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Does the framework take into account the learner's journey (their progress)?

It does accommodate various factors such as the 'TIME' available, the complexity of the subject (ACTIVITY) and suitability based on 'PLACE'.

It places emphasis on the learner selecting the activity that best meets that current scenario (a mixture of time, activity and place).I would suggest therefore that the framework does accommodate progression if enough pathways are created that are clearly referencedfor the learner to access, select and use.

 How would I answer the questions in the three-box framework in relation to my own learning?

TIME - Anytime, Routine, Instant Access, 20mins - 6 hr sessions, Interruptible

PLACE - Anywhere, Private &Public, Energising, Stationary and Moving, Walking, Passenger

ACTIVITY - Challenges, Multitasking, Not speaking aloud, writing, individual & social.

I realise that I routinely access formal and informal learning everyday be it on tablet, smartphone or laptop.It is embedded within my everyday life be it for work, family, personal development or career motivated.

No matter the subject or purpose my approach is always 'as and when' and that it is done as a daily routine this meets the needs of all my life requirements.IfI didn't access it when out and about I simply wouldn't complete all the tasks and I would have to re-prioritise.

I love learning on the move.It makes me feel like I am maximising my time, especially those 'slack' spaces within the day.For me a busy day is a happy day.

Reference:Kukulska-Hulme, Agnes (2012). Language learning defined by time and place: A framework for next generation designs. In: D´ıaz-Vera, Javier E. ed. Left to My Own Devices: Learner Autonomy and Mobile Assisted Language Learning. Innovation and Leadership in English Language Teaching, 6. Bingley, UK: Emerald Group Publishing Limited , pp. 1-13.