Mobile learning, or mlearning, has become an umbrella, catch-all term for just about anything related to teaching and learning with mobile technologies. However, using the term dilutes the meaning, and it fails to recognize the inherent pedagogical stances that individuals are implementing. The purpose of this paper is to examination the definitions of mobile learning, identify their inadequacies, and propose components for a mobile learning environment with questions to consider for research and instructional design. Dr Michael M. Grant, PhD
Definite And Indefinite: A Critical Perspective On Defining Mobile Learning and Mobile Learning Environments
1. Definite and
Indefinite:
A Critical Perspective On Defining
Mobile Learning and Mobile Learning
Environments
Michael M. Grant, PhD
mgrant2@memphis.edu | @michaelmgrant
AECT | November 2011
Michael M. Grant 2011
2. Michael M. Grant
The University of Memphis
@michaelmgrant
http:/
/viral-notebook.com
4. “
Extensions of Distance Education & eLearning
The intersection of mobile computing and
elearning … eLearning independent of location
in time or space.
— Quinn (2000)
“
5. “
Extensions of Distance Education & eLearning
M-learning is an emerging area of distance
education. E-learning … is now being
transformed by the Internet and by the power of
wireless technologies.
“ — McGreal (2009)
6. “
Exploitation of Technology
Exploitation of ubiquitous handheld hardware,
wireless networking and mobile telephony to
facilitate, support, enhance, and extend the
reach for teaching and learning.
“
— Mobile Learning Network (2010)
7. “
Exploitation of Technology
Takes advantage of ubiquitous networks and
pervasive digital devices.
— Wagner & Wilson (2005)
“
8. “
Exploitation of Technology
Devices which a lady can carry in her handbag
or a gentleman can carry in his pocket …the
provision of education and training on PDAs/
palmtops/handhelds, smartphones, and mobile
phones.
“ — Keegan (2005)
9. “
Mediation with Technology
Mediated through a mobile device.
— Herrington & Herrington (2007)
“
10. “
Anytime, Anyplace
Is not constrained by space or time … all
aspects of the students’ lives and could take
place anytime and in between other activities.
— Ng, Nicholas, Loke & Torabi (2010)
“
14. Distance
Learning
eLearning
mLearning
adapted from
So (2010)
Inadequate definitions
15. • Definitions based in distance education and
elearning may have faulty assumptions.
• Definitions disregard or do not adequately
consider the more knowledgeable other.
• Definitions that consider constructivist stances
alone do not consider performance support or
direct instruction methods.
• Definitions based in technologies are threatened
by obsolescence.
Inadequate definitions
17. • Mobility with learning affords authentic
interactions within cultural settings.
• Learning in situ provides authentic settings and
lend real-world credence to learning contents.
• Context-aware, or location-based services, allow
specific learning tasks to occur at a particular
location.
• The value and utility of location-based services is
just beginning to show promise.
Culture & situatedness
18. • Mobility with learning affords authentic
interactions within cultural settings.
• Learning in situ provides authentic settings and
lend real-world credence to learning contents.
• Context-aware, or location-based services, allow
specific learning tasks to occur at a particular
location.
• The value and utility of location-based services is
just beginning to show promise.
Culture & situatedness
19. • Mobility with learning affords authentic
interactions within cultural settings.
• Learning in situ provides authentic settings and
lend real-world credence to learning contents.
• Context-aware, or location-based services, allow
specific learning tasks to occur at a particular
location.
• The value and utility of location-based services is
just beginning to show promise.
Culture & situatedness
20. • Mobility with learning affords authentic
interactions within cultural settings.
• Learning in situ provides authentic settings and
lend real-world credence to learning contents.
• Context-aware, or location-based services, allow
specific learning tasks to occur at a particular
location.
• The value and utility of location-based services is
just beginning to show promise.
Culture & situatedness
22. • Mobile devices and mobile services mediate
interactions with physical and networked
environments.
• Mediated interactions encourage knowledge
construction.
Mediation
23. • Mobile devices and mobile services mediate
interactions with physical and networked
environments.
• Mediated interactions encourage knowledge
construction.
Mediation
24. “
Mediation
Mobile learners “reshape what defines the
devices, as well as what they in turn need to
learn.”
— Koole & Ally (2006)
“
26. • Formal learning is considered where learners are
engaging with materials developed by a teacher
to be used during a program of instruction.
• Informal learning is described as learning that
people do on their own.
• Mobile devices afford both formal and informal
learning.
Formal & informal learning
27. • Formal learning is considered where learners are
engaging with materials developed by a teacher
to be used during a program of instruction.
• Informal learning is described as learning that
people do on their own.
• Mobile devices afford both formal and informal
learning.
