Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic

Hall, T; Connolly, C; Ó Grádaigh, S; Burden, K; Kearney, M; Schuck, S; Bottema, J; Cazemier, G; Hustinx, W; Evens, M; Koenraad, T; Makridou, E; Kosmas, P

Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic

Hall, T Connolly, C Ó Grádaigh, S Burden, K Kearney, M

Schuck, S Bottema, J Cazemier, G Hustinx, W Evens, M Koenraad, T Makridou, E Kosmas, P

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Publisher:: Emerald
Publication Type:: Journal Article
Citation:: Information and Learning Sciences, 2020, ahead-of-print, (ahead-of-print)
Issue Date:: 2020-06-25

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Field	Value	Language
dc.contributor.author	Hall, T
dc.contributor.author	Connolly, C
dc.contributor.author	Ó Grádaigh, S
dc.contributor.author	Burden, K
dc.contributor.author	Kearney, M https://orcid.org/0000-0002-6396-0418
dc.contributor.author	Schuck, S
dc.contributor.author	Bottema, J
dc.contributor.author	Cazemier, G
dc.contributor.author	Hustinx, W
dc.contributor.author	Evens, M
dc.contributor.author	Koenraad, T
dc.contributor.author	Makridou, E
dc.contributor.author	Kosmas, P
dc.date.accessioned	2020-07-14T08:50:12Z
dc.date.available	2020-07-14T08:50:12Z
dc.date.issued	2020-06-25
dc.identifier.citation	Information and Learning Sciences, 2020, ahead-of-print, (ahead-of-print)
dc.identifier.issn	2398-5348
dc.identifier.uri	http://hdl.handle.net/10453/141776
dc.description.abstract	<jats:sec> <jats:title content-type="abstract-subheading">Purpose</jats:title> <jats:p>This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title> <jats:p>The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the three-year European DEIMP Project (2017-2020). The authors also examine major educational changes that have recently been imposed upon teachers and educational researchers, and key aspects of the current emergency response in education internationally, and resultant implications for educational technology and mobile learning.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Findings</jats:title> <jats:p>A living record highlighting what is currently happening in the educational systems of the DEIMP project’s respective partner countries. The paper outlines design concerns and issues, which will need to be addressed as the authors endeavour to bridge both the digital divide and digital use divide in remote education. Furthermore, the paper illustrates 21 pragmatic design principles underpinning innovative mobile pedagogies.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Originality/value</jats:title> <jats:p>A comparative study of the effects of the pandemic across six countries, including The UK, Australia, Belgium, Cyprus, Ireland and The Netherlands. The authors outline 21 design principles for mobile learning, which is hoped will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.</jats:p> </jats:sec>
dc.language	en
dc.publisher	Emerald
dc.relation	European Commission
dc.relation.ispartof	Information and Learning Sciences
dc.relation.isbasedon	10.1108/ils-04-2020-0089
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	This article is (c) Emerald Group Publishing and permission has been granted for this version to appear here - https://dx.doi.org/10.1108/ils-04-2020-0089. Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited.	en_US
dc.title	Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic
dc.type	Journal Article
utslib.citation.volume	ahead-of-print
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	open_access	*
dc.date.updated	2020-07-14T08:50:07Z
pubs.issue	ahead-of-print
pubs.publication-status	Published
pubs.volume	ahead-of-print
utslib.citation.issue	ahead-of-print

Abstract:

Purpose This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future. Design/methodology/approach The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the three-year European DEIMP Project (2017-2020). The authors also examine major educational changes that have recently been imposed upon teachers and educational researchers, and key aspects of the current emergency response in education internationally, and resultant implications for educational technology and mobile learning. Findings A living record highlighting what is currently happening in the educational systems of the DEIMP project’s respective partner countries. The paper outlines design concerns and issues, which will need to be addressed as the authors endeavour to bridge both the digital divide and digital use divide in remote education. Furthermore, the paper illustrates 21 pragmatic design principles underpinning innovative mobile pedagogies. Originality/value A comparative study of the effects of the pandemic across six countries, including The UK, Australia, Belgium, Cyprus, Ireland and The Netherlands. The authors outline 21 design principles for mobile learning, which is hoped will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.

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http://hdl.handle.net/10453/141776