ABSTRACT
It would seem that making digital tethering practice explicit is likely, at one level, to unsettle staff perspectives about when and where learning occurs (and with whom), while at another level it will enable the creation and mapping of learning theories and practices that will be sufficiently expansive to encompass the new learning mobilities and geographies we are starting to see in students’ lives. These expanding theories surrounding new mobilities and geographies should be concerned with exploring polarities such as home/school and formal/informal learning, and with the kinds of learning trajectories that digital tethering is prompting. Analysis is needed to determine whether this makes learning more or less effective than, or just different from, current practices, and whether it is different across diverse disciplinary contexts. This chapter will therefore explore some of the newer developments in, and conceptions of, learning.
