Evaluating Mobile Learning: Reflections on Current Practice

The field of mobile learning is at present characterised by a proliferation of pilots and trials that allow mobile technologies to be tested out in a variety of learning contexts. The sustained deployment of mobile learning will depend on the quality of these pilots and trials, which includes evaluation methodology and reporting. The paper examines current evaluation practice, based on evidence drawn from conference publications, published case studies, and other accounts from the literature. The authors also draw on their work in collecting case studies of mobile learning from a range of recent projects. Issues deserving examination include the apparent objectives of the pilots or trials, the nature of the evaluations, instruments and techniques used, and the analysis and presentation of findings. The paper reflects on the quality of evaluation in mobile learning pilots and trials, in the broader context of evolving practices in the evaluation of educational technologies

Designed and user-generated activity in the mobile age

The paper addresses the question of how to design for learning taking place on mobile and wireless devices. The authors argue that learning activity designers need to consider the characteristics of mobile learning; at the same time, it is vital to realise that learners are already creating mobile learning experiences for themselves. Profound changes in computer usage brought about by social networking and user-generated content are challenging the idea that educators are in charge of designing learning. The authors make a distinction between designed activity, carefully crafted in advance, and user-generated activity arising from learners’ own spontaneous requirements. The paper illustrates what each approach has to offer and it draws out what they have in common, the opportunities and constraints they represent. The paper concludes that user-generated mobile activity will not replace designed activity but it will influence the ways in which designed activity develops

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

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

The evaluation of next generation learning technologies: the case of mobile learning

Mobile learning is at a leading edge of learning technologies and is at present characterised by pilots and trials that allow mobile technologies to be tested in a variety of learning contexts. The sustained deployment of mobile learning will depend on these pilots and trials, especially their evaluation methodology and reporting. The paper examines a sample of current evaluation practice, based on evidence drawn from conference proceedings, published case studies, and other accounts from the literature and draws on the authors' work in collecting case studies of mobile learning from a range of recent projects. The issues discussed include the apparent objectives of the documented pilots or trials, the nature of the evaluations, instruments and techniques used, and the presentation of findings. The paper reflects on the quality of evaluation in mobile learning pilots and trials, in the broader context of evolving practices in the evaluation of educational technologies

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.

Technology that enhances without inhibiting learning

Technology supported information sharing could be argued to both enhance and inhibit learning. However, social and affective issues that motivate learners' technology interactions are often overlooked. Are learners avoiding valuable learning applications because of privacy fears and trust issues? Will inaccurate technology assumptions and awareness inhibit information sharing? Do learners need control over technology enhanced safe creative spaces or can they be motivated to overcome badly designed systems because sharing is 'valuable' or 'fun'. This presentation details a model of privacy and trust issues that can be used to enhance elearning. Several OU case-studies of multimedia, mobile and elearning applications (conducted within IET, KMI and the Open CETL) are evaluated using this model. The model helps to identify trade-offs that learners make for technology enhanced or inhibited learning. Theories of control, identity, information sensitivity and re-use are discussed within the context of these elearning examples

Mobile open social language learning: towards a paradigm shift

The authors have undertaken a combination of theoretical analysis together with reflection on a range of practical applications and explorations of mobile, social and open learning, over the years, leading them to the conclusion that a new language learning paradigm, Mobile Open Social Language Learning (MOSLL), is required. MOSLL is based upon the following axiom: In most societies today, characterized by permanent, ubiquitous and pervasive connectedness and mobility, language and learning and digital technology are no longer separate or discrete; they are simply and merely manifestations and aspects of the way things are now. The consequences of articulating this paradigm should be the formulation of the associated research agenda, the scholarly community and the foundational texts that are part of it. The authors have already started this process in the SWITCHED-ON project and other related work and projects

Self-service education: Smartphones as a catalyst for informal collective and individual learning

A major barrier to the uptake and integration of new technologies in teaching and learning is the lack of personal experience of mobile learning on the part of those involved in teaching and in the preparation of materials and methods of learner support. Our project addresses this by introducing forty academic and support staff to the use of smartphones to support their own learning, within a semi-formal community structure and with a focus on their personal and professional development. We set out to explore whether the smartphone would act as a catalyst, heightening interest in professional development, encouraging exploitation of relevant resources, and promoting dialogue amongst the staff members involved. The paper considers the idea of 'self-service' education, whereby learners are in charge of what they want to learn but may still require some form of support. The peer learning community aspects of the project are foregrounded, consisting of workshops, clubs, a buddy system and online environment. A two-stage process gave us the opportunity to reflect on one group's experience and rethink arrangements before a second group started. We show how fine-tuning a particular professional development opportunity gives insights into the best ways to make use of limited resources

Mobile Learning in Developing Countries

Commissioned by the Commonwealth of Learning, this is a research-informed guide to mobile learning and includes implementation strategies, applications and case studies. Mobile learning, or m-learning, is a personal way to learn and to access educational tools and material that enlarges access to education for all. It reinforces learners' sense of ownership of the learning experience, offering them flexibility in how, when and where they learn. In developing countries, mobile technologies potentially deliver education without dependence on an extensive traditional communications infrastructure, leapfrogging some of the intervening development phases encountered in developed countries such as installing extensive electricity power grids, and building multiple computer rooms in educational institutions