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

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- Academic support (sub levels: supervision, tutorials, practical sessions, additionalresources)Academic supervision, how is it conducted?Exams and supportAdditional resources- Administration (sub levels: administrative, financial)Teaching supportGuidelines for usage of the deviceDeadlinesAssistance, request for interruptionAlertsFinancial notificationsBooks on loanDevelop strategies and procedures for management of devices94
CONCLUSIONAs a matter of fact, mobile cell phone has been the fastest adopted technology for the pastdecade in the world. This is very true for the African continent where the growth insubscriptions of mobile phones is the highest. Concurrently, many institutions andorganizations have been exploiting the mobile technology to achieve pre-defined goals informal and informal educational settings. There are pre-conceived opinions about whatmobile learning is and how to go for it.The findings of this research study briefly explained in the 3 major parts I,II,III have helpedin enumerating the research gaps and directions, some best practices, listing therecommendations and as per the goal of the TOR, to come up with a framework for theimplementation of mobile learning and training.The first objective set for Part I was “explaining what mobile learning is”. We have seenthat there are trivial definitions of mobile learning and that technology, pedagogy andknowledge are the key elements in any mobile learning system. We have highlighted thespecificity of mobile learning such as context awareness and its virtue when combined withthe Internet and other VLEs and also found that mLearning is not merely an extension of e-learning but a paradigm shift in integrating technology into education.The second objective for Part I was “presenting current status of mobile learning as well aslatest research”. Here we have seen the current mobile learning situation in formal andinformal settings as well as in the enterprise. Mobile learning is in its 2 nd generationcoinciding with the 4 G of mobile technology and there are numerous short term pilotprojects and initiatives across the globe. The latest research has been summarised in theresearch gaps and directions section.The third objective of Part I was “outlining the challenges faced by when designing andimplementing mobile learning”. The primary barrier is here the lack of strategy and vision.Other challenges are equally important namely the pedagogical match with thetechnology. It has also been noted that apart from restrictions imposed by the hand helddevice such as small screen size, mLearning remains in the informal domain due to lack ofstandards and the didactic instructor centric approach that instructors tend to revert back.It’s true mLearning by it’s nature tends to render training informal, thus either learners arehighly motivated or collaboration and multimedia retain the their interests.Part II corresponds to the objective “compiling advances, initiatives and applications inmobile learning”. We have seen here the economic potential for growth of mobile learningand the emerging technologies that will revolutionise mLearning as from 2010. These arethe 4G rollout and the advent of a cocktail of technologies like IPv6, Web 2.0, IMS,augmented learning and in memory analytics. Products and suppliers have been listed inAppendix 3.95
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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
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11. Social AspectThe paradox of the
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the PDA to source further informati
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14. Enterprise Mobile LearningEnter
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Part II: Current and Emerging Appli
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As per figure II.2, 2 billion peopl
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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
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 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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