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Mobile Learning: Revision

Mobile Learning
Last updated October 20, 2010 - 8:50pm by Grant Murphy

M-learning is defined by Alexander (2004) as “nomadic learning” — where students use a wireless device, such as a cell phone or lap top computer, to access and participate in their learning and are freed from being at a fixed location.
From Brown (2005), he noted that “Savill-Smith and Kent (2003) provided five reasons why palmtop computers should be used for learning. They argued that palmtops are relatively inexpensive, offer the possibility of ubiquitous computing, promote the development of information literacy, offer the possibility of collaborative learning and offer the possibility of independent learning. (p.4-8)” . Thus, learners can learn anytime, anywhere even when moving between venues and can be situation or context based. 
Brown (2005, p.303) states that “m-learning is a subset of e-learning. E-Learning is the macro concept that includes on-line and mobile learning environments…  e-learning is in turn a subset of distance learning, which is in turn a subset of flexible learning”.  M-learning is grounded in many of same learning theories that support web-based e-learning:
Behaviourist Learning


Based on feedback and reinforcement in response to a stimulus. Mobile device are capable of automatic rapid response or instant feedback.
This could aid in “skill building, little by little” (Kulkulska-Hulme, 2008).


Constructivist Learning

Students actively “construct” new knowledge through various social and cognitive interactions that build on previous knowledge.
The various messaging capabilities of cell phones can be used for synchronous and asynchronous communications, interactions, reflections and collaborations that support constructivist learning (Denk, Weber, & Belfin, 2007).

Situated Learning

Learning can occur in an authentic context that embeds the learner in real world activities such as in a lab, or clinical setting.
Learners can access “just-in-time” information, (text, images and sound) and report, respond and reflect using their handheld devices (Denk et al., 2007; Guo et al., 2007).

Summary
M-learning also is compatible with the principles of adult and lifelong learning. Learning is “embedded in daily life” (Naismith et al, p. 3).  M-learning can support informal learning activities outside the classroom that are “content light” and that require reflections and dialogue with others (Kukulska-Hulme, 2005a).
A summary of various mobile technologies is provided in the following weblink. The work was a collaborative effort with four other students and was included in an asynchronous forum (MDE610).
http://cde.lms.athabascau.ca/mod/forum/view.php?id=6186
 
References
MUST UPDATE>>>>>>>>>>>>>>>>>>>>
COMPETENCIES EXHIBITED -
 
 
 
 
 
These competencies involve providing creative solutions to emerging problems in the field of Distance Education now and in the future. Examples of these competencies are listed below. 
1.1. Recognize problems.
1.2. Define the aspects of problems.
1.3. Formulate questions.
1.4. Find and access information.
1.5. Evaluate the relevance of information for a given situation.
1.6. Compare alternatives.
1.7. Make reasoned arguments leading to rational solutions.
1.8. Justify these solutions. 
1.9. Present them to others. 
1.10. Recognize the wider implications of specific knowledge.
1.11. Adapt solutions to suit varied situations. 
The attached sub-pages provide a summation of specific examples related to these competencies along with an overview of key aspects.
Grant Murphy

Grant Murphy

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