Trends in Distance Education and Open Learning: Policy ... - ADEA

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Mobile Phone Learning on the Move in AfricaResearching information ondrip irrigation using amultimedia phone in Kenya.© Patrick Ominde AmkoywaAs Africa’s mobile telecommunications continue to expand rapidly, the continent’seducation systems are seeing major developments in the learning process for schoolchildren, students, apprentices and technicians. This year’s eLearning Africaconference in Lusaka identified the main trends.By Talent Ng’andweMore and more African nations are embracing full-scale regulatory reforms and marketliberalisation in a bid to attract more investment in the Information and CommunicationTechnology (ICT) sector and exploit the potential of low-cost technologies. Their effortsto improve access to the Internet are slowly paying off.Laptops and desktop computers have been installed in some schools and they can beshared during lessons. However, questions are being asked about the cost andsustainability of the laptops and desktop computers: Are these investments justifiedwhen the road network remains poor, energy supply unreliable and there is still no fixedline infrastructure?64
Nearly 30% of All Africans SubscribeMasais in rural Zanzibar talking on theirmobile phones © Martin KonzettIn the meantime, the African continent has stunned the world by leapfrogging severalstages of traditional telecommunications development. The mobile phone has becomecommonplace even in many of the poorest countries. By 2009, about one third of theAfrican population had a mobile phone subscription – as opposed to only 8.7% using theInternet through desktop computers (Internet World Stats). With approximately 360million cell phone subscribers, Africa has surpassed the USA (270 million subscribers),according to the UN Information Economy Report 2009. And there is still great potentialfor further development.Will future African students, therefore, be learning from the telephones in their pocketsrather than from the laptops in their classrooms?Nine Key Issues for mLearning in AfricaIn his presentation at the eLA conference, Paul Birevu Muyinda from the MakerereUniversity in Uganda said that mobile phone learning (mLearning) was expected to growrapidly in African institutions of higher education because, in the majority of theseinstitutions, over 90% of the learners owned mobile phones and 100% used at least amobile phone service. “These figures augur well for institutions of higher learning inAfrica wishing to adopt and implement mLearning,“ he said.Muyinda and his colleagues from the Makerere University have proposed a mobilelearning adoption and implementation model for Africa (MLAIMA). It evolved fromanswers to the question “What are the key issues for African countries’ adoption andimplementation of mLearning?” The answers formed the basis for constructing themodel using the Design Research methodology.65
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Associationfor theDevelopmentofEduc
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education free and elementary educa
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Paper 01-0102Use of Mobile Learning
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Table of ContentAcknowledgmentsIntr
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Executive SummaryThe study presente
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(iii)Use of mobile applications and
Page 13 and 14: IntroductionMobile Learning often r
Page 15 and 16: how these technologies are linked t
Page 17 and 18: The learner’s mobile device can b
Page 19 and 20: 4. M-learning FrameworksFraming m-l
Page 21 and 22: Figure I.4 Framework of the mobile
Page 23 and 24: Means-ends Objective Network (Gray
Page 25 and 26: 5. Interoperability with VLESAs it
Page 27 and 28: 7. Formal and informal training set
Page 29 and 30: 9. Teachers trainingCan mobile lear
Page 31 and 32: 11. Social AspectThe paradox of the
Page 33 and 34: the PDA to source further informati
Page 35 and 36: 14. Enterprise Mobile LearningEnter
Page 37 and 38: Part II: Current and Emerging Appli
Page 39 and 40: As per figure II.2, 2 billion peopl
Page 41 and 42: Figure II.4Figure II.5 Sub Saharan
Page 43 and 44: 5. Wireless TechnologiesThe telecom
Page 45 and 46: 7. CSIRO breakthroughBroadband comi
Page 47 and 48: 8. Satellite CommunicationsLow cost
Page 49 and 50: 9. The Market, Products & Services
Page 51 and 52: 10. Challenges & ConstraintsCommon
Page 53 and 54: 11. Broadening Access to rural area
Page 55 and 56: wishes to conduct mobile testing or
Page 57 and 58: 14. In memory analyticsIn memory an
Page 59 and 60: 15. Augmented Reality & LearningAug
Page 61 and 62: 2. AsiaA research project was set u
Page 63: 3. M-learning projects in AfricaM-U
Page 67 and 68: from the AMREF office. Other initia
Page 69 and 70: Source: Technology & Learning - Sch
Page 71 and 72: 7. The KLIV projectThe KLIV Project
Page 73 and 74: Figure III.2 , Scenario of interact
Page 75 and 76: 10. Use of m-learning in Universiti
Page 77 and 78: The use of Podcasts by Universities
Page 79 and 80: user-agent (most widely used)x-oper
Page 81 and 82: was envisaged that the project woul
Page 83 and 84: Research Gaps & DirectionsIf we are
Page 85 and 86: Test Design Approaches: To figure w
Page 87 and 88: RecommendationsThe list of recommen
Page 89: A Framework for Mobile Learning and
Page 92 and 93: - Stakeholders (sub levels: learner
Page 94 and 95: - Academic support (sub levels: sup
Page 96 and 97: The first objective set for Part II
Page 98 and 99: Turkish Online Journal of Distance
Page 100 and 101: INSEAD, NOKIA, and ICUS formed an A
Page 102 and 103: the iPad).CalendarThe Calendar app
Page 104 and 105: Connections to "visualize a new kin
Page 106 and 107: TUSK is a "dynamic multimedia knowl
Page 108 and 109: References4G: The Future Mobile Tec
Page 110 and 111: For the state of the art report Con
Page 112 and 113: Attewell, J. (2005). From research
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