REPORTS

Mobiles

Budde.com Reports concerning the penetration and use of mobile technologies in the world by Region, Country, Technology

* Canada Broadcasting Company. Doczone: Cell phone, the ring heard around the world

CONTENTS. A series of articles and documentaries about the uses and possibilities of cell phones around the world: India, Africa, ..

** The Economist, 24 Sept 2009. A special report on telecoms in emerging markets

CONTENTS. The landscape of telecoms - The rise of the mobile - The mother of invention - Up, up and Huawei - New uses for mobile phones - Internet for the masses - Sources and acknowledgments - An interview with Tom Standage, author of this special report - A videographic illustrating how mobile phones benefit the developing world

COMMENTS. A significative sign of the interest that The Economist is devoting to mobile phones, in particular in the area of mobile banking, but also in what concerns the global impact of mobile phones on society and economy in developing countries.

INFONETICS. Webb, R. (2009). Mobile Broadband Cards, Routers, Services, and Subscribers. Infonetics research

**** ITU. Measuring the  Information Society The ICT Development Index 2009. PDF

CONTENTS. The Index captures the level of advancement of information and communication technologies (ICTs) in more than 150 countries worldwide and compares progress made between 2002 and 2007. Its main objective is to provide policy makers with a useful tool to benchmark and assess their information society developments and to monitor progress that has been made globally to close the digital divide. disparities remain among countries. The top ranking economies are primarily high-income countries from the developed world, whereas the least developed countries rank towards the bottom of the index. Despite impressive growth in the uptake of mobile telephony in many coun- tries, the magnitude of the digital divide remains almost unchanged. However, the divide is slightly closing between countries with very high and those with low ICT levels. An important element in monitoring ICT developments.

ITU Information Society Statistics 2009 Africa PDF

UNICEF.  Shackleton, S-J. (2007). Rapid assessment of cell phones for development. Commissioned by UNICEF. PDF

WORLD BANK. Information and communciation for development 2009: extending reach and increasing impact.

WORLD RESOURCES INSTITUTE (2007). The Next 4 Billion: Market Size and Business Strategy at the Base of the Pyramid. 3. The information and communications market.

Mobile learning

BECTA, UK. McFarlane, A., Roche, N., & Triggs, P. (2008). Researching mobile learning - Interim report to Becta Period: April - December 2007

CREATIVE LEARNING LAB. Smidts, M., Hordijk, R. and Huizenga, J. (2008) The world as a learning environment Playful and creative use of GPS and mobile technology in education. PDF

Vavoula, G. N. (2005). A Study of Mobile Learning Practices: Internal report of MOBIlearn project.

UNESCO. Mobile Learning for Expanding Educational Opportunities: Workshop Report. International Workshop on Mobile Learning for Expanding Educational Opportunities, 16-20 May 2005, Tokyo, Japan. Bangkok: UNESCO Bangkok, 2005

WORLD BANK. The Use of Mobile Phones in Education in Developing Countries.

CONTENTS. The World Bank is embarking on a new study investigating issues related to the use of mobile phones in education in developing countries. The study is intended to help to raise awareness among key decisionmakers in the public, private and civil society sectors about the potential importance of the use of low cost mobile devices — especially mobile phones — to help benefit a variety of educational objectives. By documenting the existing landscape of initiatives in this area and emerging ‘good practice’, it is also hoped that this work will serve as a common base for further analytical work in this area, and inform the impending explosion of development of new hardware, software and business services occurring on mobile devices, to the benefit of these educational objectives. This activity is one component of a larger ‘mobile flagship’ program at the World Bank consisting of studies and activities related to mobile services and applications in selected sectors, including “Mobile Banking Users and Non Users Behavior Study”; “Extending Mobile Applications in Africa through Social Networking”; and “Mobile Applications for Sectoral Development”. Activity Description Drawing on examples of the use of mobile phones and related handheld technologies for educational purposes in advanced economies like Korea, Japan, the U.K., the United States and Finland, and an emerging evidence base of pilot projects from countries as diverse as Tanzania, Kenya, the Philippines, Mongolia, China and South Africa, this study proposes to: Map the existing universe of projects and initiatives exploring the use of mobile phones in education in developing countries. Map the existing and potential uses of mobile phones in this regard, comparing and contrasting such uses with other ICT devices.. Document lessons learned so far from key initiatives in this area, proposing tentative guidance for policymakers and various stakeholder groups in this fast moving area. Propose a conceptual framework and way forward for further analytical work to aid in the documentation and rigorous impact cost and impact assessment of the use of mobile phones in education. While ‘education’ is the focus here, the area of inquiry is not be limited to the formal education sector itself. Lifelong learning and educational outreach activities utilizing the mobile phone to benefit the health and agricultural sectors will also fall within the scope of this study. This work will draw heavily on organizations and expertise active in these areas on-the-ground. The results of this study will be disseminated and discussed at a landmark global event on mobile applications sponsored by the World Bank as part of the ‘mobile flagship’ initiative, involving sets of key stakeholders from the public, private and civil society sectors.

