning age. International Journal of Mobile and Blended Learning (IJMBL), 10(2), 88-99 doi:10.4018/IJMBL.2018040108

4. Burden, K. & Kearney, M. (2017). Investigating and critiquing teacher educators' mobile learning practices. Interactive Technology and Smart Education 14(2), 110-125 https://doi.org/10.1108/ITSE-05-2017-0027

5. Schuck, S., Kearney, M., & Burden, K. (2017). Exploring mobile learning in the Third Space. Technology, Pedagogy and Education, 26(2), 121-137. DOI: 10.1080/1475939X.2016.1230555

6. Burden, K., & Kearney, M. (2016). Conceptualising authentic mobile learning. In D. Churchill, J. Lu, T. Chiu & B. Fox (Eds), Mobile Learning Design: Theories and Application (pp.27- 42). Singapore: Springer.

7. Kearney, M., Burden, K., & Rai, T. (2015). Investigating teachers' adoption of signature mobile pedagogies. Computers & Education, 80, 48-57

8. Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology 20: 14406 https://doi.org/10.3402/rlt.v20i0.14406

Other publications relating to iPAC but focusing on other aspects of m-learning

1. Burden, K., Kearney, M., Schuck, S., & Hall, T (2019). Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review. Computers & Education, 138, 83-100 doi.org/10.1016/j.compedu.2019.04.008

2. Burden, K., Kearney, M., Schuck, S. & Burke, P. (2019). Principles underpinning innovative mobile learning: Stakeholders' priorities. TechTrends 63(6), 659-668 https://doi.org/10.1007/s11528-019-00415-0

3. Kearney, M., Burden, K., & Schuck, S. (2019). Disrupting education using smart mobile pedagogies. In L. Daniela (ed), Didactics of Smart Pedagogy: Smart pedagogy for technology-enhanced learning ( pp. 139-157) Cham, Switzerland: Springer.

4. Kearney, M. & Maher, D. (2019). Mobile learning in pre-service teacher education: Examining the use of professional learning networks. Australasian Journal of Educational Technology, 35(1), 135-148. https://doi.org/10.14742/ajet.4073

5. Schuck S., Aubusson P., Burden K., Brindley S. & Kearney, M. (2018) Mobile STEM learning scenarios. In S. Schuck, P. Aubusson, K. Burden & S. Brindley (eds). Uncertainty in Teacher Education Futures. Springer, Singapore https://doi.org/10.1007/978-981-10-8246-7_11

6. Bano, M., Zowghi, D., Kearney, M., Schuck, S. & Aubusson, P. (2018). Mobile learning for science and mathematics school education: A systematic review of empirical evidence Computers & Education, 121, 30-58

7. Burden, K., & Kearney, M. (2016). Future scenarios for mobile science learning. Research in Science Education. 46(2), 287-308

8. Schuck, S., Aubusson, P., Kearney, M., & Burden, K. (2013). Mobilising teacher education: A study of a professional learning community. Teacher Development: An international journal of teachers' professional development, 17(1), 1-18 DOI:10.1080/13664530.2012.752671

9. Kearney, M. & Maher, D. (2013). Mobile learning in maths teacher education: Driving pre-service teachers' professional development. Australian Educational Computing, 27(3), 76-84.

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Key publications relating to iPAC 1. Kearney, M., Burden, K., & Schuck, S. (in press). Theorising and implementing mobile learning: Using the iPAC framework to inform research and teaching practice. Dordrecht, Netherlands: Springer. 2. Kearney, M., Burke, P., & Schuck, S. (2019). The iPAC scale: A survey to measure distinctive mobile pedagogies.

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For the analysis of and discussion about  the m-learning practice case  ''Selfie Video Exchange in Primary English' prepare to do the IPAC survey (see Task 2)  by familiarising yourself with the IPAC constructs Collaboration, Personalisation and Authenticity and their subconstructs (see info & task details in the Webinar PowerPoint attached)

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MALL sig 2020 webinar offline version_part1

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View the MALL practice case ''Selfie Video Exchange in Primary English' attached. For (additional) written documentation see PPT in next column item (Step 2.2).

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''Selfie Video Exchange in Primary English'

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Read about the MALL scenario 'Selfie Video Exchange in Primary English'' in the PPT atached

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Text selection from Stockwell, G., & Hubbard, P. (2013). Some emerging principles for mobile-assisted language learning.

