Alison Freeman

Learning on location: An adaptive mobile learning content framework

Delivery options for mobile learning are increasing, however new technologies alone will not improve the experience of mobile learners. There are a number of factors that impact on a typical learning experience, and many more when that learning experience becomes ‘mobile’. This paper presents a framework to describe the factors that play an important role in delivering learning content to mobile learners, and their relationship to each other. Once the necessary information is collected about a user — either automatically (e.g. location, device, previous usage) or through user input (e.g. age) — learning content can be adapted to meet the unique and personal needs of that learner within their current context. The learning content framework allows consideration of individual learning styles and scenarios, device and application capabilities, and material structure, leading to a customization of the type and delivery format of learning information in response to the user. Ultimately, the personalized response to each user (whether they are working independently or in communication with other learners) improves user engagement and the overall learning experience, as well as saving time.

Bonding over bushfires: Social networks in action

A world-first nation-wide community website scheme was established in Australia in 2006 to enhance existing, and build new, social networks within geographic communities. By doing so, it sought to promote geographic community engagement. Initially, this paper presents an overview of the scheme since its inception and review the current geographic community groups participating in the scheme. To date the scheme has had limited success in attracting a critical mass of communities that value the promoted benefits of social networks in this format, with only 154 community websites across Australia. While it has not achieved the expected level of uptake, the scheme has shown some potential in developing community engagement online. One example of these websites harnessing offline experiences and using shared bonds to establish and enhance social networks occurred during the Victorian bushfires in January/February 2009. Geography-specific community websites allowed individuals to connect during this tragic event — sharing experiences and coordinating re-building efforts. Six months on from the bushfires, many of the community websites based in affected areas showed high levels, when ‘owned’ by the community, of activity and interaction between community members, demonstrating effective and meaningful social networks in action.

Generation Alpha at the Intersection of Technology, Play and Motivation

This paper considers the intersection of technology and play through the novel approach of gamification and its application to early years education. The intrinsic connection between play and technology is becoming increasingly significant in early years education. By creating an awareness of the early years adoption of technology into guiding frameworks, and then exploring the makeup of gaming elements, this paper draws connections for guiding principles in adopting more technology-focused play opportunities for Generation Alpha.