Formal & informal learning
28. • Much of mobile learning literature focuses on the
informal learning component.
• Fragmented, transient knowledge may occur from
informal learning.
• Disconnected pieces of information must be
integrated and internalized.
Informal learning
29. • Much of mobile learning literature focuses on the
informal learning component.
• Fragmented, transient knowledge may occur from
informal learning.
• Disconnected pieces of information must be
integrated and internalized.
Informal learning
31. • Mobile learners are physically and socially
separated from peers and teachers.
• Learning itself with mobile devices and mobile
services may change.
• There is not consensus on the use of self-
regulation with mobile learning.
Learner Autonomy, self-
direction & self-regulation
32. • Mobile learners are physically and socially
separated from peers and teachers.
• Learning itself with mobile devices and mobile
services may change.
• There is not consensus on the use of self-
regulation with mobile learning.
Learner Autonomy, self-
direction & self-regulation
33. • Mobile learners are physically and socially
separated from peers and teachers.
• Learning itself with mobile devices and mobile
services may change.
• There is not consensus on the use of self-
regulation with mobile learning.
Learner Autonomy, self-
direction & self-regulation
35. • Mobile is used often without a clear definition.
• Mobile described both identity and influences.
• Mobile reflects the fluidity and flexibility of mobile
devices and mobile services.
• Mobile augments learners.
What does ‘mobile’ mean?
36. • Mobile is used often without a clear definition.
• Mobile described both identity and influences.
• Mobile reflects the fluidity and flexibility of mobile
devices and mobile services.
• Mobile augments learners.
What does ‘mobile’ mean?
37. • Mobile is used often without a clear definition.
• Mobile described both identity and influences.
• Mobile reflects the fluidity and flexibility of mobile
devices and mobile services.
• Mobile augments learners.
What does ‘mobile’ mean?
38. • Mobile is used often without a clear definition.
• Mobile described both identity and influences.
• Mobile reflects the fluidity and flexibility of mobile
devices and mobile services.
• Mobile augments learners.
What does ‘mobile’ mean?
40. • Characteristics of mobile devices make them
attractive for learners, teachers, and developers.
Mobile Devices & Services
41. 1. highly portable 5. adaptable
2. individual 6. persistent
3. unobtrusive 7. useful
4. available anywhere 8. intuitive
Characteristics of mobile
devices (Sharples, 2000)
42. • Characteristics of mobile devices make them
attractive for learners, teachers, and developers.
• Multiple devices can be exploited.
• Mobile device adoption does not guarantee its
potential or use.
• Mobile device adoption does not guarantee the
adoption of mobile services.
• Little attention given to the distinction between
mobile devices and mobile services.
Mobile Devices & Services
43. • Characteristics of mobile devices make them
attractive for learners, teachers, and developers.
• Multiple devices can be exploited.
• Mobile device adoption does not guarantee its
potential or use.
• Mobile device adoption does not guarantee the
adoption of mobile services.
• Little attention given to the distinction between
mobile devices and mobile services.
Mobile Devices & Services
44. • Characteristics of mobile devices make them
attractive for learners, teachers, and developers.
• Multiple devices can be exploited.
• Mobile device adoption does not guarantee its
potential or use.
• Mobile device adoption does not guarantee the
adoption of mobile services.
• Little attention given to the distinction between
mobile devices and mobile services.
Mobile Devices & Services
45. • Characteristics of mobile devices make them
attractive for learners, teachers, and developers.
• Multiple devices can be exploited.
• Mobile device adoption does not guarantee its
potential or use.
• Mobile device adoption does not guarantee the
adoption of mobile services.
• Little attention given to the distinction between
mobile devices and mobile services.
Mobile Devices & Services
49. Fragmented information does not
change into knowledge until it has
been internalized.
Paradoxes of learning in
mobile settings
50. As the amount of communication
increases and the closer it comes to
real time, the more time we need to
respond.
Paradoxes of learning in
mobile settings
54. • Hannafin (1992) argues that learning environments
for emerging technologies are best suited for
SCLEs and constructivist activities.
• But what of direct instruction, practice over time,
and performance support?
Questions Unanswered
55. • Reeves and others have asked us to identify the
“active ingredients” in instruction and learning
environments in order to define their impact.
• Reeves also has suggested that we learning with,
from, and about media.
Questions Unanswered
56. MKO is
mobile
Content is Device is
mobile mobile
Mobile
Learning
Environment
Data
services Learner is
are mobile
persistent
Cultures & Settings
57. “
On mLearning
Different letter prefixes promote selling,
they appeal to people and help catch
their attention, but strictly speaking they
are futile and unnecessary, because … in
washed away.
“
the end, all unessential features are
— Tella (2003)