References
(2007, August). Introduction to Special Issue of JCAL on mobile learning. Journal of Computer Assisted Learning, pp. 283-284. doi:10.1111/j.1365-2729.2007.00233.x
The article discusses various reports published within the issue, including one by Liu and Kao on how classrooms can be re-designed to enable small group collaboration through handheld devices linked to large screens and another one by Fallahkhair, Pemberton, and Griffiths on a language learning service that incorporates interactive television and cell phones.
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(2009). E-Books Help the Mobile Generation Read. District Administration, 45(7), 48.
The article discusses the role of electronic books in education. It quotes Dave Whyley, director of a mobile learning project in Great Britain, saying many boys who will not read books are enthusiastic e-book readers. The author sees texting, which allows students to stay in their context, as preferred by students to books, which require removing oneself from the surrounding context. She suggests assigning online versions of books when available and waiting on buying dedicated e-book readers.
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Abernathy, D. (2001). Get Ready for M-Learning. Training & Development, 55(2), 20.
Focuses on the use of mobile learning as a tool for blended training employing face-to-face and remote methods in United States. Features and services in mobile learning; Vision of mobile learning according to Clark Quinn, director of cognitive systems at Knowledge Planet; Usage of computer technology in cars. INSETS: Get It on Your PDA;Sizzlin' Sites for Mobile Gear.
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Ardito, C., Buono, P., Costabile, M., Lanzilotti, R., & Piccinno, A. (2009). Enabling Interactive Exploration of Cultural Heritage: An Experience of Designing Systems for Mobile Devices. Knowledge, Technology & Policy, 22(1), 79-86. doi:10.1007/s12130-009-9079-7
Interaction design of mobile systems is a complex activity because it requires considering new usability and user experience aspects in order to exploit the peculiar characteristics of mobile devices, such as their pervasive and ubiquitous nature. This paper discusses issues about designing, developing and evaluating mobile systems. Italy has a rich cultural heritage, and the focus in this study is on the design of systems that enable interactive exploration of historical sites, not only for enhancing the user experience but also for learning purposes. The experience of the researchers at the Interaction, Visualisation and Usability lab, University of Bari, Italy, in designing a mobile learning system, called Explore!, which supports young students learning ancient history during a visit to archaeological parks, is reported. The evaluation of Explore! through systematic field studies shows that the adopted approach is able to transform the visit to archaeological parks into a more complete and culturally rich experience.
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Attewell, J. (2003). Mobile learning. Literacy Today, (36), 14.
Describes a pan-European project that aims to use mobile telephones to teach basic literacy skills to young adults. Concerns of some educators that text messaging would result in poor spelling and grammar; Program's target audience; Findings of a Finnish study on the effects of mobile phone use on literacy.
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Cavus, N., & Ibrahim, D. (2009). m-Learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40(1), 78-91. doi:10.1111/j.1467-8535.2007.00801.x
There is an increase use of wireless technologies in education all over the world. In fact, wireless technologies such as laptop computers, palmtop computers and mobile phones are revolutionising education and transforming the traditional classroom-based learning and teaching into anytime and anywhere education. This paper investigates the use of wireless technologies in education with particular reference to the potential of learning new technical English language words using Short Message Service (SMS) text messaging. The system, developed by the authors, called mobile learning tool (MOLT), has been tested with 45 1st-year undergraduate students. The knowledge of students before and after the experiment has been measured. Our results show that students enjoyed and learned new words with the help of their mobile phones. We believe that using the MOLT system as an educational tool will contribute to the success of students.
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Clough, G., Jones, A., McAndrew, P., & Scanlon, E. (2008). Informal learning with PDAs and smartphones. Journal of Computer Assisted Learning, 24(5), 359-371. doi:10.1111/j.1365-2729.2007.00268.x
There has been increasing interest in informal learning in recent years alongside interest in how such learning can be supported by technology. However, relatively little is known about the extent to which adults make use of their own mobile devices to support informal learning. In this study, a survey was used to investigate whether, and to what extent, experienced users of mobile devices use their mobile devices to support intentional informal learning. If so, do they make use of mobile device connectivity to support opportunistic informal learning and does such connectivity support or encourage collaborative informal learning? Experienced mobile device users were recruited from web forums and business, and asked whether they used their devices to support informal learning. A pattern of learning uses emerged, some of which deployed the mobile device capabilities relatively unchanged, others triggered adaptations to typical learning activities to provide a better fit to the needs of the learner. These informal learning activities provided the basis for the design of a flexible mobile learning framework that can be extended to support developments in mobile technology, and increasing use of Web 2.0 technologies by informal learners.
