Designing for learning with mobile and social media tools

A pragmatic approach

Abstract

Over the last decade, mobile and social media (MSM) tools have been in a constant flux. A growing ecology of tools and affordances have enabled multiple types of user actions and abilities never witnessed or imagined before. Educators all around the world are actively exploring and investigating learning and teaching design and approaches to harness some of these opportunities for improved student learning outcomes. This paper discusses the findings from a PhD study that used a design- based research approach to investigate how MSM tools could be used to facilitate learner-driven and determined learning (heutagogy). A set of draft design principles was formulated to guide the development of a course—implemented and evaluated over two years. A summary of the findings from the study is discussed and a set of refined design principles is provided—capable of guiding educators in designing significant learning experiences using MSM tools.