IDS Mobile Learning News

Mobile devices are affecting our society in numerous ways and the relevantly easy access to personal mobile computing devices, including wireless access points, laptops, tablet PCs, PDAs, mobile telephones, Bluetooth-enabled devices, and fusion devices such as camera-phones, PDA-phones, and phone/PDA/MP3-players, are once again raising the bar for academia (Alexander,2004; Naismith et. al., 2004).

“Mobile technologies offer learning experiences which can effectively engage and educate contemporary learners and which are often markedly different from those afforded by conventional desktop computers” (Naismith, et al., 2004, p.4). Presently, research points to the fact that educational application of theory to the use of mobile computing devices in the classroom is lacking. Even though mobile technologies, in a basic sense can be referred to as computers, it does not mean that educators should view them as simply providing a more portable version of the learning activities that are already supported by static computing environments (i.e. the one computer classroom, computer labs, and students' home computers). Educators need to realize the potential of these devices to add a new dimension to their classrooms, because of the personal and portable configuration of the devices and the type of interactions they can support with other learners and the environment (Naismith et al., 2004).

Five characteristics of mobile computing devices have the capability to produce unique learning experiences. They are: 1.) portability, 2.) social interactivity, 3.) context sensitivity, 4.) connectivity, and 5.) individuality (Klopfer et al., 2002).

Naismith et al. (2004) have classified mobile learning activities into six learning theories: 1.) behaviorist, 2.) constructivist, 3.) situated, 4.) collaborative, 5.) informal and lifelong learning, and 6.) learning and teaching support.

Under the behaviorist-learning model, mobile devices can be used to present learning materials, obtain responses from learners, and provide appropriate feedback to the learners.

Under the constructivist-learning model, mobile devices can most commonly be linked with the idea of participatory simulations. The motive behind participatory simulations is to redirect stimulation from the computer screen into an authentic environment with which the students can interact. This practice engages learners in the learning process and provides for immediate reflection of the effect of their actions on the system as a whole. The idea of participatory simulations sounds good, but currently there is question as to whether or not the skills students develop during these activities are transferable (Naismith et al., 2002).

Under the situated-learning model, mobile devices can be used in the contexts of problem-based learning, case-based learning, and context-aware learning. In these learning contexts, mobile devices aid in data collection, hypothesizing, information retrieval, data sharing, development of inquiry plans, reflection, and generalization of information.

Under the collaborative-learning model, mobile devices are invaluable in promoting, facilitating, and enhancing interactions between students. The devices easily communicate with other devices of the same or similar type, which allows learners to exchange data, files, and messages and hypothetically provide an environment to enable conversation, supporting mobility by allowing students to take technology anywhere. This allows for natural social interactions. In addition, these mobile devices can support small-group collaboration without attempting to replace human-to-human interactions, like well known online discussion boards ( Naismith et al., 2004). This is possible because the handheld stores all essential material and information necessary to organize activities while unique user interface addresses the challenge of coordination via forcing participants to perform one task at a time in a specific sequence. Communication is supported if students use their mobile devices to make messages about activity status, data, and error of results available to all group members (Naismith et al., 2004).

Under the informal and lifelong-learning model, the reduced size and ease of use of mobile devices lend to their personal nature, which supports learning by allowing it to blend with everyday life. Much of the learning classified under informal and lifelong learning is accidental. Again, the physical and portable characteristics of mobile devices aid this facet through the user's ability to record, reflect, and share the learning with them (Naismith et al., 2004).

Under the paradigm of learning and teaching support, mobile devices support teaching without being directly involved in the learning activity itself. Teachers can use mobile devices to report attendance, record and review student grades, gain access to school data, and effectively manage their own schedules. In higher education, mobile devices can even be used to provide course material to students, including assignment due dates, and information about schedule and room changes.

Naismith et al. (2004) provide the following hypotheses for the future of teaching and learning with mobile technologies.

“Current trends in mobile computing are towards devices that are more embedded, ubiquitous, and networked than those available today (Naismith et al., 2004, p. 36).
There will be an emergence between the capabilities of mobile phones, PDAs, game consoles, and cameras within the next five to ten years, providing a multimedia device that is always with you. These capabilities will transform everyday activities by allowing users to capture details about the time, location, people around them, and their environments.
The entire Internet will become personal and portable.

In regards to learning, they cite that these futuristic events will have great impact on learning.