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Copley, J. (2007). Audio and video podcasts of lectures for campus-based students: production and evaluation of student use. Innovations in Education & Teaching International, 44(4), 387-399. doi:10.1080/14703290701602805
Podcasting has become a popular medium for accessing and assimilating information and podcasts are increasingly being used to deliver audio recordings of lectures to campus-based students. This paper describes a simple, cost-effective and file size-efficient method for producing video podcasts combining lecture slides and audio without a requirement for any specialist software. The results from a pilot scheme delivering supplementary lecture materials as audio and video podcasts are also presented, including data on download patterns and responses to a survey of students on podcast use. These results reveal students' enthusiasm for podcast recordings of lecture materials and their primary use by students in revision and preparation for assessments. Survey responses also suggest little likely impact on lecture attendance as a consequence of podcasting, but indicate that podcast recordings of lectures may not be effective in facilitating mobile learning.
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Engebretson, J. (2008). AN IDEA WORTH CLONING: One mobile learning program is serving rural students with extra-long commutes. Telephony, 14.
The article focuses on the interactive educational program founded by professor Billy Hudson and physician Julie Hudson for students in Grapevine, Arkansas. The program aims to give students an additional learning opportunity while they ride the bus to their school in Sheridan, which is a 3-hour roundtrip commute, by providing laptops connected to an onboard Wi-Fi router on the roof of the bus. The founders are hoping to obtain grant money to study the program's impact on students' learning.
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Gaskell, A. (2007). Open and distance learning on the move: mobile learning, crossing borders, rethinking roles. Open Learning, 22(3), 197-200. doi:10.1080/02680510701619778
The article discusses various reports published within the issue including one by Insung Jung and Colin Latchem on Asian open and distance learning and another one by Jacqueline H. Watts on distance learning.
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Heath, B., Herman, R., Lugo, G., Reeves, J., Vetter, R., & Ward, C. (2005). Developing a Mobile Learning Environment to Support Virtual Education Communities. T H E Journal, 32(8), 33-37.
Reports on the development of a mobile learning environment (MLE) to support virtual education communities in science and mathematics in the U.S. Comparison of features of traditional learning communities with capabilities of the MLE; Elements of the MLE infrastructure; Objectives of the MLE.
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Hoppe, H., Joiner, R., Milrad, M., & Sharples, M. (2003, September). Guest editorial: Wireless and Mobile Technologies in Education. Journal of Computer Assisted Learning, p. 255. doi:10.1046/j.0266-4909.2003.00027.x
Editorial. Introduces the articles published in the September 2003 issue of 'The Journal of Computer Assisted Learning.' Wireless technology in education; Support for work-based learning; Use of mobile learning system in improving and transforming user experiences.
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Kharif, O. (2008). Cell Phones Make Headway in Education. BusinessWeek Online, 8.
The article focuses on the impact of cell phones on learning procedures of universities and schools in the U.S. According to William Rankin, co-director of mobile learning research at a school in Abilene Texas, cell phones can be use by instructors for such tasks as monitoring attendance. Moreover, other schools across the country, from Michigan to Maryland and Texas, conclude that advanced wireless devices can be used as much for learning as for entertainment.
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Keller, J. (2008). First principles of motivation to learn and e3-learning. Distance Education, 29(2), 175-185. doi:10.1080/01587910802154970
Technology-assisted learning systems are being developed at ever increasing rates, and the labels applied to such systems are growing with them. For example, not only do we have e-learning, but we also have hybrid learning, online learning, and mobile learning (m-learning), to mention only a few. Considering that technology is being incorporated in virtually all courses, this article uses the single term e3-learning, as introduced by Spector and Merrill in this special issue to refer to these systems collectively with the emphasis on effectiveness, efficiency, and engagement. Learning concerns learner motivation. Five first principles of motivation and volition that characterize learning systems that effectively motivate students are introduced in this article.
