Traxler, J. 2011 Introduction pp 4-12 in Traxler J and Wishart J (eds) 2011 Making mobile learning work: case studies of practice Higher Education Academy Escalate Education Study Centre available at http://escalate.ac.uk/8250 accessed 10th May 2011
Mobile learning is “learning with mobile devices” including “smart-phones, games consoles, media players, netbooks and handheld computers.” (p4)
The functions of mobile learning devices include “connecting and communicating via telephone network, wireless network and Bluetooth connection; capturing and storing data that might be voice, location, position, change in position, inclination, image, video, text or number; running applications comparable to computer programs; and providing output in the form of documents, movies, music and animations.” (p4)
“By now almost everyone owns one and uses one, often more than one. Not only do they own them and use them but they also invest considerable time, effort and resource choosing them, buying them, customising them and exploiting them. These [//p4//p5//] handheld devices express part or much of their owners’ values, affiliations, identity and individuality through their choice and through their use.”
However, in “comparison with desktop PC devices and technologies, what we see is diversity, transience and incoherence.” (p5) This makes it difficult to leverage learners’ own devices.
However, mobile learning offers some distinctive advantages:
- Learning can take place as and when required (this is called ‘contingent’ learning). For example, learners can feedback their understanding of a concept by texting or twittering during a presentation or they can process fieldwork data in situ rather than retreating indoors.
- Learning can take place “in surroundings that make learning meaningful” (p6), such as in a cathedral, at sea or abroad; this is ‘situated’ learning.
- Learning can be ‘authentic’, for example doing drugs calculations on hospital wards.
- Learning can be ‘context aware’. For example when a learner is in an art gallery looking at an old master the mobile device can provide background information about the painting, the artist or the culture.
- Learning can be ‘personalised’ to the learner.
Mobile learning can reach geographically distant communities and solve the problem of sparsity allowing communities of learners to become established regardless of separation. It can reach those socially excluded such as travelers and those excluded by disability such as dyslexics.
Mobile learning can provide “extra opportunities for learning“(p8) because “mobile devices can be used in dead-time, small bursts of otherwise unused time, such as waiting in lifts, cafes, buses or queues. This is also significant as an example of bite-sized learning. Although possibly educationally limited and perhaps even educationally trivial, mobile phones will always be carried by learners whereas books or laptops might not be.” (p8)
Cornelius, S, Marston P, and Gemmell, A 2011 SMS text messaging for real-time simulations in Higher Education pp 13-17 in Traxler J and Wishart J (eds) 2011 Making mobile learning work: case studies of practice Higher Education Academy Escalate Education Study Centre available athttp://escalate.ac.uk/8250 accessed 10th May 2011
Final year undergraduates studying Applied Geomorphology took part in a flood disaster simulation. Having read a briefing pack they were then sent a text alerting them to forecasts of heavy rain. Further texts were sent at intervals; some required them to make a decision. Their responses influenced subsequent messages. “At any time during the activity learners could seek additional information to help them make their decisions. The tutor played the role of a representative from civil defence HQ and pointed them towards further information in response to specific requests.” The simulation was assessed through a reflective blog.
Mobile learning “allowed the activity to take place in real-time, at realistic times, and beyond the normal classroom environment.”
Having constructed the decision tree with the appropriate messages the texts could be sent automatically requiring little time commitment from the tutor. This means that the exercise is scalable to virtually any size.
Learners were given the option of using email to keep their costs down but all used texts. They were unconcerned about working outside normal hours and looked forward to the messages: one said “you feel more involved in the thing because you didn’t know when you were going to get the updates …that was fun.” (p15)
Issues could involve the potential for failure (mobile networks go down from time to time) and the need for some students to turn off their phones whilst at work (or in other lessons).
Beddall-Hill, N. 2011 Postgraduates, field trips and mobile devices pp18-22 in Traxler J and Wishart J (eds) 2011 Making mobile learning work: case studies of practice Higher Education Academy Escalate Education Study Centre available athttp://escalate.ac.uk/8250 accessed 10th May 2011
“There may be problems accessing personal devices in regards to sensitive data and m-safety issues.” (p20)
Woodgate, D. Stanton Fraser D and Martin S 2011 Bringing school science to life: Personalisation, contextualisation and reflection of self-collected data with mobile sensing technologies pp 23-28 in Traxler J and Wishart J (eds) 2011 Making mobile learning work: case studies of practice Higher Education Academy Escalate Education Study Centre available athttp://escalate.ac.uk/8250 accessed 10th May 2011
“Mobile sensing enables groups of learners to collect environmental data in their local area using a simplified version of the equipment used by professional scientists. For example, pupils can collect data on parameters such as light and humidity to help them understand the reasons for variations in plant species occurring in different locations, such as under trees as opposed to open grassland, or to monitor carbon monoxide levels around their school at different times of the day, to help them understand the impact of road traffic. When such data are displayed in compelling ways, children not only gain insights into aspects of the underpinning science (which can of course be built upon in class), but can be encouraged to engage in other learning activities as well, such as discussion, presentation of their findings and report writing. Since these are activities that professional scientists engage in, they can thus gain insights into aspects of the working lives of scientists.” (p24)
Data was mashed into either Google Maps or Google Earth to provide visually compelling displays.
