This page was originally authored by Marjorie del Mundo, solo (2009). This page was edited by Jonathan Strang, solo (2011).
M-Learning, or mobile learning, is a subset of e-Learning that uses wireless, portable and handheld technologies including laptops, table computers, smartphones and other wireless computing devices to provide learning experience in more dynamic environments. This field of learning is sometimes also referred to as mobile computing education. M-Learning lays the framework for more exploration into the intersection of education and technology (Ally, 2009; McGraw-Hill Ryerson, 2002; Naismith, Lonsdale, Vavoula, & Sharples, 2004; Quinn, 2004). M-Learning affords flexibility and accessibility which some have described as learning that occurs "anywhere, anytime, anyplace and on any mobile platform" (Arreymbi, Agbor & Dastbaz, 2008, p. 5114; Ally, 2004, p. 5; Maniar, 2007, p. 881).
History of M-Learning
|M-Learning technology timeline|
|1970’s||Dynabook, Xerox Alto, Texas Instruments Speak & Spell|
|1980’s||Xerox Star, Apple Macintosh|
|1990’s||Windows PCs, Laptop PCs, PDAs|
|2000’s||Wireless communication, Netbooks, PDAs, MP3 Players, OLPC XO Computer|
|2010’s||Smartphones, Tablet Computers||]|
Source: http://www.slideshare.net/sharplem/history-of-mobile-learning-mlearn-2007-doctoral-consortium-oct-2007 History of Mobile Learning
Each of the different technologies that have been developed since the 1970’s share common characteristics for educational design. These characteristics include personal, informal, highly interactive, and collaborative learning that can occur at anytime, anywhere. The dynamic simulations presented by each technology encourage learning through play (Sharples, 2007). More recent technologies have focused on greater interactivity with the environment including location-awareness (often using GPS technology), constant connectivity, and limitless access to data and information (Kroski 2008).
Characteristics of M-Learning
M-Learning can be analyzed through the lens of learning categories and the learning activities that if affords.
Categories of M-Learning
There are some clear categories of mobile learning emerging (Traxler 2009). These include:
- Technology-driven mobile learning wherein the technology is introduced into the classroom to show feasibility
- Portable e-learning. Devices are used to replicate conventional e-learning. This may include making material and learning environments already accessible on desktop computers available on mobile devices.
- Connected classroom learning: Mobiles are used in classroom settings and perhaps interact with other classroom technologies (e.g. iClickers).
- Informal, personalized, situated mobile learning: Mobile technology is used to enable location-aware delivery of educational experiences outside the classroom setting.
- Mobile training/performance support: Technology is used to improve the productivity and efficiency of people working in a mobile environment.
- Remote/rural/development learning: Technologies are used to address an infrastructure gap where traditional e-learning technologies would fail (e.g. lack of wired infrastructure for electricity or internet).
There are a number of e-learning activities that are particularly enabled by mobile technologies (Patten et al, 2006). These include:
- Web forums
- Email and text Messages
- Beaming and sharing information
- Voice over IP (e.g. Skype)
- Downloading contextual reference information
- Downloading contextual information in situ
- Using GPS
- Recording audio notes
- Recording sounds to identify later
- Writing notes
- Camera to create images for reflection
- Serendipitous web browsing
- Dictionary, thesaurus, encyclopedia
- Consulting e-books
- Course material
- making flash cards
- Using bespoke software
- Study planning
- Recording performances or results
- Calendar and scheduling
- Storing passwords
- Storing confidential information
Challenges of M-Learning
Some of the social, educational and technical challenges of m-Learning include (Ally, 2004; Gerth, 2003; Landers, 2002; Maniar, 2007):
- Learning distractions
- Ethical issues such as:
- content ownership
- Costs such as:
- Design and user issues such as:
- Small screen size
- Lessons that are not well-designed, leading to navigation and interface issues
- Limited memory capacity in smaller devices such as cell phones or audio players
- Operating system (OS) or file incompatibility
- Synchronization with other devices
To address and overcome these challenges, instructional designers and administrators must consider the impact the learning devices and materials will have on various learning styles (Ally, 2004, p. 7).
Instructional Design for M-Learning
Technology used in mobile learning has many constraints that should be reflected in instructional design (Ally, 2009). These include:
- Technology should be easy to use and unobtrusive.
- Use of presentation strategies that allow learners to process material efficiently on a limited screen display (e.g. use of a single column to represent text).
- Organization of content into smaller chunks to facilitate consumption of ideas and there should be greater use of organizers to allow learners to make sense of content and a good interface to allow for navigation.
- Information should be organized in visual concept maps emphasizing important concepts and showing their relationship to other main points.
- Learning materials should take the form of learning objects which are electronically available and reusable.
Many of these design features share point in common with ubquitous computing, a term coined by Mark Weiser to refer to the process of removing the technological interface from the user’s awareness when undertaking tasks.
Advantages and opportunities
Advantages for learners
Mobile learning, like e-learning, is more informal since it embeds learning in everyday life and can take place outside the classroom (Arreymbi et al., 2008; Naismith et al., 2004).
