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Soc. Sci. 2014, 3(3), 359-377; doi:10.3390/socsci3030359
Article

Implementing a Mobile Social Media Framework for Designing Creative Pedagogies

1,*  and 2
1 Centre for Learning and Teaching, Auckland University of Technology, Auckland 1142, New Zealand 2 Communication Design, School of Art & Design, Auckland University of Technology, Auckland 1142, New Zealand
* Author to whom correspondence should be addressed.
Received: 29 April 2014 / Revised: 3 July 2014 / Accepted: 1 August 2014 / Published: 7 August 2014
(This article belongs to the Special Issue New Media and Social Learning)
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Abstract

The rise of mobile social media provides unique opportunities for new and creative pedagogies. Pedagogical change requires a catalyst, and we argue that mobile social media can be utilized as such a catalyst. However, the mobile learning literature is dominated by case studies that retrofit traditional pedagogical strategies and pre-existing course activities onto mobile devices and social media. From our experiences of designing and implementing a series of mobile social media projects, the authors have developed a mobile social media framework for creative pedagogies. We illustrate the implementation of our mobile social media framework within the development of a new media minor (an elective set of four courses) that explicitly integrates the unique technical and pedagogical affordances of mobile social media, with a focus upon student-generated content and student-determined learning (heutagogy). We argue that our mobile social media framework is potentially transferable to a range of educational contexts, providing a simple design framework for new pedagogies.
Keywords: heutagogy; collaborative curriculum design; communities of practice heutagogy; collaborative curriculum design; communities of practice
This is an open access article distributed under the Creative Commons Attribution License (CC BY 3.0).
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Cochrane, T.; Antonczak, L. Implementing a Mobile Social Media Framework for Designing Creative Pedagogies. Soc. Sci. 2014, 3, 359-377.

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