Mobility in Physical Space
Submissions under this topic should critically explore the implications of learner mobility in physical space in relation to how the physical space may contribute to the learner’s acquisition of new knowledge, skills, and experience. Physical spaces may include, amongst others, formal and informal learning settings, work place, home and recreational environments.

Mobility in Conceptual Space
Under this topic we seek contributions that will investigate the notion of learner mobility in conceptual space. Conceptual spaces may include, amongst others, domain specific content, curriculum based content, recreational content and content generated by personal interests.

Mobility in Social Space
We invite submissions under this topic that examine learner mobility in social space. Social spaces may include, amongst others, formal and informal learning situations, professional, family, and recreational interactions.

Mobility of Technology
Under this topic we request contributions that will investigate mobility of technology from the perspective of the learner. We seek submissions that examine how learners transition and alternate from one tool to another or from one device to another in order to perform tasks. Transitions may be determined by numerous factors such as access to technology and resources or suitability of the technology in relation to the task at hand.

Interplay between Different Dimensions of Mobility
We invite submissions under this topic that examine the interplay of two or more dimensions of mobility. We are keen on exploring how the added complexity of transition between dimensions of mobility, for example from social space to conceptual space or from social space to the mobility of technology space, influences learning processes.

Additional Dimensions of Mobility
Under this topic we seek contributions that propose additional dimensions of learner mobility and that examine how these dimensions contribute to learners’ acquisition of new knowledge, skills and experiences.

Contributions under all of the above topics may include, but are not limited to, the investigation of areas such as:

• How do the different conceptualisations of learner mobility contribute to current definitions of mobile learning?

• Designing learning experiences, tools, and technologies that support learner mobility in spaces (for example
  mobility from one physical space to another or from one conceptual space to the next), and between
  dimensions of mobility (for example from social space to conceptual space or from social space to the mobility of technology space).

• Educational pedagogies and approaches that support learner mobility in spaces and between dimensions of
  mobility.

• Learner mobility in spaces and between dimensions of mobility as a learning context.

• Studies that report on experiences of learner mobility in spaces and between dimensions of mobility.

• Research methodologies to evaluate learner mobility in spaces and between dimensions of mobility

• Technologies and tools to facilitate learner mobility in spaces and between dimensions of mobility.