Learning will become more central to individual learners environments (real and virtual) rather than the classroom.
Learning will involve learners making worthwhile connections within their environments to both resources and other people.
The ability for learners to instantly publish their observations and reflections as digital media will empower them to become investigators of their own environments.
Learners will be enabled to easily capture and record life events to both assist in recall and collaborative reflection.
Distributed collaboration and mobile team working opportunities will be greatly enhanced.

In regards to educators, these future hypotheses and learning shifts will challenge their ability to find ways of ensuring the new learning is extremely situated, personal, collaborative, and long term. Educators will have to adapt to becoming guides of learning rather than transmitters of knowledge (Naismith et al., 2004).

References:

Naismith, L., Lonsdale, P., Vavoula, G. & Sharples, M. (2004). Literature review in mobile technologies and learning. Nesta Futurelab Series. 11. Birmingham: NESTA

Klopfer, E., Squire, K., & Jenkins, H. (2002). Environmental detectives: PDA's as a window into a virtual simulated world. Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education. Vaxjo, Sweden: IEEE Computer Society, 95-98.

Definitions:

Wireless Access Points - a point of contact in which a mobile device can receive and send signals via satellite transmission to establish a two-way connection with a wireless network. Wireless access points make it possible for wireless mobile devices to transmit information via the Internet and local intranets.

Laptops - small portable computers that combine a flat screen, keyboard, and pointing (mousing) device in a single, lightweight unit.

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Tablet PCs - usually shaped in the form of a notebook computer which is a smaller version of a laptop, with the capability of allowing the user to write on the screen, and operate the computer using a stylus, omitting the need for a keyboard or a mouse.

PDAs - PDA is the acronym for Personal Digital Assistant. They are small handheld devices that combine computing, telephone, Internet, and networking features. Like tablet PCs, most PDAs are capable of allowing the user to write on the screen and operate them through the use of a stylus. Most units have incorporated handwriting recognition features and some also have the ability to process voice recognition. Common devices associated with the term PDA include Palms and Pocket PCs. PDAs are also commonly referred to as hand-held computers or handhelds.

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Mobile Telephones - also known as cell phones, or cells, mobile phones are devices that behave as a normal telephone while providing the user with the ability to move over a wide area.

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Bluetooth-enabled devices - an open specification that enables short-range wireless connections between desktop and notebook computers, handhelds, personal digital assistants, mobile phones, camera phones, printers, digital cameras, headsets, keyboards, and even a computer mouse. It uses Radio Frequency (RF) for communication with the possibility of secure communication. Bluetooth technology uses a globally available frequency band (2.4GHz) for worldwide compatibility. Bluetooth communication allows you to communicate between multiple devices within a 30-foot range.

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Fusion Devices - mobile devices that provide a combination of functionality. Examples include camera phones and iPods.

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Portability - the ability to move a device within a learning environment or to different learning environments with ease.

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Context Sensitivity - the ability of mobile devices to gather and respond to real or simulated data unique to the current location, environment, and time.

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Connectivity - ability to connect to a shared network for the purposes of data submission, data retrieval, and communication.

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Individuality - the use of mobile technologies that allows for scaffolding on difficult activities and lesson customization for individual learners.

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Behaviorist Model - learning model in which learning is thought to be best facilitated through the reinforcement of an association between a particular stimulus and a response. Behaviorist learning models generally enforce activities that promote learning as a change in observable actions.

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Constructivist Model - learning model that theorizes that learning is an active process in which learners construct their own thoughts and knowledge based on current and past knowledge.

Situated Model - education that takes place in a setting functionally identical to that where the learning will be applied.

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Collaborative Model - learning model that theorizes if some form of expertise (e.g.,that of a peer) challenges a learner, greater cognitive development can occur. The use of mobile devices makes conversation theory relevant to the use of this model. Through conversation theory, learners converse with each other by interrogating and sharing their descriptions of their worlds. Through conversation theory, two learners can say they have reached an understanding, when each of them can make sense of what the other one knows.

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Informal and Lifelong Learning Model - the theory that learning happens all of the time and is influenced both by our environment and the particular situations with which we are faced.

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Learning and Teaching Support Paradigm - the theory that mobile technologies can support learning without explicitly being part of the learning activity themselves.

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Participatory Simulations - learning activity in which students act out roles of individual system elements and then see how the behavior of the system as a whole can emerge from these individual behaviors.

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Problem-Based Learning - learning intended to develop students' critical thinking skills through provision of an ill-defined problem that reflects an actual authentic experience.

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Case-Based Learning - provides a more flexible version of problem-based learning, in that the problems provided to the students may or may not reflect authentic experiences.

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Context-Aware Learning - learning in which mobile devices are used to gather information from the environment to provide a measure of what is currently going on around the user and the device.

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