Informal learning evidence in online communities of mobile device enthusiasts

This chapter describes a study that investigated the informal learning practices of enthusiastic mobile device owners. Informal learning is far more widespread than is often realized. Livingston (2000) pointed out that Canadian adults spend an average of fifteen hours per week on informal learning activities, more than they spend on formal learning activities. The motivation for these learning efforts generally comes from the individual, not from some outside force such as a school, university, or workplace. Therefore, in the absence of an externally imposed learning framework, informal learners will use whatever techniques,resources, and tools best suit their learning needs and personal preferences. As ownership of mobile technologies becomes increasingly widespread in the western world, it is likely that learners who have access to this technology will use it to support their informal learning efforts. This chapter presents the findings of a study into the various and innovative ways in which PDA and Smartphone users exploit mobile device functionality in their informal learning activities. The findings suggested that mobile device users deploy the mobile, connective, and collaborative capabilities of their devices in a variety of informal learning contexts, and in quite innovative ways. Trends emerged, such as the increasing importance of podcasting and audio and the use of built-in GPS, which may have implications for future studies. Informal learners identified learning activities that could be enhanced by the involvement of mobile technology, and developed methods and techniques that helped them achieve their learning goals

Practitioners as innovators: Emergent practice in personal mobile teaching, learning, work and leisure

Mobile devices have become commonplace tools, yet little is known about how individuals use them in their teaching, learning, work, and leisure. We report on an investigation into personal mobile device use by students and alumni from the global master's degree in online and distance education offered by the Institute of Educational Technology at the Open University (UK). The study identified various types of activity undertaken, and focused on emerging issues in relation to innovative practices. Participants described their uses of four types of device, the frequency of specific uses, and their views on the attractions and disadvantages of mobile learning. The chapter is intended to inform those who are interested in the potential of mobile learning, designing learning for a specific type of device, or who own a mobile device and are simply looking to make better use of it in the future

Considering the Smartphone Learner: developing innovation to investigate the opportunities for students and their interest

Ownership of mobile smartphones amongst the general consumer, professionals and students is growing exponentially. The potential for smartphones in education builds upon experience described in the extensive literature on mobile learning from the previous decade which suggests that the ubiquity, multi-functionality and connectivity of mobile devices offers a new and potentially powerful networked learning environment. This paper reports on a collaborative study conducted by an undergraduate student with the support of two members of academic staff. The research sought to establish the extent to which students are autonomously harnessing smartphone technology to support their learning and the nature of this use. Initial findings were explored through student interviews. The study found that students who own smartphones are largely unaware of their potential to support learning and, in general, do not install smartphone applications for that purpose. They are, however, interested in and open to the potential as they become familiar with the possibilities for a range of purposes. The paper proposes that more consideration needs to be given to smartphones as platforms to support formal, informal and autonomous learner engagement. The study also reflects on its collaborative methodology and the challenges associated with academic innovation

Effectiveness of mobile learning across various settings

This paper reviews three ‘mobile learning’ projects to understand the nature of and extent to which learning is enhanced and facilitated by the inclusion of mobile technologies in the different teaching/learning activities that were carried out. Reviews will be taken from a number of projects; Mobile Learning in Informal Science Settings (MELISSA),Mobile Clinical Learning and Out There in Here (OTIH) projects. Melissa was a European project dealing with a range of learning systems. The Mobile Clinical Learning project investigated the potential of learning resources provided in Personal Digital Assistants (PDAs) and the ways in which clinical learning within two comparative health care institutions can be supported by using small handheld computers. OTIH is seeking to support collaborative remote experimentation where learners work together in different contexts. Within these projects a range of mobile devices (e.g. smartphones, laptops, ipads) were used to allow a broader understanding of a changing mobile device landscape. The research literature suggests that learning opportunities are more likely to arise in environments where interaction is facilitated. By reviewing these projects we are able to identify elements that are facilitated by mobile technologies and explore ways that learning is supported

Mobile language learning now and in the future

The widespread ownership of mobile devices such as cellphones, personal media players, personal digital assistants (PDAs), smartphones and wireless laptops means that ‘mobile learning’ is no longer in the preserve of technical experts and researchers with specialist knowledge. Teachers and learners have begun to integrate mobile technologies into everyday practices and there is evidence of efforts to invent exciting new scenarios of use. Language learning is one of the disciplines that looks set to benefit from these developments. Learners can make good use of the facilities to record and to listen to audio at any time, supported by the rising availability of podcasts and the ‘always on’ characteristics of portable devices which encourage spontaneous interactions. Mobile learning promises to deliver closer integration of language learning with everyday communication needs and cultural experiences

Motivation and mobile devices: exploring the role of appropriation and coping strategies

There has been interest recently in how mobile devices may be motivating forces in the right contexts: for example, one of the themes for the IADIS International Conference on Mobile Learning in 2007 was ‘Affective Factors in Learning with Mobile Devices’ (http://www.mlearningconf. org). The authors have previously proposed six aspects of learning with mobile devices in informal contexts that might be motivating: control over learners’ goals, ownership, fun, communication, learning-in-context and continuity between contexts. How do these motivational features relate to theoretical accounts of what motivates people to use mobile devices and learn in technology- rich contexts? In this exploratory paper we consider two different candidates for such theoretical approaches. One is technology appropriation—the process by which technology or particular technological artefacts are adopted and shaped in use. Two different approaches to technology appropriation are discussed in order to explore the relationship between the different aspects of appropriation and motivation; that of Carroll et al. and that of Waycott. Both appropriation frameworks have been developed in the context of using mobile devices, but neither has a specific focus on learning. By contrast, the second theoretical approach is Järvelä et al.’s model of coping strategies, which is specifically concerned with learning with technologies, although not with mobile technologies in particular. The paper draws on case-study data in order to illustrate and discuss the extent to which these two approaches are helpful in informing our understanding of the motivating features of using mobile devices for informal learning

Going with the grain: mobile devices in practice

Fifty-seven alumni of a global Masters program participated in research into their use of mobile devices. Drawing on questionnaire and interview data,the paper examines how far the devices were embedded in the personal and professional lives of these alumni, most of whom were aged 35-54. All had experience of online and distance education, and most worked in education or training. The study revealed some innovative uses of mobile devices, a selection of which is reported in this paper. The paper links the findings to wider debates about the changing relationship between learners and educational institutions, and the role of mobile devices in enabling individuals to engage in learning conversations. Data are provided on which devices were used by the alumni and for what purposes, and the paper explores the implications of these findings for educators

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