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Kim, P. (2009). Action research approach on mobile learning design for the underserved. Educational Technology Research & Development, 57(3), 415-435. doi:10.1007/s11423-008-9109-2
This paper discusses an action research study focused on developing a mobile learning model of literacy development for underserved migrant indigenous children in Latin America. The research study incorporated a cyclical action model with four distinctive stages (Strategize, Apply, Evaluate, and Reflect) designed to guide constituencies involved in the study to design, test, and enhance a mobile learning model. The findings, to date, reveal some of the contextual phenomena that create both challenges and opportunities for a mobile learning model. From this, design strategies are evolving focused on sustained literacy exposure for extremely marginalized (economically, educationally, geographically, and technologically) migrant indigenous children who have no consistent access to a formal education system
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Lee, M., & Chan, A. (2007). Pervasive, lifestyle-integrated mobile learning for distance learners: an analysis and unexpected results from a podcasting study. Open Learning, 22(3), 201-218. doi:10.1080/02680510701619810
This article opens with a discussion of how and why mobile learning (m-learning) is purported to be the next step in the evolution of distance education, before looking at various perspectives on what m-learning constitutes. It critically examines the degree to which 'true' m-learning has been achieved, by offering pedagogical value beyond the mere use of mobile devices to deliver e-learning content. The authors argue that podcasting, in combination with a variety of portable MPEG Layer 3 (MP3)-capable devices that are increasingly ubiquitous, can be used to deliver a form of m-learning that offers a higher degree of lifestyle integration than many current 'state of the art' m-learning applications, despite not being as technically complex. They present an example of a study in which podcasting was used to deliver supplementary listening material to distance learners undertaking an information technology subject. An end-of-semester survey yielded extremely positive feedback about uptake levels and the perceived effectiveness of the podcasts in aiding the students' learning of the subject matter. However, it also produced interesting results on the ways the students made use of the podcasts, which deviated from the researchers' original intentions for 'anytime, anywhere, any device' learning. The results are discussed in the light of possible influencing factors, supported by follow-up interview data. The study may have broader implications for the still nascent field of m-learning.
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M., H. (2008). iPhones the Latest to Join Mobile Learning Mix. University Business, 11(4), 21.
The article reports on the use of mobile devices, particularly the iPod touch, in different universities and colleges in the U.S. A study reveals that the Abilene Christian University in Texas will be distributing either an Apple iPhone or iPod touch to freshmen for daily use. Chief information officer Kevin Roberts says that officials select these devices because the devices provide Web browsers. The Oklahoma Christian University will also distribute Macbook to their students.
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Peng, H., Su, Y., Chou, C., & Tsai, C. (2009). Ubiquitous knowledge construction: mobile learning re-defined and a conceptual framework. Innovations in Education & Teaching International, 46(2), 171-183. doi:10.1080/14703290902843828
Emerging from recent mobile technologies, mobile learning, or m-learning, is beginning to offer 'stunning new technical capabilities' in education (DiGiano et al., 2003). This new genre of learning is viewed as a revolutionary stage in educational technology. However, ubiquitous computing technologies have given rise to several issues. This article revisits the relevant definitions and provides a conceptual framework of ubiquitous knowledge construction in light of contemporary research and theory. The framework can be used to assist educators and researchers who are examining the specific implications of mobile learning.
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Rees, J. (2006). Interview With Ellen Wagner. American Journal of Distance Education, 20(3), 181-186. doi:10.1207/s15389286ajde2003_5
This article presents an interview with Ellen D. Wagner, the director of Worldwide eLearning Solutions with Adobe Systems Inc. Wagner discusses anywhere, anytime learning with mobile learning devices and connected communications. Wagner also discusses what she sees globally in regards to mobile learning and how the creation and communication of content will need to change to accommodate mobile learning.
