iArchi[tech]ture: Developing a mobile social media framework for pedagogical transformation


  • Thomas Cochrane CfLAT Centre for Learning And Teaching AUT University New Zealand
  • David Rhodes Te Puna Ako Unitec




This paper critiques the journey of pedagogical change over three mobile learning (mlearning) project iterations (2009 to 2011) within the context of a Bachelor of Architecture degree. The three projects were supported by an intentional community of practice model involving a partnership of an educational researcher/technologist, course lecturers, and course students. The pedagogical changes achieved over three years of sustained collaborative participatory action research illustrate the potential for using a community of practice model for supporting pedagogical transformation in broader educational contexts. The Architecture case study thus serves as an example of the ethical, sustained, and collaborative educational technology research called for by Reeves, Herrington, and Oliver (2005) and reiterated by others. We use the concept of the pedagogy-andragogy-heutagogy continuum as a measure of the pedagogical change achieved by the integration of mobile social media within the Architecture curriculum. From our experiences of utilizing mobile social media to support a pedagogical change towards heutagogy we develop a framework for scaffolding a move along the PAH continuum and explore the application of this framework to the establishment of a wider global community of practice (icollab11).


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Author Biography

Thomas Cochrane, CfLAT Centre for Learning And Teaching AUT University New Zealand

Thomas Cochrane is an Academic Advisor and Senior Lecturer in educational Technology at AUT University's Centre for Learning and Teaching (CfLAT). Previously Thomas Cochrane was an Academic Advisor (elearning and Learning Technologies) with Unitec from 2004 to 2011. His research interests include mobile learning, web 2.0, and communities of practice. His PHD thesis was titled: "Mobilizing Learning: Transforming pedagogy with mobile web 2.0". Thomas has managed and implemented over 35 mobile learning projects, with a recent focus upon Android and iOS smartphones and the iPad as catalysts to enable student-generated content and student-generated learning contexts, bridging formal and informal learning environments. He has over 70 peer reviewed publications.




How to Cite

Cochrane, T., & Rhodes, D. (2013). iArchi[tech]ture: Developing a mobile social media framework for pedagogical transformation. Australasian Journal of Educational Technology, 29(3). https://doi.org/10.14742/ajet.191