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The initial impact upon higher education from the COVID19 pandemic was a rapid shift to online learning for a large proportion of the academic teaching community and for students as learners as well (Naciri et al., 2020; Zayapragassarazan, 2020). The on-going impact requires a more considered, designed response that takes account of the many socio-cultural issues that impact teaching and learning as higher education grapples with the new focus upon blended-synchronous learning for the foreseeable future (Enhancing Digital Teaching and Learning, 2020; Ferdig & Pytash, 2021; Hodges et al., 2020; Lowenthal et al., 2020; Reimers & Schleicher, 2020). However, this concept, called Blended Synchronous Learning (BSL), is not a new approach to teaching and learning (Porter & Graham, 2016) or mobile learning (Cochrane & Bateman, 2009) - the difference is that, rather than being the domain of TEL innovators, post-pandemic it is now the norm experience of almost all higher education teachers and learners. To provide assistance for higher education academics to implement BSL, this poster accompanies the concise paper from the ASCILITE Mobile Learning Special Interest Group (ASCILITEMLSIG) and illustrates the vignettes of BSL practice in multiple discipline domains. The poster will contain a series of QR codes that will link to multimedia examples of these vignettes in practice and further resources for those interested in exploring the application of these scenarios in their own teaching praxis. In this way we present our varied mobile learning (BYOD) scenarios as examples of pedagogical strategies for BSL that move from a focus upon teacher-directed content (Pedagogy) towards student-determined learning or Heutagogy (Blaschke & Hase, 2019; Hase & Kenyon, 2001, 2007; Moore, 2020), applying the Pedagogy-Andragogy-Heutagogy (PAH) continuum to BSL (Blaschke, 2012; Kearney et al., 2020; Luckin et al., 2010). Finally, as a group, we have additionally explored the use of Activity Theory as a lens to analyse our BYOD practices (Bozalek et al., 2014; Leont'ev, 1978; Rozario et al., 2016; Uden, 2007), highlighting the impact of mobile technologies to mediate new approaches to teaching and learning that focus upon authentic learning experiences – or what the student does, supported by an interconnected blended or hybrid learning community. This approach is illustrated by the authentic mobile learning triangle (Cochrane, 2019, 2020, 2021), where authentic mobile learning experiences are built upon activities that facilitate user-generated content (UGC) and user-generated contexts (UGCX). This is detailed further in our concise paper.https://2021conference.ascilite.org/wp-content/uploads/2021/11/47-Back-to-the-Future-Post-Pandemic-Socially-Constructed-Blended-Synchronous-Learning-Vignettes-from-the-Mobile-Learning-SIG.pdf

This special collection of Research in Learning Technology explores the development of the state of the art of Mobile Mixed Reality (MMR) in education. The special collection was established in 2018 to provide research-informed exploration of this emergent and rapidly developing arena of educational technology through the lens of Scholarship Of Technology Enhanced Learning (SOTEL). The special collection update for 2019 includes four articles that cover self-efficacy and motivation of MMR users, analysis of student experiences of MMR, and a selection of case studies on designing and implementing MMR in educational contexts. The range of articles illustrates the further development of MMR as a platform for designing authentic learning environments in both formal and informal learning situations. The articles also highlight attempts to address the issue identified in the 2018 collection of a general lack of engagement with new learning theories and models in the use of MMR to design transformative learning experiences.

Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed. Implications for practice or policy: Provide technological and pedagogical scaffolds to students. Learning designs should focus upon enabling elements of learner agency and creativity. To develop learning solutions to real world problems utilise a design-based research approach. Create authentic collaborative learning activities and tasks. Integrate mobile learning affordances in the design of the course and curriculum.

Mobile devices and a vast array of accompanying applications offer significant affordances to create, consume, share, collaborate and communicate—affordances that could be easily leveraged to facilitate meaningful learning. A positive disruption arising from COVID-19 that aligns with the affordances of mobile learning is the uncoupling of time and space in the learning process. Traditionally formal learning is a process that is predominately viewed as an experience that is ‘timetabled’— scheduled to eventuate at a ‘place’—lecture or a tutorial (or similar) in a room or lecture theatre. In this concise paper, an ecology of resources is discussed along with guiding principles for designing and facilitating uncoupled authentic and student-determined learning post the emergency remote teaching phase. Refereed/Peer-reviewed

COVID-19 has catalyzed online learning environment design across all university disciplines, including the traditionally practice-based disciplines. As we move from a rapid response triage mode of online learning towards a more sustained engagement with a mix of online and face-to- face learning environments (particularly for practice-based learning) we face some unique challenges. This concise paper explores an example of collaborative co-creation and co-design of a resource guide as a response to the challenges of COVID-19 for best practices for designing hybrid learning environments to facilitate distributed learning environments (face-to-face and remote students). The co-creative co-design of the resource guide highlights some of the identified key design principles behind facilitating distributed learning communities. Refereed/Peer-reviewed