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

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Nine aspects were identified as being key to mLearning adoption and implementation,among them mLearning policies, strategies and guidelines, and mLearning resourcesand sustainability. The team says that MLAIMA enables the democratisation andpermeation of learning in city and non-city locations, but the model is yet to bevalidated in an educational institution.Audio Files for Repeating Course ContentA mobile phone with a battery charger, enablingnomads in West Africa to stay in touch© Ibrahim Aboubacar HamaPaul Birevu Muyinda’s views were echoed by Robert Pucher of the University of AppliedSciences Technikum Wien, Austria, who says that mLearning has become a veryvaluable method in teaching. Almost all students already own such a device. Usingthese in their studies could save time and money.“Learning without remembering is useless, and remembering facts very much dependson repetition. Most people need around three to four repetitions until facts areremembered for a longer period,” said Pucher. This is where audio files could be useful,as they allow students to repeat course content at any location or even while on themove. Such files can be downloaded easily onto most mobile phones or mobile mp3players.However, Pucher emphasised that simply listening to an audio file in most cases wouldnot enable a listener to memorise the content – audio files should be used as acomplement to traditional learning material.Mobile Phones Aid Health Workers in Remote AreasPeter Kisare Otieno, a researcher at the African Medical and Research Foundation(AMREF), Kenya, pointed out that mobile devices could also be used by students tocreate content and not only to access it.His organisation currently uses mLearning to update nursing students about face-tofacesessions, exam dates and other administrative tasks in the school. But it has alsostarted a programme where health workers in remote areas can post difficult cases onthe HIV Anti Retroviral Treatment website, thus starting a forum which is moderated66
from the AMREF office. Other initiatives which have recently been piloted enablehealth workers to download tests and reference material in the form of Java applets.Richard Niyonkuru, Monitoring and Education Advisor for ICT projects in Rwanda’sMinistry of Education, says the younger African generations need new skills to takeadvantage of the power of technology. “The radical transformation we are talkingabout cannot be brought about by the labs, by mere access to computer terminals for afew hours or the use of application software or animations,” says Niyonkuru. In hisopinion, the ‘revolution’ will be brought about by ubiquitous access to mobilecomputing - at home, in education and in the communities. June 28, 2010.4. European ProjectsThe Mobile Learning Network (MoLeNET) is a unique collaborative approach toencouraging, supporting, expanding and promoting mobile learning.It is 'certainly the UK’s, and probably the world’s, largest and most diverse implementationof mobile learning. 115 colleges and 29 schools are, or have been, involved in MoLeNET.Approximately 10,000 learners were involved in 2007/08 and around 20,000 learners willhave been involved by the end of the 2008/09 academic year together with more than4,000 staff.'The LSN and consortia led by Further Education colleges have together invested over £12million in MoLeNET. Tribal has been involved with MoLeNET (the Mobile Learning Network)from the very beginning, many of the successful MoLeNET projects have includedTribal’s MyLearning author and the SMS Quiz author.The MobiLearn ProjectThe Mobilearn project, with partners from nine European countries, the United States andAustralia, has a similar vision [Mobilearn 2003]: A new m-learning architecture will supportcreation, brokerage, delivery and tracking of learning and information contents, usingambient intelligence, location-dependence, personalization, multimedia, instant messaging(text, video) and distributed databases. Field trials cover “blended learning” (as part offormal courses); “adventitious, location-dependent learning” (during visits to museums);and “learning to interpret information sources and advice” (acquiring medical informationfor everyday needs). The high connectivity and functionality may lead to new groupbehaviors, akin to the SMS phenomenon.Do these visions make sense? Do they have a chance of success? These questions aredifficult to answer. In general, predictions of the effects of technology are far too ambitiousin the short term, far too modest in the long term, and miss the real point. E-learning itselfis just getting off the ground and is still tied to traditional pedagogical models, while many67
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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
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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 and 64: 3. M-learning projects in AfricaM-U
Page 65: Nearly 30% of All Africans Subscrib
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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