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Real-Time, Real World Learning—Capitalising on Mobile Technology.

Parry, K. D., Richards, J. and McAuliffe, C., 2021. Real-Time, Real World Learning—Capitalising on Mobile Technology. In: Morley, D. A. and Jamil, M.G., eds. Applied Pedagogies for Higher Education: Real World Learning and Innovation across the Curriculum. Palgrave Macmillan, 371-393.

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Parry2021_Chapter_Real-TimeRealWorldLearningCapi.pdf - Published Version
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DOI: 10.1007/978-3-030-46951-1_16


This chapter explores the adoption of Web 2.0 technologies to promote active learning by students and to both mediate and enhance classroom instruction. Web 2.0 refers to open source, web-enabled applications (apps) that are driven by user-manipulated and user-generated content (Kassens-Noor, 2012). These apps are often rich in user participation, have dynamic content, and harness the collective intelligence of users (Chen, Hwang, & Wang, 2012). As such, these processes create “active, context based, personalised learning experiences” (Kaldoudi, Konstantinidis, & Bamidis, 2010, p. 130) that prioritise learning ahead of teaching. By putting the learner at the centre of the education process educators can provide environments that enhance employability prospects and spark a passion for learning that, hopefully, lasts a lifetime. As such, we critique an active learning approach that makes use of technology such as mobile applications (apps), Twitter, and augmented reality to enhance students’ real world learning. Dunlap and Lowenthal (2009) argue that social media can facilitate active learning as they recreate informal, free-flowing communications that allow students and academics to connect on a more emotional level. Furthermore, their use upskills students in the technical complexities of the digital world and also the specialised discourses that are associated with online participation, suitable for real world learning and working (Fig. 16.1). Three case studies explore the benefits of Web 2.0 processes. The first details the use of Twitter chats to connect students, academics, and industry professionals via online synchronous discussions that offer a number of benefits such as encouraging concise writing from students and maintaining on-going relationships between staff, students, and industry contacts. The second details a location-based mobile app that delivers content to students when they enter a defined geographical boundary linked to an area of a sports precinct. Finally, we explore the use of augmented reality apps to enhance teaching in Human Geography and Urban Studies.

Item Type:Book Section
Number of Pages:415
Uncontrolled Keywords:Learning and Teaching ; Higher Education ; Active Learning ; Actually Active Learning ; Mobile Technology
Group:Bournemouth University Business School
ID Code:34783
Deposited By: Symplectic RT2
Deposited On:09 Nov 2020 15:18
Last Modified:14 Mar 2022 14:24


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