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Ten Principles for Mobile Language Learning

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Supporting Language Learning on the Move. An evaluative framework for mobile language learning resources

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Related TELLConsult ErasmusPlus course offer

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Related TELLConsult ErasmusPlus course offer

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including introductory and advanced courses in Amsterdam, autumn 2020

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 TELLConsult (EU project related) resources on mobile learning

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 TELLConsult (EU project related) resources on mobile learning

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Download  Chapters 5 & 6 from (Kukulska et al., 2015)

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Download  Chapters 5 & 6 from (Kukulska et al., 2015)

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With the iPAC in mind read the list of principles and spot items to be published in 2 posts in this column to be labelled  DIFFERENT and/or ADDITIONAL

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DEIMP 21 principles for innovative mLearning

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DEIMP 21 principles for innovative mLearning

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(also available as handout

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With the spread of mobile technologies, teachers and students have many new ways of using the internet and related software and services in education. The term mobile learning, sometimes also called m-learning, refers to all education involving mobile devices. To date, this category has primarily included mobile handheld devices like mobile phones or tablets, but there are many other emerging mobile technologies. Mobile devices which are dependent on human movement include:

mobile handheld devices (e.g., mobile phones, including basic/feature phones & smartphones; tablets, including the iPad; e-readers, including the Kindle; digital media players, including the iPod, iPod Touch, and MP3 players; digital cameras; and PDAs, or personal digital assistants)

wearables (e.g., fitness bands; smart watches; smart glasses; and smart contact lenses)

embeddables/implantables (e.g., retinal & cochlear implants; and nanobots)

In addition to those devices in the list above, it is also important to remember that there are devices which are partly or wholly independently mobile:

Mobile phones > The most common mobile devices are still mobile phones, ranging from basic phones, also called feature phones, to smartphones. Since 2013, smartphones have been outselling feature phones globally: they are already widely available in the developed world but they are also spreading rapidly in the developing world. Due to the spread of smartphones, some older mobile devices with more restricted functionality are now becoming obsolete; these include PDAs but also digital cameras (for all but professional photographers).

Smart devices > Smart devices, like smartphones and tablets, run on dedicated mobile operating systems (OS), with the two leading operating systems in the world now being Google's Android and, in second place by market share, Apple's iOS; other well-known operating systems have included Blackberry OS and Windows Phone. Smart devices may be used in two main ways. Firstly, they offer connectivity to the mobile web (which simply refers to the general-purpose web accessed on mobile devices, increasingly in the form of mobile-optimised pages) so they can be used to access or tools and platforms. Secondly, they allow users to download which in many cases can operate independently of a live web connection and are optimised for mobile devices; indeed, most major web 2.0 services are available in app versions. Many mobile device owners use some combination of mobile web access and apps, but the trend is very much away from browsing the general-purpose web and towards employing specific-purpose apps.

Emerging devices > New possibilities are now opening up with the arrival of smartwatches and smart glasses, as well as other types of wearable computing. The field of robotics is also developing rapidly.

It has been frequently remarked that mobile learning is not simply about mobile devices, but also about mobile learners and mobile learning experiences. That said, any definition of mobile learning must remain grounded in the use of mobile devices.

Feature phones in education > Basic phones, or feature phones, which remain common in many parts of the world, are largely restricted to making phone calls and sending SMS messages, but are nevertheless capable of supporting learning in contexts where educational institutions and qualified teachers are in short supply. More advanced feature phones may be able to send MMS messages, take still photos, play MP3 audio files, and possibly access the web, and therefore offer more teaching and learning options.

Smart devices in education > Smart devices offer enhanced functionality, including options which are better aligned with the contemporary active, collaborative, learner-centred pedagogical approaches which dominate educational thinking in the developed world. Instead of talking about mobile learning, some researchers prefer the term ubiquitous learning, or u-learning, which places less emphasis on mobility and contextual independence, and more emphasis on the situated, contextualised learning enabled by mobile devices, and smart devices in particular. However, as noted earlier, smart device usage is dominated by apps, and in reality many apps offer end users far less control over their creations and communications than they would have on the general-purpose . As the world increasingly shifts towards the use of smart mobile devices, this may have important ramifications for education.

BYOD/BYOT > While some educational institutions continue to provide mobile and other equipment for students, many have shifted to a BYOD (bring your own device) or BYOT (bring your own technology) model, where students may bring their own internet-enabled devices. These must sometimes be chosen from a limited range of devices preselected by an educational instititution, though the trend is towards students being able to bring whatever devices they wish. While this has advantages in terms of giving students more freedom and flexibility, it may sometimes raise issues of network security, and hardware and software compatibility.

