Mobile Learning

I’ve previously blogged about the parallels between mobile learning approaches and teaching and learning theories such as social constructivism, as well as parallels between the development of mobile and computer-based learning.

It’s good time to reiterate the convergences and parallels between user-centrically designed, networked, portable technologies, and learner-centric, connected, situated learning, as I recently found this paper, which provides further discussion on these similarities, but tempers this with a particularly poignant insight on mobile learning, quoted from the reflective outcomes of the MOBILearn project in Europe:

“It is the learner that is mobile; not the technology.”

I think this is the ultimate expression of learner-centricity in mobile learning. Most people involved in the m-learning arena are keenly focussed on ways for exploiting mobile digital devices for learning; but this mode of thinking may blinker us to less technological means of achieving equivalent learning outcomes. In thinking about mobile learning, removed from a technological context, this classification of mobile learning activities is a useful one, which also ties mobile learning with established teaching and learning practices):

1. Behaviourist – activities that promote learning as a change in observable actions.
   
2. Constructivist – activities in which learners actively construct new ideas or concepts based on both their previous and current knowledge.
3. Situated – activities that promote learning within an authentic context and culture.
4. Collaborative – activities that promote learning through social interaction.
5. Informal and lifelong – activities that support learning outside a dedicated learning environment and formal curriculum.
6. Learning and teaching support – activities that assist in the coordination of learners and resources for learning activities.

A further insight into the similarities between mobile learning and other learning innovations of the past comes from the recent Mtraining conference held in Wollongong last month, this time, from Dennis Macnamara, who provides some insights into reactions to change in education over the centuries (audio file). It’s part of a growing body of evidence that suggests ventures into m-learning should be divorced from the accompanying hype, and be based on a foundation of established teaching and learning best practice.

technorati tags:mlearning, behaviourist, pedagogy, constructivist, situated, collaborative, informal, lifelong, learnercentric, education, mobilelearning, m-learning, teaching

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While co-authoring a white paper for the “Learning On The Move” OLT Conference, I realised that there is, in fact, a “Fourth R” to add to my previous post on the learner-centric “Three R’s of Mobile Learning“.

Without recording or recalling any information, or communicating with others (“relating”), a learner can also use some mobile devices as a means of processing information – transforming it, performing calculations, or organising it in new ways. I’m initially inclinded to give this “fourth R” the mneumonic name “Reinterpret” – obtaining new knowledge from existing information.

Perhaps the simplest example of this “fourth R” is using a calculator: without storing or recalling any information, per se, a calculator can process input data to provide an informative result. Other examples of “reinterpreting” data include: “mining” a database for aggregate data, or using a mobile device to digitally interpret a 2D Barcode or aid or perform Optical Character Recognition (OCR) on text scanned with a mobile device.

Now, head over to Marg’s blog where she adds some excellent commentary from an instructional design perspective to our exploration of the Four R’s of Net-Generation Learning!

technorati tags:threers, mlearning, mobilelearning, reinterpret, pedagogy, education

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I wrote quite recently that I didn’t think that “Mobile Learning 2.0″ was very close, yet. As sheer chance would have it, though, I’ve had a few resources pass my way this week that have kept me thinking about how close mobile technologies are getting to integration with Web 2.0 in a way that will truly enable “M-Learning 2.0″.

The first of these resources was a paper from the recent Ausweb conference on mobile wikis. It draws attention to a number of existing and developing mobile wiki systems that will make wikis not only collaborative, but remotely accessible and updateable.

The second resource that I’ve been really impressed with is a site called filemobile. It describes itself as “powertools for bloggers,” and it’s not wrong. While it’s only in alpha (very early) stages of development, it’s already quite powerful as a means of posting any media (photos, audio, video) from a mobile device to the full range of popular blog sites and products, including edublog (wordpress) blogs.

Then there’s http://mobilicio.us, a site enabling you to get your del.icio.us page on your mobile phone… great for mobile, web-based bookmarking!

Finally, a very tight integation of a number of Web 2.0 sites with mobile phones, using a free-to-download Java client called Mobileglu. It’s able to aggregate Flickr, Blogger, moblog.uk, del.icio.us, RSS, and other popular services to your mobile device using a downloadable Java Client; and the client can even upload content to Flickr, moblog.uk, or Blogger profiles from compatible mobile phones. Unfortunately, my Samsung D600 doesn’t appear to be fully compatible, but it’s an impressive venture into the integration of mobile technologies and Web 2.0 services nonetheless.

In conclusion, while mobile integration is just touching the tip of the huge number of Web 2.0 tools (and on a side note, one of the best ways to discover new ones is via the Web2.0Slides site), the age of Mobile Learning 2.0 is approaching fast.

technorati tags:mobilelearning, mlearning, mlearning2.0, web2.0, socialweb, mobilewiki, moblog

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