Abstract - The focus of this paper is how to evaluate the pedagogical soundness of a mobile learning environment in which many users (both teachers and learners) may not have previously encountered mobile technology, and so may be uncertain as to how best to deploy it to achieve their goals. Drawing on concepts from Activity Theory and the socio-cognitive engineering method described by Sharples, (2000) an approach is described which enables an enriched view of users' current and future activities, which in turn will allow us to understand the range of actions and opportunities for mobile learners, and seek ways of extending this range to support what learners want to do - even if they themselves do not yet know what that is.
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