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Welcome to the Collaborative Situated Active Mobile (CSAM)
Learning Design Framework Wikispace!
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This wikispace has been created to provide an overview of the Collaborative Situated Active Mobile (CSAM) learning design framework, and the work that I am doing with CSAM (including my doctoral dissertation research in the Doctor of Education in Distance Education program with the Center for Distance Education at Athabasca University, Canada).
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Site Links
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What is CSAM?
- CSAM stands for Collaborative Situated Active Mobile learning design strategies.
- CSAM is a distillation of the key pedagogical elements guiding the instructional designs of case studies of the use of mobile RLOs to facilitate collaborative learner interaction.
Why was CSAM developed?
- The aim of CSAM is to provide a foundation for, and reflective practice when making decisions about when and how to use mobile RLOs to facilitate or enhance collaborative learning. Rather than focusing on mobile technology, CSAM places the focus on pedagogical decision making.
 How was the CSAM learning design framework developed?
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The following table from Power (2013) summarizes the use of CSAM for reflective practice:
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C
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Collaborative
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Does your mLearning design provide learners with an opportunity to collaborate?
- If yes, great! Are there any ways that learners could be collaborating more?
- If no, are there any ways that the learning activity could get learners working together, or sharing skills or ideas?
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S
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Situated
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Is your learning activity situated in a realistic context?
- If yes, great! Learning is more meaningful and fun when it is in a realistic context.
- If no, how can you change your learning activity so that it takes place in a realistic context?
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A
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Active
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Do your learners have an opportunity to do something with the content they encounter in your mLearning activity?
- If yes, great! Engaging with content reduces boredom, and makes learning more meaningful.
- If no, is there anything your learners could do with the content to create a new artifact, or to make the content more personally meaningful?
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M
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Mobile
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Does your mLearning design free learners from the tether of traditional classroom routines?
- One of the aims of mLearning is to expand learning possibilities. It can be a powerful way to augment other successful classroom strategies.
- Getting learners to use their mobile devices creates excitement, and gets them engaged in the learning activity.
- You do not need to take your learners out of the classroom to eliminate the classroom’s walls!
- If you do take learners outside of the classroom, using mLearning resources is a great way to provide them with the resources they will need, connect them with you and with each other, and focus learners on the intended learning task.
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CSAM in the Literature
CSAM learning design is represented in approximately one fifth of all chapters and articles analyzed in a meta-analysis of mobile learning publications between 2009-2014. The CSAM pedagogical components were represented in 82% of the chapters and articles that were about mobile RLOs, or that included mobile RLOs as supporting examples. Of the mobile RLOs that were described as supporting collaborative learning, 96% integrated all four CSAM pedagogical elements.
CSAM and Learning Theory
The development of the CSAM learning strategies framework has been influenced by Koole's (2009) Framework for the Rational Analysis of Mobile Education (FRAME) model. Like FRAME, CSAM is congruent with:
- Transcactional Distance Theory
- Activity Theory and the Zone of Proximal Development
You can learn more about the theoretical underpinnings of CSAM by reading my paper in Learning and Teaching in Higher Education: Gulf Perspectives, or from my poster on CSAM presented at the Mobile Learning: Gulf Perspectives Symposium in Abu Dhabi, United Arab Emirates, in April 2013.
Supporting Frameworks and Models
CSAM is also congruent with:
CSAM and Teacher Professional Development
This course was originally developed for a research study to investigate the impact of the CSAM learning design framework on teachers' perceptions of comfort, confidence, and interest in integrating mobile RLOs into their teaching practice. You can learn more about how we did that from our paper presented at the 13th World Conference on Mobile and Contextual Learning (mLearn 2014) in Istanbul, Turkey (November 3-5, 2014). You can also check out the slides from our presentation at mLearn 2014:
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