A Cultural Mapping of the Design for Transformative Mobile Learning Framework to Facilitate Learner Agency





Learning Design, Heutagogy, Learner Agency, Learner Empowerment


The Design for Transformative Mobile Learning Framework utilises eight dimensions drawing upon the key affordances of mobile learning that enable learner agency. In this poster we briefly explore the potential alignment of a ninth dimension to the DTML framework to illustrate a cultural mapping of the DTML. We map the DTML framework to the Whakapiri (Engagement), Whakam?rama (Enlightenment), Whakamana (Empowerment) model for indigenous M?ori knowledge introduced by Durie who argues for “the interface between indigenous knowledge and other knowledge systems” (2005, p. 301). Shortened to WWW by Hurst (2017) the model has been utilised as a framework for reflection and practice in education.

“Engagement, enlightenment and empowerment neatly describe the immediate, intermediate and ultimate concerns of education and are important markers for how effective education is practised. The concepts of transformation over information and learning as an all- of-person experience can be discerned across these three key terms” (Nichols, 2020, p. 28).

Transformative mobile learning designs implement strategies to facilitate a move from a focus upon teacher-directed content (Pedagogy) towards student-determined learning or Heutagogy (Moore, 2020; Blaschke & Hase, 2019; Hase & Kenyon, 2007). This involves applying the Pedagogy-Andragogy-Heutagogy (PAH) continuum to mobile learning design (Cochrane et al., 2022) to facilitate learner agency. When put into a matrix, with DTML, PAH and WWW provides a mapping of how learners may transition into increasing self-regulation and learner-agency across the eight mobile learning relevant areas or dimensions.

Author Biography

Thomas Cochrane, Centre for the Study of Higher Education, the University of Melbourne

Thomas Cochrane is Associate Professor, Technology Enhanced Learning in Higher Education, in the Melbourne Centre for the Study of Higher Education. Thomas has expertise in qualitative research in technology-enhanced learning, with a focus upon action research, and design based research methodologies. His specialisations include mobile learning, designing mixed reality learning environments, heutagogy (self-regulated learning), communities of practice, and the scholarship of technology enhanced learning. His research portfolio includes over 58 peer reviewed journal articles, 36 book chapters, and over 150 conference proceedings.







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