mobile learning1

8/14/2019 Mobile Learning1

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Sultan Qaboos University

College of Education

Instructional and Learning Technologies Department

Assignment in

Done By:

Marwa Al Ibrahim / 58688

Tafool Tabook / 53675


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What is mobile learning?

M-learning, or "mobile learning", now commonly abbreviated to "mLearning",has different meanings for different communities. Although related to e-learning and distance education, it is distinct in its focus on learning acrosscontexts and learning with mobile devices.

M-learning is the exciting art of using mobile technologies to enhance thelearning experience. Mobile phones, PDAs, Pocket PCs and the Internet canbe blended to engage and motivate learners, any time and anywhere.

Why use mobile devices for learning?

Most mobile devices are useful in education as administration, organisationand teaching aids for practitioners, and also as learning support tools for learners. Here are some of the main benefits:

Learners can interact with each other and with the practitioner insteadof hiding behind large monitors.

It's much easier to accommodate several mobile devices in aclassroom than several desktop computers.

PDAs or tablets holding notes and e-books are lighter and less bulkythan bags full of files, paper and textbooks, or even laptops.

Handwriting with the stylus pen is more intuitive than using keyboardand mouse.

It's possible to share assignments and work collaboratively; learnersand practitioners can e-mail, cut, copy and paste text, pass the devicearound a group, or 'beam'? the work to each other using the infraredfunction of a PDA or a wireless network such as Bluetooth.

Mobile devices can be used anywhere, anytime, including at home, on

the train, in hotels - this is invaluable for work-based training. These devices engage learners - young people who may have lost

interest in education - like mobile phones, gadgets and games devicessuch as Nintendo DS or Playstation Portable.

This technology may contribute to combating the digital divide, as thisequipment (for example PDAs) is generally cheaper than desktopcomputers.

Features of mobile learning system:

The mobile learning system described by the following features:


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Allows users to have access to course resources impendent from time andplace

Allows authenticated users to have access to the system

Allows users to have access to the resources in different formats (voice, text,picture and video)

Allows the reuse of material

Allows users to carry out the functions defined as an education component.

Offers flexible environment in which other services and components can beadded.

However we have to keep in mind that content of the mobile devices is based

on their capabilities.

Support and Delivery:

Most personal technologies can support mobile learning, including:

Personal Digital Assistant, in the classroom and outdoors Tablet PC UMPC mobile phone, camera phone and Smartphone Learning Mobile Author, e.g. for authoring and publishing WAP, J2ME

and Smartphone Personal audio player, e.g. for listening to audio recordings of lectures Handheld audio and multimedia guides, in museums and galleries Handheld game console, modern gaming consoles such as Sony PSP

or Nintendo DS

Technical and delivery support for mobile learning:

3GP For compression and delivery method of audiovisual contentassociated with Mobile Learning

Wi-Fi is popular wireless technology used in home networks, mobilephones, video games and other electronic devices.

GPRS mobile data service, provides high speed connection and datatransfer rate

Advantages

Students have access to test and assignment results, and may obtainlecture notes and sample spreadsheets electronically, allowing for more focused in-class learning.


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Students use e-mail, Web sites, online discussion groups and other chat forums to collaborate with peers, faculty and experts in their areaof study.

Learning can be done anytime and anywhere. An instructor can get immediate feedback on the lesson Students can be assessed on multiple choices, true/false questions in

the classroom. Real-time experiments can take place in classrooms. Instructors can provide examples such as simulations and web based

documents Small screens limit the amount and type of information that can be displayed. There are limited storage capacities for mobiles and PDAs. Batteries have to be charged regularly, and data can be lost if this is

not done correctly. They can be much less robust than desktops.

Disadvantages

The limitations of m-learning are a combination of technical andeducation challenges. Some of these disadvantages may disappear astechnology improves.

Small mobile and PDA screens limit the amount and type of informationthat can be displayed.

