Based on three years of innovative pedagogical development and guided by a participatory action research
methodology, this paper outlines an approach to integrating mobile web 2.0 within a tertiary education
course, based on a social constructivist pedagogy. The goal is to facilitate a student-centred, collaborative,
flexible, context-bridging learning environment that empowers students as content producers and learning
context generators, guided by lecturers who effectively model the use of the technology. We illustrate how
the introduction of mobile web 2.0 has disrupted the underlying pedagogy of the course from a traditional
Attelier model (face-to-face apprenticeship model), and has been successfully transformed into a context
independent social constructivist model. Two mobile web 2.0 learning scenarios are outlined, including; a
sustainable house design project (involving the collaboration of four departments in three faculties and three
diverse groups of students), and the implementation of a weekly ‘nomadic studio session'. Students and
lecturers use the latest generation of smartphones to collaborate, communicate, capture and share critical and
reflective learning events. Students and lecturers use mobile friendly web 2.0 tools to create this
environment, including: blogs, social networks, location aware (geotagged) image and video sharing, instant
messaging, microblogging etc… Feedback from students and lecturers has been extremely positive
