Plenary Speakers

The following world-renowned speakers will appear at this year's conference. For full details of their talks and workshops, click the link.

Plenary Speakers

Plenary Speaker at GLoCALL 2021

Dr. Mark Pegrum The University of Western Australia (Perth, Australia)

Mark Pegrum

Associate Professor Mark Pegrum is a Lecturer in Digital Learning in the Graduate School of Education at The University of Western Australia in Perth, where he is also the Deputy Head of School (International). In his courses, he specialises in digital technologies in education, with a particular focus on mobile learning. He is a Senior Fellow of the Higher Education Academy, and his teaching has been recognised through Faculty and University Excellence in Teaching Awards, as well as a 2010 national Australian Learning & Teaching Council (ALTC) Excellence in Teaching Award. His current research focuses on mobile technologies, digital literacies, augmented reality, and mobile learning trails and games. His books include: Brave New Classrooms: Democratic Education and the Internet (co-edited with Joe Lockard, 2007); From Blogs to Bombs: The Future of Digital Technologies in Education (2009); Digital Literacies (co-authored with Gavin Dudeney & Nicky Hockly, 2013); Mobile Learning: Languages, Literacies and Cultures (2014); and Mobile Lenses on Learning: Languages and Literacies on the Move (2019).

Presentation: Going Global, Going Local, Going Mobile

In this plenary, we will explore mobile learning at the intersection of the global and the local, examining it from two distinct angles. Firstly, we will focus on mobile learning in the sense of learning which is appropriate for an ever more mobile and superdiverse world; and secondly, we will focus on mobile learning in the sense of learning which exploits multiple levels of mobility, including the mobility of devices, the mobility of learners, and the mobility of learning experiences. We will go on to look at examples of innovative mobile language and literacy learning projects from around the world, drawing on cases from both the Global North and the Global South. It will be suggested that the most effective forms of mobile learning are contextually appropriate; exploit mobility on as many levels as possible; and, in some of the most pedagogically sophisticated cases, build connections between global and local learning. We will wrap up with some reflections on the need for educators and students to develop the critical mobile literacy to carefully evaluate the use of mobile devices, locally and globally, in education and in society as a whole.

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