What+is+mobile+learning?

One definition and maybe video if tamzen feels motivated.

Identify the audience: Teachers, Teacher-Librarians and Administration

What is mobile learning?

Philosophy: not about the devices. About the learning, thinking etc. Is this different from the philosophy/pedagogy below?

Becoming more familiar with tools, you will move through the phases as a class. The tool is no longer important.

Definition  from the eLearning Guild who defined it as: > 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. http://www.m-learning.org/knowledge-centre/whatismlearning > > 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 > http://www.m-learning.org/knowledge-centre/whatismlearning > Mobile learning (or m-learning) is defined by Clark Quinn [Quinn 2000] as

//… the intersection of mobile computing and e-learning: accessible resources// //wherever you are, strong search capabilities, rich interaction, powerful// //support for effective learning, and performance-based assessment. eLearning// //independent of location in time or space.//

The Mobilearn project, with partners from nine European countries, the United States and Australia, has a similar vision [Mobilearn 2003]:

//A new m-learning architecture will support creation, brokerage, delivery and// //tracking of learning and information contents, using ambient intelligence,// //location-dependence, personalization, multimedia, instant messaging (text,// //video) and distributed databases. Field trials cover “blended learning” (as part// //of formal courses); “adventitious, location-dependent learning” (during visits// //to museums); and “learning to interpret information sources and advice”// //(acquiring medical information for everyday needs). The high connectivity and// //functionality may lead to new group behaviors, akin to the SMS phenomenon.// From
 * Mobile Learning and Handheld Devices in the Classroom**

//Robby Robson, Eduworks Corporation, Corvallis, Oregon, USA.// //rrobson@eduworks.co//m www.**eduworks**.com/.../**Mobile**_**Learning**_**Handheld**_**Classroom**.pdf

Philosophy/Pedagogy Mobile learning uses constructivist pedalogical principles, allowing student to focus on decision making, reflection, reasoning, collaboration, communication and problem solving. There is an interest in mobile learning in traditional classrooms as a means to more effective educational and instructional approaches.

In this wiki we discuss various stages of mobile learning. During the initial phase it is common to see mobile learning that "is still based on content retrieval and delivery model of instruction" (Robson, 2003). During the emergent and transformational phase mobile learning becomes a means "to change the traditional instructional paradigms" (Robson, 2003).

In the following table 'c learning' represents the change to a traditional classroom.

"In Canada, the province of Alberta is developing and funding a guide to help policy-makers and district and school leaders plan, develop and implement policies for mobile learning initiatives in which students bring their own devices to school. To address a growing interest in mobile learning, Alberta is also working on a guide to provide research and recommendations on the meaningful use of mobile technologies in schools. The province of Ontario legislated the use of assistive technology for students with identified special needs. The legislation indicated that mobile devices can assist students with special needs by providing features such as text enlargement, text-to-speech synthesis, voice dictation and tools to organize information visually" (UNESCO, //Turning on Mobile Learning in North America, 2012,// p.15).
 * Provincial policies**

"Two Canadian provinces, Alberta and Manitoba, are in the process of creating policies to support mobile learning. Alberta is developing a guide on the meaningful use of mobile technologies in schools. Manitoba’s Literacy with ICT Across the Curriculum initiative mandates that teachers develop their students’ ability to think critically, creatively and ethically with information and communications technology (ICT), including mobile devices" (UNESCO, //Turning on Mobile Learning in North America, 2012,// p.15).

Barriers


 * Could argue that a barrier would be that students are distracted with mobile devices but research (Tatar et. al. 2003) shows that teachers report decreased disruptions compared to classes without handheld tools. Students able to use their cell phones for educational purposes in class cut down on disciplinary problems.


 * One of the main barriers of technology integration identified in a report (//Student' 'Evolving' Use of Technology 2007//) was due to a lack of technology skills among teaching staff. (Nalder, 2010, p.12)


 * Failure to use technology beyond replicating traditional teaching methods within existing classroom models makes it difficult for school to move towards adopting technological change.


 * "Many educators and policy-makers are concerned about the efficacy of the small screen on mobile devices compared with larger laptop screens" (Corbeil and Valdes-Corbeil, 2007). (UNESCO, Turning on mobile learning in NA,p.25). Many students are already use to using their smartphone or iPod touches and prefer the portability of the device over using a laptop or netbook.


 * Inappropriate behaviours such as sexting, cyberbullying and cheating, along with student safety are concerns. Many districts are moving towards responsible use policies that address student safety and online behaviour, providing students with the knowledge and skills to ensure their safety. As most students will have access to the internet outside of school, it is important to provide them with the necessary tools to navigate and use the internet.

Despite the potential barriers to mobile learning, educators are beginning to see the potential benefits. "In both the United States and Canada, raising standards to incorporate skills such as collaboration, communication, higher level thinking and digital literacy often leads to the consideration of mobile learning in education programmes. This phenomenon is apparent in the CCSS in the USA and in provincial curriculum efforts in Alberta and British Columbia" (UNESCO, //Turning on mobile learning in NA.,//p.27)

Tatar, D., Roschelle, J., Vahey, P., Penuel, W. (2003). Handhelds Go to School: Lessons Learned. //Computer// 36 (9). IEEE Computer Societ.