DefinitionsMobile learning has been called bitesize, handy learning, ubiquitous, portable, pocketable, learning on the go, my learning, untethered, opportunistic, learning in the moment, snack-learning, courselets, "bus stop" learning, a learning nugget or even a learning pill. To many, it also includes overlapping but somewhat independent paradigms such as informal, social, personal, private, situational, and unstructured learning. While there is no agreed upon denotation of mobile learning, the following are a list of historical definitions: “Mobile learning should be restricted to learning on devices which a lady can carry in her handbag or a gentleman can carry in his pocket.” --Desmond Keegan “The intersection of mobile computing (the application of small, portable, and wireless computing and communication devices) and
e-learning (learning facilitated and supported through the use of information).” --Clark Quinn “ Mobile learning is where a learner can be physically mobile while at the same time remaining connected to non-proximate sources of information, instruction, and data communications technology.” --Gary Woodill "The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning." --MoLeNET "Mobile learning, or m-learning, can be any educational interaction delivered through mobile technology and accessed at a student's convenience from any location." --EDUCAUSE ELI "Any activity that allows individuals to be more productive when consuming, interacting with, or creating information, mediated through a compact digital portable device that the individual carries on a regular basis, has reliable connectivity, and fits in a pocket or purse."
--eLearning Guild ADL believes that a fixed definition of “mobile learning” could be limiting to some organizations. Many of the existing definitions of mobile learning are usually too learner-focused or too device-focused. Just read through the above examples again to judge for yourself. A universally accepted definition seems improbable. Therefore, ADL believes that both the learner and the devices of today as well as the future should be considered to provide a more flexible view of mobile learning. ADL describes mobile learning as: “Leveraging ubiquitous mobile technology for the adoption or augmentation of knowledge, behaviors, or skills through education, training, or performance support while the mobility of the learner may be independent of time, location, and space.” This description is intentionally generalized to allow for a growing number of mobile learning scenarios as well as future capabilities of new technology and device types. Mobile learning should be viewed as a way to augment the learner through the use of ubiquitous technology that provide access to learning content and information, anytime and anywhere. Unlike other learning technologies, mobile learning is unique in that it can accommodate both formal and informal learning in collaborative or individual learning modes. Mobile devices are uniquely positioned to enable “distributed cognition” (i.e., cognitive functions shared with machines), because they are carried everywhere with us and are always on. They can provide optimal performance support for our ability to exercise our uniquely human cognitive functions. One important way to rethink learning for mobile devices is to think of the unique opportunities that the mobile platform has for supporting metacognition. Metacognition in its simplest form is “learning how to learn”. There is already a considerable body of research showing that it can be taught explicitly, and effective ways to do it. The mobile platform is well positioned to support metacognition due to its availability at the time of need. For example, a timer in the mobile device could simply prompt the user at periodic intervals to think about how whatever they are learning at the moment could be applied to their daily work life, etc. More advanced implementations could rely on the ability of the device to gather situation awareness data and guide the user in thinking of the best way to solve the problem that he or she is currently facing. Using mobile devices in this way falls into the “learning augmentation” category of use cases described in the Mobile Learning Project Planning Categories section of this handbook. Capabilities Mobile learning is definitely not just "e-learning lite." Consider the following possibilities for review, updates and reinforcement:
Expected BenefitsExpected benefits of mobile learning include:
A UK Learning and Skills Network report identified "increased creativity and innovation, greater ownership of learning by learners, real world problem solving and the development of complex ideas and knowledge transfer" using mobile delivery.
See also JISC Potential benefits of mobile and wireless learning Google document here.
Frequent ConcernsConcerns to be addressed include:
Variables include:
ADL conducted a survey in early 2011 identified the following concerns and issues within DoD organizations:
|
Basics |