Show simple item record

dc.contributor.authorHall, Tony
dc.contributor.authorConnolly, Cornelia
dc.contributor.authorÓ Grádaigh, Seán
dc.contributor.authorBurden, Kevin
dc.contributor.authorKearney, Matthew
dc.contributor.authorSchuck, Sandy
dc.contributor.authorBottema, Jeroen
dc.contributor.authorHustinx, Wouter
dc.contributor.authorEvens, Marie
dc.contributor.authorKoenraad, Ton
dc.contributor.authorMakridou, Eria
dc.contributor.authorCazemier, Gerton
dc.contributor.authorKosmas, Panagiotis
dc.identifier.citationHall, Tony, Connolly, Cornelia, Ó Grádaigh, Seán, Burden, Kevin, Kearney, Matthew, Schuck, Sandy, Bottema, Jeroen, Cazemier, Gerton, Hustinx, Wouter, Evens, Marie, Koenraad, Ton, Makridou, Eria, Kosmas, Panagiotis. (2020). Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic. Information and Learning Science. doi:10.1108/ILS-04-2020-0089en_IE
dc.description.abstractSimilar to the current global Coronavirus crisis, the flu pandemic of 1918 forced the closure internationally of schools, and in general brought a halt to formal education. A major difference between then and now is that there was no possibility at that time to move education online; and furthermore, even in the current era, mobile learning has really only become generally usable and ubiquitous in the last twenty years, through the increased connectivity, functionality and portability of mobile devices. 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 is undertaken by a transnational consortium comprising partner institutions and schools from six countries: the UK (coordinating), Australia, Belgium, Cyprus, Ireland, and the Netherlands. Based on its work developing educational technology with and for schools, DEIMP has produced twenty-one principles underpinning innovative mobile pedagogies, clustered in five themes: adaptive, authentic, collaboration, mobility, and student choice. It is possible to see evidence of the principles in the mobile learning responses in different countries, as a consequence of the current, COVID-19 Pandemic. However, for effective coordination to happen across the twenty-one principles, this study highlights how both the digital divide and digital use divide need to be uniformly tackled and addressed. Solving these two priority challenges as well as implementing the twenty-one principles will, we hope, help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.en_IE
dc.relation.ispartofInformation and Learning Sciencesen
dc.subjectmobile learningen_IE
dc.subjecteducational designen_IE
dc.titleEducation in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemicen_IE
dc.local.contactAnthony Hall, School Of Education, Nui, Galway. 2153 Email:

Files in this item

Attribution-NonCommercial-NoDerivs 3.0 Ireland
This item is available under the Attribution-NonCommercial-NoDerivs 3.0 Ireland. No item may be reproduced for commercial purposes. Please refer to the publisher's URL where this is made available, or to notes contained in the item itself. Other terms may apply.

The following license files are associated with this item:


This item appears in the following Collection(s)

Show simple item record