There is a need to re-conceptualize learning for the mobile age to recognize the essential role of mobility and communication in the process of learning and also to indicate the importance of context in establishing meaning and the transformation effect of digital networks in supporting virtual communities that transcend barriers of age and culture.
Many theories of learning have been advanced over the 2500 years between Counfucius and the present day, but almost all have been predicated on the assumption that learning occurs in a school classroom, mediated by a trained teacher. A few educational thinkers have developed theory-based accounts of learning outside the classroom, including Argyris(Argyris& Schon,1996), Friere (Friere, 1972), Illich (Illich, 1971) and Knowles (Knowles & Associate, 1984), but none have emphasized the mobility of learners and learning. For example, a search of the extensive and authoritative Encyclopedia of in formal learning (www.infed.co.uk, accessed June 2005) shows no reference to mobile learning.
A first step in postulating a theory of mobile learning is to distinguish what is special about mobile learning compared to other types of learning activity. An obvious, yet essential difference is that it starts from the assumption that learners are continually on the move. We learn across space as we take ideas and learning resources gained in one location and apply or develop them in another.
Second, a theory of mobile learning must therefore embrace the considerable learning that occurs outside classrooms and lecture halls as people initiate and structure their activities to enable educational processes and outcomes. A study by Vavoula (Vavoula, 2005) of everyday adult learning found that 51% of the reported learning episodes took place at home or in the learner’s own office at the work place, i.e. at the learner’s usual environment. The rest occurred in the workplace outside the office (21%), outdoors (5%), in a friend’s house (2%), or at places of leisure(6%). Other locations reported (14%) included places of worship, clinics, cafes, hobby stores, and cars. Interestingly, only 1% of the self-reported learning occurred on transport, which suggests both that mobile learning is not necessarily associated with physical movement, and conversely that there may be opportunities to design new technology that supports learning during the growing amounts of time that people spend travelling.
Third, to be of value, a theory of learning must be based on contemporary accounts of practices that enable successful learning. The US National Research Council produced a synthesis of research into educational effectiveness across ages and subject areas (National Research Council, 1999). It concluded that effective learning is:
1. Reason from their own experience
2. Knowledge, taught efficiently and with inventive use of concepts and methods
3. Diagnosis and formative guidance that builds on success
4. Sharing knowledge and supporting less able students.
These findings broadly match a social-constructivist approach, which views learning as an active process of building knowledge and skills through practice within a supportive community.
Mobile technologies to be employed as powerful learning tools in higher education; their current use appears to be predominantly within a didactic teacher centered paradigm rather than more constructivist environment.
It can be argued that the current use of mobile devices in higher education is pedagogically conservative and regressive. Their adoption is following a typical pattern where educators revert to old pedagogies as they come to terms with the capabilities of new technologies, referred to by Mloduser, Nachmias, Oren and Lahave (1999) as one step forward for the technology two steps back for the pedagogy.
Adopting more recent theories of learning has the potential to exploit the affordances of the technologies in more valuable ways.
Patten, Armadillo, Sanchez, and Tangney (2005)argue that the benefits of mobile learning can be gained through collaborative, contextual, constructionist and constructivist learning environments. This is supported by switzer and Csapo’s(2005) observation that mobile technologies afford learners opportunities for collaboration in the creation of products and for sharing them among their peers.
Mobile Learning and Education
Here is the you tube link to a PowerPoint presentation connecting mobile learning to education
Mobile Devices in Teaching and Learning
A variety of higher education leaders’comment on the use of mobile devices in teaching and learning.
MOBILE LEARNING
Develop and deliver all types of training and learning content by mobile devices such as PDAs and Smartphone’sThere are some ways to improve teaching through mobile learning; Inquiry based learning, Flipped classrooms, Skype…
Inquiry based learning:
“Inquiry” is defined as “a seeking for truth, information, or knowledge seeking information by questioning.”
The phones have also helped create a teaching style that the faculty refers to as “Mobile Enhanced Inquiry based learning”.
Combining mobile Phones and a learning theory that teaches through experimentation and questioning. Educators use the phones to deliver information, flash cards, key words and other basic information that students needs in order to come to class ready to discuss and experiment.
The following videos give an extensive insight into understanding what Inquiry based learning is.
Flipped Classroom:
A reversed teaching model that delivers instruction at home through interactive teaching, the teacher created videos and moves. Moving lectures outside of the classroom allows teacher to spend more 1:1 time with each student. Students have the opportunity to ask questions and work through problems with the guidance of their teachers and the support of their peers creating a collaborative learning environment.
In many ACU classes one component of mobile implementation is lecture podcast’s which allows students to consume much of the information typically delivered in the classroom on their own time.
The idea is to free up teachers during class time for interacting with students and working through problems, a concept known as “Flipping the Classroom”.
It also allows students to pause and repeat information that they find confusing and they can work at their own pace.
Skype In The Classroom:
“Skype announces collaboration with prominent organizations to further improve teachers with educational resources through technology by offering Skype in the classroom. The program will allow teachers around the world to connect and collaborate, share information find guest speakers and more.
Conclusion:
The integration of mobile technology and constructivist learning theory is impacting educational environments. Researches and current practices are in their infancy and changing on a daily basis. What we know for sure today will surely change tomorrow but we have seen that constructivist learning theory and mobile technology are being utilized in increasing numbers and innovative ways. A need for professional development commitment and further researches as demonstrated by the information discovered at this time shows that there is a definite need for more research. It is our belief that our research has reveled that neither mobile technology nor learning theory is the answer to our education but is powerful to enhance the process.
Hi Annie,congratulations on including so much information on this blog. You have clearly done a lot of research about mobile learning and taken time to assemble it in this blog. It makes interesting reading. However, I do feel that it lacks personal input in the sense that the reader doesn't really see your own perspective rather the perspective of others. It would be good to include more personal statements in your next blog:)
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