Mobile learning tools > In the pages in this section, you'll find accounts of many of the major mobile learning tools, platforms and techniques, with guidance on how to use them in a variety of educational contexts. Arranged along a rough continuum from the more passive to the more active, and from the more pedagogically traditional to the more pedagogically contemporary, these include: educational , , virtual reality, chat & messaging, , multimedia recording, digital storytelling, , geosocial networking, and augmented reality. Some of these are essentially mobile versions of tools; virtual reality might be seen as a mobile version of virtual worlds, for example, and chat & messaging are available both on stationary and mobile devices.

More information about mobile learning is available on the Publications on Mobile Learning page. You might also like to keep up to date with the Mobile Learning board on Pinterest, or Mark Pegrum's Ubiquitious Learning feed on Scoop.it (with the 10 most recent posts embedded in the slideshow below). For an overview of mobile tools relevant to libraries and librarians, see the 23 Mobile Things site or the ANZ 23 Mobile Things site.

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With the spread of mobile technologies, teachers and students have many new ways of using the internet and related software and services in education. The term mobile learning, sometimes also called m-learning, refers to all education involving mobile devices.

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4.1 With the IPAC in mind rRead Chapter 5 (and 6 for info on principles implemented in practice).
Then - as a group - spot & list items to be published in 2 posts in this column to be labelled  DIFFERENT and/or ADDITIONAL.

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Principles of Innovative Mobile Learning

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Burden, K., Kearney, M., Schuck, S., & Hall, T (2019). Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review. Computers & Education, doi.org/10.1016/j.compedu.2019.04.008

Mobile learning in pre-service teacher education: Examining the use of professional learning networks. Australasian Journal of Educational Technology, 35(1), 135-148. https://doi.org/10.14742/ajet.4073

Burden, K. & Kearney, M. (2018). Designing an educator toolkit for the mobile learning age. International Journal of Mobile and Blended Learning (IJMBL), 10(2), 88-99 doi:10.4018/IJMBL.2018040108

Burke, P., Schuck, S., Aubusson, P., Kearney, M. & Frischknecht, B. (2018). Exploring teacher pedagogy, stages of concern and accessibility as determinants of technology adoption. Technology, Pedagogy & Education. 27(2), 149-163 DOI: https://doi.org/10.1080/1475939X.2017.1387602

Burden, K. & Kearney, M. (2017). Investigating and critiquing teacher educators’ mobile learning practices. Interactive Technology and Smart Education 14(2), 110-125  https://doi.org/10.1108/ITSE-05-2017-0027

Schuck, S., Kearney, M., & Burden, K. (2017). Exploring mobile learning in the Third Space. Technology, Pedagogy and Education, 26(2), 121-137. DOI: 10.1080/1475939X.2016.1230555

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Step 3.1 Take survey & Save result (Spider web chart)

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Step 3.1 Take survey & Save result (Spider web chart)

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Take the Specific Task Survey for Teachers at the iPAC Mobile Pedagogy site (Link attached).
N.B Although the designer / practitioner is addressed in this questionnaire to review his/her own practice - for the webinar- base your responses on the information you gathered about the MALL scenario.
Before submitting take a screenshot of the result (Spider web chart)) and save this file on your own computer/device.

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Online Survey Software | Qualtrics Survey Solutions

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Qualtrics sophisticated online survey software solutions make creating online surveys easy. Learn more about Research Suite and get a free account today.

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Step 3.2 Share survey result (Spider web chart)

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Step 3.2 Share survey result (Spider web chart)

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Post the image of the chart in column #2 or #3 of this Padlet page (see the sample post in column #3)

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In case you would you like to address other aspects, not covered in IPAC,  when discussing a MALL practice with colleagues / student teachers add them as brief comments to the related column (#4) in this padlet page.

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Suzanne Lustenhouwer’s iPAC survey results

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Suzanne Lustenhouwer’s iPAC survey results

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Survey Results for the sample MALL activity at primary school

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Survey results for Ton's MALL activity at primary school in Germany

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Germany - Colombia virtual exchange

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the cost? and distribution of tools, to teachers and students.
the usability and practicality of tools involved. Is there a big learning curve for new tools introduced? What training would be necessary, if any?

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Main constructs compared.