There are limited storage capacities for mobiles and PDAs. Batteries have to be charged regularly, and data can be lost if this is

not done correctly. They can be much less robust than desktops (although tablet PCs are

beginning to tackle this problem). It's difficult to use moving graphics, especially with mobile phones,

although 3G and 4G will eventually allow this. It's a fast-moving market, especially for mobile phones, so devices can

become out of date very quickly. Bandwidth may degrade with a larger number of users when using

wireless networks

Concerns of researchers and distance students/tutors about M-learning :

Researchers:

The researchers are ardent to use mobile in learning environment: Mobiledevices have become the most conveniently used and portable learningplatform for various educational purposes. The meaningful use of mobiletechnology in educational settings not just can motivate learners to be more


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engaging and active in learning activities, but also can facilitate learners togenerate better performance... Jung-Chuan Yen & Ming-Puu Chen

Mobile phones have become very popular among students in universities andit can be very useful.However, some issues have to be taken in account inorder to get pedagogically efficient applications. The limited capacity of thecurrent mobile phones, small memory and little screens, makes necessary thedesign small applications, like the micro-modules..... Mayorga Toledano

Teachers and learners:

Both teachers and learners in large university classes face challenges thatcan limit the achievement of intended learning outcomes. From a teachers

perspective, large classes provide challenges in relation to the provision of anequitable learning experience across a cohort that can include students withwidely varying background knowledge, previous experience, needs andexpectations. From the students perspective learning in a large class oftenmeans being faced with a learning program where one size needs to fit all. Itcan mean having to work at a pace way beyond ones ability or alternatively,at a pace and level way within ones capability. The learning settings can beisolating spaces with minimal levels of interaction and engagement andlimited opportunities for flexible and independent learning.

There are also some Concerns such as increased temptation to stealphones belonging to the school was one worry and allowing pupils toaccess school emails via mobiles would also pose data security risks if passwords were shared. Other concerns related to cheating and takinginappropriate images or recordings of teachers.

Case studies :1- Empowering learners

Mobile learning and teaching with PDAsDewsbury College, Thomas Danby Collegeand Bishop Burton College

Innovative solutions

In Dewsbury College , staff have used web pages scaled down to fit the smaller screen of the PDA, with hyperlinks to video and audio files, to support a variety of learning preferences.

At Thomas Danby College , PDAs have been used to provide formative assessmenttests for basic skills learners. This method of delivery offers drill for skill


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opportunities on demand, with immediate feedback and explanations from the tutor.Learners at Bishop Burton College have used PDAs for recording, storing andinterpreting data in a vocational context.

Key points for successful innovation

Funding will be needed for the development of resources, or use of in-housetechnologists with knowledge of different file formats to develop or convertexisting resources for use on PDAs.

Staff champions to advise practitioners on the use of small screen devices willencourage innovative and pedagogically sound uses of PDAs.

Linking the use of PDAs to specific targets can ensure their acceptance bypractitioners.

Final word

PDAs have been shown to be valuable in stimulating learners in environments thatdo not usually offer access to technology. They can support dynamic group activitieswithout internet connectivity by the use of beaming, but like all new technologies.Some learners may not be able to use small screen devices successfully.Accessibility issues should always be considered and alternative routes provided.

2- M-learning: How Much of What Has Been Diffused? A Systematic Literature

Review

Ken Masters, ITHealthEd.com, Kstendorf, Austria

[email protected]

Introduction : Although a great number of m-learning exploratory and pilot projectshave been documented, we need to examine the extent to which m-learning hasdiffused amongst education institutions.

In other fields, this is performed by surveys and systematic literature reviews of surveys.

The Aim of This Study

Given the increasing activity in m-learning research and the need to measure thediffusion of this innovation, this study set out to perform a systematic literature reviewof m-learning surveys. The question to be answered was this:

In mobile learning, how much of what has been diffused?

Methods : After establishing acceptable inclusion and exclusion criteria, this studyperformed a systematic literature review of surveys detailing the use of m-learning

beyond pilot and project phase.


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Results : No results were usable.

Is There no Diffusion At All?

Of course, there is always the possibility that there is a lack of research, and also thatthere simply is no diffusion at all . Given the relative novelty of m-learning, it will havefewer references than e-learning, but not enough to explain these results. Critics of m-learning, however, will argue strongly that there is little verifiable andgeneralization data on m-learning. The authors found no evidence to support thebelief that parachutes were effective. They did, however, offer a solution throughcommon sense.

In this study, we would like to believe that the lack of evidence indicating diffusion isnot caused purely by the lack of research or diffusion, but primarily by the use of oldterminology, and that these experiments, pilots and launches, have resulted in somegrowing use of m-learning, which is yet to be properly documented.

Discussion and Conclusion : The problems lie in the terminology of research (whichis currently focused on the technology rather than m-learning) and the emphasis onresearch detailing innovations. There is also the possibility of overall lack of researchand diffusion, but this is uncertain. The time has come for m-learning to establishitself as a fully-fledged field, and to begin to measure its diffusion, especially atinstitutional and national levels.

mobile learning1

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