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Roschelle, J., Sharples, M., & Chan, T. (2005, June). Introduction to the special issue on wireless and mobile technologies in education. Journal of Computer Assisted Learning, pp. 159-161. doi:10.1111/j.1365-2729.2005.00123.x
This article introduces the articles in the June 2005 of the "Journal of Computer Assisted Learning," about wireless and mobile technologies in education. The issue features revised and elaborated versions of best papers presented at the two international conferences on mobile learning. The Second IEEE International Workshop in Wireless and Mobile Technologies in Education was held at the National Central University in Chungli, Taiwan, in March 2004 with the theme of mobile support for learning communities. The Third European Conference on Mobile Learning was at Lake Bracciano, Italy, in July 2004, with the theme of learning anytime, everywhere. The special issue reveals the productive interaction between new ecologies of learning and wireless and mobile technology. Three of the papers focus on extending learning outside the classroom.
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Roschelle, J. (2003). Keynote paper: Unlocking the learning value of wireless mobile devices. Journal of Computer Assisted Learning, 19(3), 260. doi:10.1046/j.0266-4909.2003.00028.x
Abstract Many researchers see the potential of wireless mobile learning devices to achieve large-scale impact on learning because of portability, low cost, and communications features. This enthusiasm is shared but the lessons drawn from three well-documented uses of connected handheld devices in education lead towards challenges ahead. First, ‘wireless, mobile learning’ is an imprecise description of what it takes to connect learners and their devices together in a productive manner. Research needs to arrive at a more precise understanding of the attributes of wireless networking that meet acclaimed pedagogical requirements and desires. Second, ‘pedagogical applications’ are often led down the wrong road by complex views of technology and simplistic views of social practices. Further research is needed that tells the story of rich pedagogical practice arising out of simple wireless and mobile technologies. Third, ‘large scale’ impact depends on the extent to which a common platform, that meets the requirements of pedagogically rich applications, becomes available. At the moment ‘wireless mobile technologies for education’ are incredibly diverse and incompatible; to achieve scale, a strong vision will be needed to lead to standardisation, overcoming the tendency to marketplace fragmentation.
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Salz, P. (2006). Learning to Go. EContent, 29(3), 44.
This article offers information on possible growth opportunity for mobile technologies. Most content providers remain unimpressed with mobile content because they tend to focus on delivering a few wireless-enabled enterprise applications with a preponderance of predictable mainstream mobile content, which by definition often appeals to the lowest common denominator. Unfortunately, the industry has failed to tap mobile learning and services that move education out of the classroom and into the learner's environment. The trend toward increased mobility in traditional learning and training environments such as campuses, offices and hospitals is driving demand for a new breed of mobile learning services.
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Scanlon, E., & Jones, A. (2005, July). Mobility, collaboration and research into practice. Learning, Media, & Technology, pp. 101-105. doi:10.1080/17439880500093422
The article discusses various reports published within the issue, including one by Jenny Waycott, Ann Jones and Eileen Scanlon on the application of an activity theory to the evaluation of personal digital assistants for mobile learners and another by Josie Taylor and Diane Evans on the evaluation and development of a sound mobile learning environment.
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Schwabe, G., & Göth, C. (2005). Mobile learning with a mobile game: design and motivational effects. Journal of Computer Assisted Learning, 21(3), 204-216. doi:10.1111/j.1365-2729.2005.00128.x
Mobile technologies offer the opportunity to embed learning in a natural environment. This paper describes the design of the MobileGame prototype, exploring the opportunities to support learning through an orientation game in a university setting. The paper first introduces the scenario and then describes the general architecture of the prototype. The main part of the paper focuses on the evaluation of design issues and the effects observed in two trials. Design issues include: Supporting work on the move poses difficult interface questions, the accuracy of current outdoor, and indoor positioning systems is still problematic and the game requires near real-time response time. The evaluation of the effects shows that features such as‘map-navigation’ and‘hunting and hiding’ lead to excitement and fun. The participants immerse into a mixed reality that augments both physical and social space. The game success is based on the motivating design of the game itself. The paper concludes with open issues for future research, especially with the need to thoroughly evaluate the learning benefits.
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