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

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The first objective set for Part III was “documenting case studies of how mobile learning isbeing used to teach and train in different places worldwide. The case studies and projectscompiled and reported in Part III are very meaningful and reveal the complexity ofmLearning projects. Since 2001 , there have been a series of initiatives and projects atinstitutional, entreprise and few at governmental levels. The majority of them for a shortduration of 4 to 8 months and most of the time training is informal. We have noticed aregression of mLearning projects in higher education and a focus on content development.Technology is no more a barrier in the developing world as well as in the developed one.Case studies from China and Bangladesh have shown that teachers continuous training inrural areas are very much possible with mLearning. What really differs from one project toanother is the educational scenario, and sometimes with unknown or unmentionedtheoretical perspective. Some projects can be emulated to other parts of the world. Morecase studies and projects are compiled in Appendix 4.The second objective set for Part III was “discuss the future of use of mobile learning ineducation, training and informal settings”. Several future scenarios have been reported.Attention was drawn on how large carriers together with other stakeholders are proposingmLearning on a subscription basis and new products such IT certification content is alreadyon the market. One could be future project relevant the African context was identified, it’sabout the use of mLearning to leverage the pass rate for students in foundation courseswith insufficient entry requirements for mainstream tertiary undergraduate programmes.Another one could be the improvement in Maths for secondary students throughmLearning.The new framework proposed is a generic one that can be applied on a case to case basisas each mobile learning project seems to be unique by itself. The framework presents 2blocks of critical factors, one conceptual and the other at runtime. The 2 new projectsidentified above can be conceived with the help of this framework.Mobile learning and training implementations require de facto project management skillsbefore any consideration. With advent of new technologies new opportunities, challengesand paradigms will appear, by how much these technologies will drive the educationalgoals need to be further investigated. There has been interesting mobile projects in Africaprincipally relevant to its development, very few indeed in the educational sector, mostsignificant one happening in South Africa. There are interesting success stories acrossworld that can be adapted, emulated and translated to the African context, but alsoindigenous specificities that must be addressed.96
Appendix 2Conferences & WorkshopsMlearnThe Workshop on Wireless and Mobile Technologies in Education or WMTE series began inVaxjo, Sweden in 2002 (http://lttf.ieee.org/wmte2002/).The International Conference on Open and Online Learning (ICOOL)IADIS is the International Association for Development of the Information Society(http://www.iadis.org/).The Mobile Learning Conference 2011 MobiLearnMoLeNET Mobile Learning Conference:www.molenet.org.uk/moleconf/learningconference2010/OrganisationsWLE Centre: Mobile Learning Symposia and the London Mobile Learning Group (LMLG)Futurelab (http://www.futurelab.org.uk/)G1:1 (http://www.g1on1.org/)PLANBectaKineo, www.kineo.comKaleidoscope, www.noe-kaleidoscope.org/Mlearnopedia: http://cc.mlearnopedia.com/2010/conferences/mobile-learning/Mobilelearningsig, http://www.mobilelearningsig.com/content/case-studiesThe London Mobile Learning Group: http://www.londonmobilelearning.net/mLearning international journalsThe International Journal of Mobile and Blended Learning (http://www.igiglobal.com/ijmbl)Elsevier Special Issue of the Journal of Systems and Software on “Mobile Applications: Status andTrends”.The International Journal of Mobile Learning and Organisation (IJMLO);www.inderscience.comInternational Journal of Interactive Mobile Technologies (IJIM)International association of mobile learningJournal of Mobile Information SystemsAsian Journal of Distance EducationAsia Pacific Journal of EducationAsia Pacific Education ReviewIndian Journal of Open LearningMalaysian Journal of Distance EducationOpen University Hong Kong’s97
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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
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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
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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 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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