1ix7F4Z

Figure 3. Twitter posts using #lthejan13 hash tag
There were lively and extensive discussions in Google+ and Twitter; we also used our smart devices to capture
learning in various spaces as it was happening via still and moving images and uploaded these to Flickr and YouTube;
with Socrative we created quizzes for individual and group challenges and the Wordpress portfolios became
dynamic spaces for learning and exchange. By connecting learners, resources and ideas, the sense of community
was strengthened. Support was not just offered by the tutor but brought peers closer together and gave them the
opportunity to reach out and access wider networks and communities as well. All these benefits were highlighted by
the students themselves in reflective accounts and are aligned also with the tutor’s observations.
As the PGCAP is a course for teachers it was seen as valuable to be able to experience mobile learning approaches and
reflect on these as a student first before embarking on using them with their own students. Some students initially
felt overwhelmed as this was a new way of learning and teaching and needed more time to fully understand and
appreciate the benefits. For example, one student noted: “Twitter, the big intelligent club that I didn’t feel confident
stepping into in those early days. I had an account before starting the PGCAP but wasn’t really using it. Then I was
encouraged to on the PGCAP. I wasn’t sure how to... What if I offended someone? What if I was too open? What if
I said something wrong? Is what I was trying to say valid? All these questions plus the very new concept of Twitter
from a technological and user viewpoint meant that it took me a few months and several attempts to increase my
confidence. What helped me most is being accepted into a (local) community of like minded people of whom some are
personal friends.”
Another student stated “I’ve been a rather avid Facebook user for years, and frankly, the idea of learning to navigate
another social media site felt too tiresome to entertain.”
Also, the switched on or always on nature of mobile learning, highlighted as benefits by the students, needs further
examination as it can easily lead to distortion of expectations and demands, both by tutors and students. The use
of different platforms can also be confusing for some and requires increased confidence to master. As we all used
our own devices, the approach didn’t require specific equipment and is easily scalable for different cohort sizes. The
technological barriers were therefore reduced. Peer to peer support worked really well in mastering the use of smart
devices and specific apps for individual and group learning tasks. Not having a smart device in the pocket was seen as
an opportunity for group work and provided a more inclusive and collaborative way to learn. No training was required
and students quickly mastered using their smart devices for learning. For example, one of the students stated: “I
found Socrative very simple to set up on my phone even though I am not adept at smart mobile technologies I have
never for example, downloaded an app”. It was fascinating, as many of the students on the programme also started
using some of these mobile learning approaches with their own students, and from their reflections it becomes clear
that they design activities for learning which are progressively student led. One student noted: “they [the students]
continued to use it [Twitter] throughout the module and towards the end this resulted in them using it to discuss
module related activities without my input”. This is an extremely positive development.
G O O D P R A C T I C E G U I D E – M O B I L E L E A R N I N G C A S E S T U D Y 13