ABSTRACT

This chapter provides the literature related to the shift towards more active pedagogies and the societal and institutional changes brought about by growing access to technology and online networks. It aims to challenge the emphasis placed on mobile learning as a discrete concept rather than a deeply integrated use of technology, and suggests that this may be holding back the potential for these devices to transform learning more widely. A growing trend in higher education (HE) is the move away from the teacher-driven, content-delivery model of teaching, towards one that encourages learning by requiring students to be more active participants in the process. Pedagogical theories such as L. S. Vygotsky's social constructivism and G. Siemens' connectivism have grown in popularity as the idea of learning being derived from social interaction has become more widespread. Therefore, as workplace adoption of mobile devices increases, so greater integration of the same devices within HE becomes important for supporting employability initiatives.