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

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12. Theoretical Perspectives of m-learning projectsWhile there are many practical reasons to adopt m-learning strategies and technologies inhigher education (cf., Gayeski, 2007), theoretical justification is arguably even moreimportant. O’Malley et al., (2005) pointed out that when there is scant empirical evidenceof effective learning with mobile technologies, guidelines for use should be theoryinformed.Fishman, Soloway, Krajcik, Marx and Blumenfeld (2001) contended that a lack oftheoretically grounded guidelines represent ‘a major impediment to the successful use ofnew technologies’ (p. 7).Examples of m-learning projects within their theoretical perspectives82
Research Gaps & DirectionsIf we are interested in enhancing student learning, a priority must be to design m-learningand teaching strategies that involve active learning, for example, in experiential fieldwork,simulations, role plays and games (Leigh, 2004). Learning and teaching strategies areneeded that provide opportunities for learner adaption and reflection (Laurillard, 1993),that encourage critical thinking, and that support students professional developmentthrough self and peer evaluation, feedback, review and assessment opportunities (Rabanand Litchfield, 2007). Effective and practical strategies are needed that support learnersdevelopment of understandings and skills in our identified graduate attributes, curriculumobjectives and stated learning outcomes.Five suggested action research directions are all significant issues in m-learning and allneed to be better investigated; mobile supported fieldwork, fostering interactivity on-campus using mobile devices, ubiquitous learning supported by mobile devices, m-learning for each discipline strategies for low-cost m-learning use.Strategies for low-cost m-learning use: Reducing m-learning implementation and usecostsThe investigation of low-cost practices for using mobile technology for learning clearly hasgreat strategic importance. Cost is a major barrier to introducing mlearning into learningand teaching practice. There are two main issues here; 1. the price of the mobile devicesand 2. the usage charges billed by telecommunications providers. To overcome thesebarriers to m-learning this research direction could aim to achieve these outcomes;Assessment of the factors which affect students’ willingness and motivation to use theirown mobile devices in a variety of learning activities.Development of strategies on learning activities suitable for use with student ownedmobile devices, particularly mobile phones and digital cameras. Investigation of technicalprotocols for downloading from mobile devices to university PCs via USB cable or overuniversity wireless networks, and so bypassing telecommunication providers’ networks.Policy-makers, teachers, trainers and instructional designers alike need sound research andevaluation to help them in:• Policy-making, planning, leading and managing.• Resource management and costing.83
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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
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how these technologies are linked t
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The learner’s mobile device can b
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4. M-learning FrameworksFraming m-l
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Figure I.4 Framework of the mobile
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Means-ends Objective Network (Gray
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5. Interoperability with VLESAs it
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7. Formal and informal training set
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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 and 66: Nearly 30% of All Africans Subscrib
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
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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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