Activities in a mobile learning environment are enhanced by three factors:
- the timely and contextual retrieval of relevant information (Diermyer & Blakesley 2009);
- the juxtaposition of formal learning objectives with an informal setting (Pachler et al 2010);
- the ability to digitally annotate and comment upon real world surroundings (Sharples, Taylor & Vavoula 2010).
Advantages for educators
Advantages to educators include the use of mobile devices for attendance reporting, reviewing student marks, general access of central school data, and managing their schedules more effectively. In higher education, mobile devices can provide course material to students, including due dates for assignments and information about timetable and room changes (Naismith et al., 2004, p. 4).
Opportunities for M-Learning
Mobile devices, in particular smartphones and MP3 players, are increasingly carried around by “Digital Natives” in pockets, purses and backpacks. M-Learning opportunities in small portable devices include voice capabilities, audio clips, video clips, short message system (SMS), global positioning systems (GPS), Internet browsing, cameras, file transfers (Prensky, 2004) and Bluetooth. Computing capacities continue to increase as processor, storage and memory capacities increase.
Gay (2009) notes the "kairos effect" of mobile technology. The kairos effect is defined as the ability for mobile technology to deliver the most persuasive message at the most opportune time. The personal bond that many smartphone users feel with their mobile devices, referred to metaphorically as a marriage by some scholars, only amplifies the kairos effect.
Theoretical examples associated with M-learning
Koole's FRAME Model
The Framework for the Rational Analysis of Mobile Education (FRAME) model is one standard for analyzing the process of mobile learning. Koole (2005) represents the aspects of mobile learning as a Venn Diagram representing intersections between device usability, learner, and the social aspects of learning. Mobile learning takes advantage of the context of the device with respect to individual learners, the ability of the device to interact with the environment as well as with other learners with mobile devices.
As learning technologies, computers have had their roots in behaviourist theories where learners are encouraged to have more control over how they learn (Arreymbi et al., 2008). Classtalk and Qwizdom are examples of classroom response systems that enable instructors to present a question or problem to the class where students must answer each question using a specific device. Responses are collected immediately and summarized for the instructors for formative assessment. Such activities help promote learning through examination of the learner's actions (Naismith et al., 2004, p. 3).
Gay (2009) posits that there is a dialectic between social mobile applications and the real world, with the virtual world complementing and supplementing real world spaces through added information, navigation and social understanding. It is this last aspect that he explores in greater detail in his studies in human-computer interaction (HCI) at the art museum at Cornell. Participants used software for displaying location and mood to create a sense of presence within the museum. While location and emotion-recording technologies allowed participants to create a sense of place, it also created social influence through comparison and motivation.
Learning experiences such as "participatory simulations" enable learners to act out key parts in an immersive, dynamic system. Such applications include ARIS, an "augmented reality" (AR) application created by scholars and researchers at the University of Wisconsin, Madison that presents students with a simulation scenario where they must collect information and create goals or solutions for a problem (Diermyer and Blakesley 2009; cf. MIT, 2008; Naismith et al, 2004, p. 3). Another example of constructivist m-Learning is Apple iTunes U, now used by UBC at UBC on iTunes U, which allows the distribution of digital lessons to students.
Conversational learning happens when students question the structure of discourse, interpret symbols, act on description of goals, and adjust actions to fit the tasks assigned. Mobile technology can enable a rich environment in which these types of conversations can happen. Conversational theory draws heavily upon semiotics to argue that there is a discourse of representation between mobile technologies and the context in which they are used, forming a dialectic of understanding. One example of conversational theory in M-Learning is the MOBIlearn project in the Uffizi Museum in Florence (Sharples & Vavoula 2010). That project discovered that the users developed new conversational strategies in the museum (portrayed by the authors as "sacred space") through the backchannel discourse created by mobile devices.
Situated learning consists of activities where learning occurs in an authentic context and culture. Because mobile devices have context-aware applications available in a variety of contexts, they are appropriate tools for situated learning. Museums and galleries employ context-aware mobile devices to help provide information about particular exhibits (Berri, Benlamri, & Atif, 2006; Naismith et al, 2004; Wakkary et al., 2004). Situated Learning has also been used by M-Learning language projects, particular the Danish school, to encourage formal language use outside the classroom in informal situations (Bo-Kristensen et al 2009).
Collaborative learning promotes learning through social interaction and originates from research on computer-supported collaborative work and learning (CSCW/L). One theory that is not linked to collaborative learning but is significant for mobile devices is conversation theory, which describes learning as conversations between different systems of knowledge (Naismith et al., 2004, p. 3).
Morgan, Butler and Power (2007) describe how the Nintendo DS provides affordances and applications such as Pictochat that could support collaborative learning activities for small groups of learners. The context-aware device also supports situated learning by detecting if players with similar game titles are in the area (p. 721). Such opportunities can help build communities of practice. Notable communities of practice include the University of Wollongong's New Technologies, New Pedagogies M-Learning group and the Abile Christian University Mobile Learning project.
The Pontifica Universidad Católica de Chile developed a program called Mobile Computer Supported Collaborative Learning (MCSCL) which studied the use of wireless handheld computers in schools, teacher training and with university students. The study found that MCSCL provided significant differences in learning outcomes (Sharples, 2007).
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