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dc.contributor.authorTraxler, John
dc.date.accessioned2016-10-05T15:38:46Z
dc.date.available2016-10-05T15:38:46Z
dc.date.issued2016-06-17
dc.identifier.issn2311-1550
dc.identifier.urihttp://hdl.handle.net/2436/620179
dc.description.abstractMobile learning has moved in the last decade from being a small, scattered research interest to being viewed by many international agencies as a way of delivering their humanitarian missions to the developing contexts of the global South. This paper explores and documents fundamental concepts and concerns that characterize or perhaps jeopardise the relationships between the ‘old’ research communities and ‘new’ policy maker communities working to improve the nature and scope of learning in the developing contexts of the global South using personal mobile digital technologies. As becomes apparent, these concepts and concerns are relevant and interesting across a broader range of domains, touching perhaps under-privilege and access to education and technology in both the global North and the global South, the uses of technology to extend, enhance and transform learning and the various pressures and determinants of policy-making and of the public funding of research.
dc.language.isoen
dc.publisherCommonwealth of Learning
dc.relation.urlhttps://jl4d.org/index.php/ejl4d/article/view/150
dc.subjectMobile learning
dc.subjectResearch
dc.subjectDeveloping countries
dc.subjectPolicy-makers
dc.titleMobile Learning Research: The Focus for Policy-Makers
dc.typeJournal article
dc.identifier.journalJournal of Learning for Development
dc.date.accepted2016-06-01
rioxxterms.funderUniversity of Wolverhampton
rioxxterms.identifier.projectUoW051016JT
rioxxterms.versionVoR
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-sa/4.0/
rioxxterms.licenseref.startdate2016-10-05
dc.source.volume3
dc.source.issue2
dc.source.beginpage7
dc.source.endpage25
refterms.dateFCD2018-10-19T09:01:27Z
refterms.versionFCDVoR
refterms.dateFOA2016-10-05T00:00:00Z
html.description.abstractMobile learning has moved in the last decade from being a small, scattered research interest to being viewed by many international agencies as a way of delivering their humanitarian missions to the developing contexts of the global South. This paper explores and documents fundamental concepts and concerns that characterize or perhaps jeopardise the relationships between the ‘old’ research communities and ‘new’ policy maker communities working to improve the nature and scope of learning in the developing contexts of the global South using personal mobile digital technologies. As becomes apparent, these concepts and concerns are relevant and interesting across a broader range of domains, touching perhaps under-privilege and access to education and technology in both the global North and the global South, the uses of technology to extend, enhance and transform learning and the various pressures and determinants of policy-making and of the public funding of research.


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