Landscape Study in Wireless and Mobile Learning in the post-16 sector

In the post-16 sector (further and higher education, and adult and community learning) there is a need to understand how wireless and mobile technologies can contribute to improving the student experience of learning, and help institutions fulfil their missions in an age of incomparably fast technological change. In the context of this interest and growing need, a Landscape Study project was commissioned by JISC through the Innovation strand of the JISC e-Learning Programme in 2004-5. Our project aims were to take a birds-eye view of developments and practice in the UK and internationally, and to communicate our findings to a broad and varied audience. The Summary report is accompanied by 3 associated reports on 'Current Uses', 'Potential Uses' and 'Strategic Aspects'. (The four reports are available in one single document here.

To take or not to take the laptop or tablet to classes, that is the question

In recent decades, so-called mobile learning or m-learning has become a new paradigm in education as a consequence of technological advances and the widespread use of mobile devices to access information and for communication. In this context, this paper analyzes different profiles depending on students’ preferences for taking mobile devices (specifically tablets and/or laptops) to economics classes at the University of Seville (Spain). A survey-based field study of a sample of 412 students and the application of bivariate probit models show a low level of mobile device integration in teaching (devices taken to class by only 29.8% of respondents) with a slight predominance of laptops. The results also show differences between users of the two types of devices. Students who take their laptops to class usually live at home with their family, have already used them in pre-university levels, and are concerned about recharging their devices in class. However, although users who take their tablets to class also live with their parents, they are much more active on social network sites and more concerned about the quality of the internet connection. These findings enable the design of strategies to encourage students to attend class with their own mobile devices

Some studies and lessons learned from ad hoc learning

[[abstract]]This work proposes concepts, designs, experiences and lessons learned from some studies of ad hoc learning supported by wireless and mobile technologies. The ad hoc learning activity model supports learners communicating with or obtaining help from classmates or teacher, interacting with environment, and accessing teaching material from mobile device or Internet. Example scenarios with prototype systems for ad hoc learning are presented. Preliminary experimental and trial studies are conducted with these example scenarios in elementary and high school students. The potential impacts, limitations, and lessons learned in this study are also discussed from both the educational and technological points of view. Learning in a lively, vivid, and new learning environment, students are motivated with interests for learning the target domains. Ad hoc learning potentially extends the scope of learning activities and with more flexibility than in traditional school curriculum.[[conferencetype]]國際[[conferencedate]]20050627~20050630[[booktype]]紙本[[conferencelocation]]Hsinchu, Taiwa

A study of effective and best practice usage and implementation of tablet PCs in engineering education

Peter Thomas, 'A study of effective and best practice usage and implementation of tablet PCs in engineering education', BLiP, September 2016There are certain limitations with traditional presentational-style (‘PowerPoint’) lectures that must be addressed in order to improve the quality of lecturing and meet students’ expectations on lecture quality and experience. Tablet PC devices can offer a suitable compromise between the progressive style of delivery of traditional blackboard/overhead projectors, and the ability to deliver multimedia material in an integrated session. In this paper the effectiveness of a tablet PC in an engineering education setting is examined from the point of view of both lecturer/instructor and student. This is done via a survey of previous work, focusing on three key usage models: i) a device for lecture delivery, ii) a device for student study, iii) a channel for instructor-student communication, and iv) a device for productivity. From this the key benefits and limitations are identified with regards to suitability, functionality, and implementation. A series of best practice approaches are then devised to best implement tablet PCs into engineering education courses. Tablet PCs are shown to be very effective in creating active learning environments (ALEs) which are are beneficial in catering to more learning styles, improving engagement, and, subsequently, cognition and attendance.Peer reviewe

Mobile learning and communication: educational change?; a systematic review

Purpose The authors of this research present a study on Mmobile learning (ML) and the communication processes that are generated in different educational and professional contexts through a systematic review. Design/methodology/approach This is descriptive research that analyzes a total of 201 results present in Web of Science and SCOPUS, with the criteria established by the PRISMA protocol, giving special relevance to the following categories: country of origin, date of publication, main objectives, methodological design, variables analyzed and considered, size and details of the samples; and their respective scientific contributions in relation to their area of research. Findings The results show significant methodological discrepancies with respect to the established criteria. Five blocks of action are apparent: technical issues, influence on learning, impact on satisfaction and motivation, impact on communicative processes and new forms of interaction. Originality/value The value of this research lies on offering a critical view based on an in-depth analysis of the existing scientific production between ML and communication in education

Harnessing Technology Schools Survey 2008: report 2: data

This report provides a detailed analysis of the data and methodologies adopted in the 2008 HTSS and provides copies of all research instruments used in the survey

Using mobile devices to support online collaborative learning

Mobile collaborative learning is considered the next step of on-line collaborative learning by incorporating mobility as a key and breakthrough requirement. Indeed, the current wide spread of mobile devices and wireless technologies brings an enormous potential to e-learning, in terms of ubiquity, pervasiveness, personalization, flexibility, and so on. For this reason, Mobile Computer-Supported Collaborative Learning has recently grown from a minor research field to significant research projects covering a fairly variety of formal and specially informal learning settings, from schools and universities to workplaces, museums, cities and rural areas. Much of this research has shown how mobile technology can offer new opportunities for groups of learners to collaborate inside and beyond the traditional instructor-oriented educational paradigm. However, mobile technologies, when specifically applied to collaborative learning activities, are still in its infancy and many challenges arise. In addition, current research in this domain points to highly specialized study cases, uses, and experiences in specific educational settings and thus the issues addressed in the literature are found dispersed and disconnected from each other. To this end, this paper attempts to bridge relevant aspects of mobile technologies in support for collaborative learning and provides a tighter view by means of a multidimensional approach.Peer ReviewedPostprint (published version

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

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