This document outlines a framework for mobile learner-determined language learning. It defines learner-determined learning as being self-directed, intrinsically motivated, and occurring in a learner-controlled environment. The framework consists of three learner dimensions, four external contextual elements, and three interdependent learning concepts of relevancy, adaptation, and personalization. Together these allow for the design of context-dependent and independent activities to enhance mobile language learning.

1. A FRAMEWORK FOR ENHANCING MOBILE LEARNER-DETERMINED
LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS

2. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS
PRESENTATION OUTLINE
 Introduction
 Defining learner-determined learning
 Introducing the framework:
 Dimensions
 Elements
 Learner concepts:
• Relevancy
• Adaptation
• Personalization
 Discussion:
 Strategies, activities, & environmental
affordances to enhance mobile learner-
determined language learning

3. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS
INTRODUCTION
Framework based upon cumulative research study findings:
• Mobile language learning (Palalas, 2012, 2015)
• Learner-determined emergent educational technology integration (Wark, 2018)
• Mobile-assisted language literacy (Palalas, Pawluk, & Wark, 2017; Palalas & Wark 2017a &
b)
Conclusion:
Mobile technology offers untethered personalized, learner-determined language
learning, merging the learner’s personal, authentic real and virtual worlds

4. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS
DEFINING LEARNER-DETERMINED LEARNING
The Learner Is…
Pedagogical Self-Directed
(Andragogy; Knowles, 1970)
Self-Determined
(Heutagogy;
Hase & Kenyon, 2001, 2013)
Passive Active
Amotivated Extrinsically-Motivated Intrinsically-Motivated
(Ryan & Deci, 2000a & b)
Learning Focus…
Instrumental Reasoning
(What, How)
Instrumental & Transformative
(What, How, Why, Where, When, Who)
Learning
Occurs…
Formal Classroom Setting;
Youthful Years
Personal Learning Environment;
Lifelong and Life-Wide
Environment is… Teacher-Controlled Learner-Determined
Figure 1. Learner Characteristics and Learning Environments (Wark, 2018)

5. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS

6. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS
INTRODUCING THE MOBILE LEARNER-DETERMINED LANGUAGE
LEARNING FRAMEWORK
Context:
Design principle - Integrate environmental affordances (Palalas, Pawluk, & Wark,
2017; Palalas & Wark, 2017a & b)
Authentic Situational Context (merging real and virtual worlds):
Learner Dimensions + External Contextual Elements
Yield
Interdependent Learning Concepts

7. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS
LEARNER DIMENSIONS
Three learner dimensions:
1. Learner characteristics (including unique personal history and experiences;
Bamberger & Tal, 2007)
2. The language (with speaking, reading, writing, listening sub-dimensions)
3. Mobile learning (learner mobility and digital literacy)

8. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS
EXTERNAL CONTEXTUAL ELEMENTS
Four dynamic contextual elements:
1. The setting (time and space)
2. Participants
3. Technological affordances
4. Behaviours and interactions (governed by socio-cultural norms; Palalas & Wark,
2017a & b)

9. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS
INTER-DEPENDENT LEARNING CONCEPTS
Synergy between learner dimensions and external contextual
elements yield three prevalent, inter-dependent learning concepts:
1. Relevancy
2. Adaptation
3. Personalization (Palalas, 2015; Palalas & Wark, 2017a & b)

10. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS
CONTEXT-DEPENDENT AND –INDEPENDENT ACTIVITY DESIGNS
Relevancy, adaptation, and personalization enable instructors and
learners to adjust context-dependent and –independent activities in
relation to:
• Learner freedom and system control
• Structure and progression
• Content themes and topics
• Support and feedback
• Interaction
• Task types, layouts, and difficulty levels…
With the benefit of real and virtual world
environmental affordances.

11. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS
USING THE FRAMEWORK: SOME EXAMPLES
1. Our examples
2. Your examples:
What are some strategies, activities, and/or environmental
affordances that you have employed or would like to suggest to
enhance mobile learner-determined language learning?

12. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS
Thank You
This is a collaborative project between Athabasca University, George Brown College,
Teaching English as a Second Language (TESL) Toronto, Literacy Nipissing, AlphaPlus,
and Development Made Simple;
funded by the Social Science and Humanities Council of Canada.
Agniezka (Aga) Palalas
apalalas@athabascau.ca
Przemyslaw Pawluk
ppawluk@georgebrown.ca
Norine Wark
norinewark@gmail.com

13. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS
REFERENCES
Bamberger, Y., & Tal, T. (2007). Learning in a personal context: Levels of choice in a free choice learning
environment in science and natural history museums. Science Education, 91(1), 75-95.
Hase, S., & Kenyon, C. (2001). From andragogy to heutagogy. Retrieved from
http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html
Hase, S., & Kenyon, C. (2013). Self-determined learning: Heutagogy in action. London, UK: Bloomberg
Press.
Knowles, M. (1970). The modern practice of adult education - From pedagogy to andragogy (1st ed.).
New York: Cambridge Books.
Palalas, A. (2012). Design guidelines for a mobile-enabled language learning system supporting the
development of ESL listening skills (Doctoral dissertation, Athabasca University, Athabasca, Alberta,
Canada).
Palalas, A. (2015). The ecological perspective on the “Anytime Anyplace” of Mobile-Assisted Language
Learning. In E. Gajek (Ed.), Technologie mobilne w kształceniu językowym, 29-48. Retrieved from
http://bit.ly/2krS9hb
Palalas, A. & Wark, N. (2017a, October). Design principles for an innovative learner-determined mobile
learning solution for adult literacy. Paper presented at the World Conference on Online Learning,
(ICDE 2017), Toronto, Ontario.
Palalas, A. & Wark, N. (2017b, October). Design principles for an adult literacy mobile learning solution.
Paper presented at the 16th World Conference on Mobile Learning (mLearn 2017), Larnaca, Cyprus.
Retrieved from
https://www.researchgate.net/publication/320745772_Design_Principles_for_an_Adult_Literacy_M
obile_Learning_Solution

14. FRAMEWORK FOR MOBILE LEARNER-DETERMINED LANGUAGE LEARNING IN AUTHENTIC SITUATIONAL CONTEXTS
REFERENCES
Palalas, A., Wark, N., & Pawluk, P. (2017). Design principles for an adult literacy mobile learning
solution in a blended learning context. Proceedings of the 2nd World Conference on Blended
Learning (IABL2017), 41-51.
Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new
directions. Contemporary Educational Psychology, 25(1), 54-67. Retrieved from
https://www.sciencedirect.com/science/article/pii/S0361476X99910202
Ryan, R. M. & Deci, E. L. (2000b) Self-determination Theory and the facilitation of intrinsic motivation,
social development, and well-being. American Psychologist, 55(1), 58-68. Retrieved from
https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf
Wark, N. (2018). Shifting Paradigms: A critical pragmatic evaluation of key factors affecting learner-
empowered emergent technology integration (Doctoral dissertation, Athabasca University,
Athabasca, Alberta, Canada).