Innovation in Mobile Learning: A European Perspective

In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date

The genesis and development of mobile learning in Europe

In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning

Using Mobile Assisted Language Learning (MALL) to Teach English in Indonesian Context: Opportunities and Challenges

Information Technology (IT), more particularly, mobile devices and applications are getting more and more popular in the world of education. Language learning has become one part of education that uses mobile technology. In Indonesia, Mobile Assisted Language Learning (MALL) has been applied in a number of regions although it is also admitted that some places are not as fortunate as those which have applied it. Some have questioned the possibility of the application of MALL in their regions, but some others comment that the application of it is unavoidable. The questions raised in this research are: 1) what are the opportunities as well as the challenges of using MALL?  2) How is the possibility of applying MALL in Indonesian context? This research is descriptive qualitative. The techniques of data collection applied were library research and self-reflection. The data analysis methods were data reduction, data display, and conclusion drawing. To answer the questions in this research, this paper looks at a number of mobile devices and applications and reviews literature (including peer-reviewed articles) related to the opportunities as well as their challenges of incorporation into the context of English as Foreign Language (EFL) education. Their use in Indonesian context is then discussed. Finally, this paper recommends that MALL should be used in EFL education in Indonesia in order to keep up with the digital learning of this world and also suggests that further research should be conducted for each mobile device and app in all parts of Indonesia, including rural areas

Comparing vocabulary learning of EFL learners by using two different strategies: mobile learning vs. flashcards

[EN] Vocabulary acquisition is one of the most important aspects of language learning. There are a number of techniques and technologies which enhance vocabulary learning in the year 2012, e.g. wordlists, flashcards and m-learning. Mobile phones are among those devices which not only meet the expectations of their users for communication, but are also good devices for language learning. Mobile phones can be used anywhere and anytime, and students are free to use them inside or outside the classroom setting. The present study compared the use of two strategies for vocabulary learning (i.e. flashcards and m-learning) among 80 students studying English Literature and Translation at BA level in a non-profit, non-governmental university in the city of Tehran, the capital of Iran. 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Introduction to location-based mobile learning

[About the book] The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning

Augmenting the field experience: a student-led comparison of techniques and technologies

In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is around Keswick in the English Lake District, Cumbria, UK, an attractive upland environment popular with tourists and walkers. The aim of the exercise for the students was to assess the effectiveness of various forms of geographic information in augmenting real landscape scenes, as mediated through a range of techniques and technologies. These techniques were: computer-generated acetate overlays showing annotated wireframe views from certain key points; a custom-designed application running on a PDA; a mediascape running on the mScape software on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted in-field Virtual Reality system. Each group of students had all five techniques available to them, and were tasked with comparing them in the context of creating a visitor guide to the area centred on the field centre. Here we summarise their findings and reflect upon some of the broader research questions emerging from the project

Reflecting back, looking forward: the challenges for location-based learning

This final section of the report has been reproduced from “D3.1 The STELLAR Rendez-Vous I report and white papers”, published in 2009 by the STELLAR Network of Excellence. It is included here for completeness; we, as co-authors, felt that it was important to look back at the main contributions to theworkshop and also where the challenges lie for the future. This chapter addresses two critical questions: - What has been learned from this workshop, especially in respect to the STELLAR Grand Challenges (“Connecting learners”, “Orchestration” and “Contextualisation”)? - What are the new research questions and issues for location-based learning, with respect to the Grand Challenges (“Connecting learners”, “Orchestration”and “Contextualisation”)