ABSTRACT
This chapter considers context-aware learning as a specific focus within mobile learning research, itself probably a cadre or vanguard within the wider community of researchers engaged in technology-enhanced learning. It describes the impact of wider social mobility and connectedness, specifically at how the conventional conceptualisation of context creates a dichotomy between self, the user or learner, the environment and surroundings. The chapter transforms the intellectual or cognitive context within which learners move. Mobile devices are seen by many in the sociology of mobilities community as reconfiguring the relationships between public spaces and private ones. Mobile devices are accelerating the erosion of physical place as the predominant aspect of the spatial context started by other networked digital technologies. New mobile communications systems are fundamentally rewriting the spatial and temporal constraints of all manner of human communications.
