Tips for Constructiong mLearning

If appropriately facilitated, mobile learning (m-Learning) can benefit learners by providing instructional materials and interaction through their mobile devices wherever and whenever they need it.

Tip 1
Information to be displayed on m-learning devices should be chunked into between five and nine meaningful units to compensate for the limited capacity of short-term memory and the limitation of the display device.

Tip 2
Rather than being presented in a textual format, the information should be organised in the form of a concept map or a network that shows the important concepts and the relationship between the concepts.

Tip 3
Pre-instructional strategies should be used to allow learners to store the framework of the lesson. This is critical for m-learning since information will be presented in pieces and learners will need to use the general framework to integrate the pieces.

Tip 4
Learning materials need to use multimedia strategies that are information-rich rather than textual strategies. As a result, the writing style has to change from textual writing to a greater use of visuals, photographs, videos and audio.

Tip 5
Intelligent agents should be used in m-learning systems so that most of the work is done behind the scene, minimising the input needed from learners and the amount of information presented on the display of the mobile devices.

Whether you choose to exclude the connectivity from your classroom or to include it, there exists the potential for creating learning communities.

Audience Response Systems (Clickers)

The School of Medicine owns 400 Interwrite Response PRS handsets and four wireless receivers. These can be booked out from the School’s eLearning Team. To check availability, use the calendar below.

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Mobile Learning (mLearning)

Today’s students live in a world enveloped by the Web. News can be read from online publications, blogs can be used to publish student’s own content and they can share up-to-the minute updates using Twitter – and for the last few years students have been doing this on their phones. The computing world is rapidly going mobile with a plethora of devices and a maze of operating systems and applications (apps) (Prensky (2005, 2010).

Mobile learning (m-Learning) is based on utilizing the functionalities of mobile phones, hand held computers and other mobile devices to enhance learning. If appropriately facilitated, m-Learning can benefit students by providing instructional materials and interaction wherever and whenever they need it providing “just-in-time, just enough, and just for me learning” Traxler 2007. This increases the flexibility for students studying at a distance (Rekkedal, 2002) and potentially increases student retention (Fozdar and Kuma, 2007).

To accompany the latest mobile hardware, computer technology companies are researching and developing ever-increasing mobile communications software adapted for the small screen. Microsoft, Apple, Blackberry, and Google have all created their own mobile operating systems and are developing long lists of software applications as the use of smartphones becomes more widespread (Tapscott, 2009).

Considerations

Some of the key things to consider when considering using mobile devices in the learning environment include:

• Learning content – just enough, brief content – ‘nuggets’ Metcalf and De Marco (2006) noted that mobile devices are beneficial in making small amounts of knowledge available when we are not otherwise occupied
• Portability of the device – e.g. phones are carried everywhere, frequently used
• The mobility and flexibility of the student

Benefits of m-learning

• Mobile learning is great for people on the go as it allows anywhere, anytime, access to content -  enabling just-in-time learning
• There is a social media focus, facilitatating collaborative learning experiences that can enliven or add variety to conventional lessons or courses
• Mobile learning can also help combat ICT resistance by providing a bridge between mobile phone and PC literacy as well as appealing to tech-savvy students because of the media-rich environment
• There is a social media focus, facilitating rapid communication. This can be very beneficial for students and educators alike (e.g. feedback could be provided at a much faster rate). Such communication also enhances interaction and collaboration between and among students enabling peer-to-peer learning and support
• Using such devices can also reduce cultural and communication barriers between faculty and students by using communication channels that students like

Challenges of m-Learning

As with all forms of technology, integrating mobile learning into your teaching programme offers potential challenges including:

• The possibility that tech-savvy students will have an unfair advantage over non-technical students creating a feeling of isolation or of being ‘out-of-the-loop’. Additional learning resources may be required
• The requirement that certain media be reformatted or offered in multiple formats
• Design content restrictions because of the limited display capacity (small screen sizes) in mobile devices. The interface should convey the message using the smallest amount of text, and navigation must be built into the system to allow learners to move between screens and sections of the lesson
• It may make it easier for some students to cheat in assessments

Integrating Mobile Devices

Here are a few examples of how mobile devices can be integrated within your teaching programme:

• Record lectures or parts of lectures
• Contribute to a course blog and/or wiki
• Listen to instructor-generated podcasts
• Create narrated slide shows with your photos

Click here for some tips on constructing mobile learning

References

Metcalf, D. S., & De Marco, J. (2006). M-learning: Mobile learning and performance in the palm of your hand. Amherst, MA: HRD Press.

Prensky, M. (2005). What can you learn from a cell phone? Almost anything! Journal of Online Education, 1(5). Fischler School of Education and Human Services at Nova Southeastern University.

Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin Press.

Tapscott, D. (2009). Grown up digital: How the net generation is changing your world. New York, NY: McGraw-Hill.

Traxler, J. (2005). Defining mobile learning. Proceedings IADIS International Conference Mobile Learning 2005, Malta, (pp. 261-266).