Accessibility

JISC Usability and accessibility of PDA in education

JISC Innovative practices with e-learning. A good practice guide to embedding mobile and wireless technologies into everyday practice. Bristol, UK.: Joint Information Services Committee, 2005PDF

Africa

COMMISSION FOR AFRICA. Scott, N., Batchelor , S., Ridley, J., Jorgensen, B. (2004). The impact of mobile phones in Africa.PDF

COMMONWEALTH OF LEARNING. Survey of ICT and Education in Africa: A Summary Report, Based on 53 Country Surveys. This project seeks to gather together in a single resource the most relevant and useful information on ICT in education activities in Africa. Prepared by Glen Farrell and Shafika Isaacs, October 2007. PDF

WORLD BANK INFODEV. Survey of ICT Education in Africa

WORLD BANK INFODEV. Survey of ICT and Education in Africa, Volume 2: 53 Country Reports.These short reports provide general overviews of current activities and issues related to ICT use in education in individual African countries. Prepared by Glen Farrell, Shafika Isaacs and Michael Trucano, December 2007. PDF

Asia

Digital Review of Asia Pacific: Mobile and wireless technologies for the development of Asia Pacific

Developing countries

COMMONWEALTH OF LEARNING. Using Mobile Technology for Learner Support in Open Schooling: DEVELOPING COUNTRIES.Prepared by Dr. Alice Barlow-Zambodla and Ms. Fatima Adams, October 2008. PDF

COMMONWEALTH OF LEARNING. ICT and Literacy: Who benefits? - Experience from Zambia and India. Final report on the COL Literacy Project (COLLIT).  With funding from the British Department for International Development, COL engaged community learning centres and communications technologies to support adult literacy development programmes in selected Commonwealth countries. Edited by Dr. Glen Farrell, September 2004. PDF

WORLD BANK INFODEV. Low cost user devices for the poor. Hope or hype? Together with the Berkman Center for Internet & Society at Harvard Law School, infoDev is sponsoring a series of activities — policy dialogues, events, working groups — and new informational resources to promote reasoned, and sober debate on the potential and realities of producing, introducing, using and maintaining “cheap ICT devices” in developing countries. Activity Documents:

News items (2007): Low-cost ICT devices for the developing world
Quick guide: Alternative models to provide connectivity in low- and no-bandwidth environments

COMMONWEALTH OF LEARNING. Using Mobile Technology for Learner Support in Open Schooling: EUROPE. Prepared by Cambridge Distance Education Consultancy, February 2009. PDF

BOOKS

Ally, M. (2009). Mobile learning. Transforming the delivery of education and learning. AU Press, Athabasca University. PDF

Danaher, P. A., Moriarty, B., Danaher, G. (2008). Mobile learning communities: creating new educational futures. New York: Routledge.

Jan Herrington, Anthony Herrington, Jessica Mantei, Ian Olney and Brian Ferry (editors), New technologies, new pedagogies: Mobile learning in higher education, Faculty of Education, University of Wollongong, 2009, 138p. ISBN: 978-1-74128-169-9 (online). Complete book available here.

Hokyoung, R. & Parsons, D. (2009). Innovative mobile learning: techniques and technologies. Information Science Reference.

Jones, M. & Marsden, G. (2005). Mobile interaction design. John Wiley & Sons.

Klopfer, E. (2008). Augmented Learning: research and design of mobile educational games. Cambridge, Mass.: MIT Press.

Kolb, L. (). Toys to tools. Connecting students’ cell phones to education. International society for technology in education.

Kukulska-Hulme, A. & Traxler, J. (eds) (2005) Mobile Learning: A Handbook for Educators and Trainers, Routledge, London.

Kynaslahti, H. and Seppala, P. (eds) (2003). M-learning. Helsinki, Finland: IT Press.

Pachler, N. (ed.) (2007) Mobile learning – towards a research agenda. WLE Centre, Institute of Education, University of London.

Rao, M., & Mendoza, L. (Eds.) (2005). Asia Unplugged: The wireless and mobile media boom in the Asia-Pacific. London: Response Books.

Shield, L. & Kukulska-Hulme, A. (2008). Special issue of ReCALL on Mobile Assisted Language Learning. Cambridge University Press.

Vavoula, G., Pachler, N. & Kukulska-Hulme, A. (eds) (2009). Researching mobile learning: Frameworks, tools and research designs. Oxford: Peter Lang Verlag.

JOURNALS

ilearn.The educational magazione for mac users. Special number:  Learning made mobile

Kukulska-Hulme, A. & Sharples, M. (eds) (2009, forthcoming) Special issue of ALT-J: Research in Learning Technology on Mobile and Contextual Learning. To appear in September 2009.

PAPERS

Abernathy, D. J. (2001). Get ready for m-learning. Training & Development, 55(2), 20.

Frohberg, D., Goth, C. Schwabe, G. (2009). Mobile learning projects. A critical analysis of the state of the art. Journal of Computer assisted learning, 25, 4, 307-331.

Göth, C., Frohberg, D.,  Schwabe; G. (). The focus problem in mobile learning. PDF

ABSTRACT. Mobile learning has a lot of potential for supporting learning in situations such as in a museum, at a tourist sight or when exploring biological phenomena at a riverside. There learners can interact with their environment and still make use of the advantages of computational power. However, we have found many of such projects hindered by placing the technology too much in the focus of the learner. Instead of interacting with the environment, we found the learners interacting with the device, heads down and ignoring the environment. We found the issue of focus to be a massive problem, one which needs a completely new metaphor for the design of an educational and technical setting. Until now, the mobile devices have been interpreted as small desktops, always in the foreground of the learners’ focus. Instead, we propose a different approach, deduced from the usage of mobile phones. Mobile applications need to be designed explicitly to free the learners’ focus and push the application to the background. The good news is that the actual changes to be made in existing systems are not as fundamental as one may think.

***Kakihara, M. and Sørensen, C. (2002) Mobility: An Extended Perspective. In: Proceedings of the 35th Hawaii International Conference on System Sciences (HICSS-35). IEEE, Big Island, Hawaii. 7th-10th January 2002, 1756-1766. PDF

ABSTRACT. The emergence and convergence of Information and Communication Technologies (ICTs) are fundamentally transforming the use of technology, and in particular concerning the issues of mobility. The current debates on mobility, however, almost exclusively consist of functionalist analyses of how particular mobile technologies can alleviate geographical barriers for human activity. This paper reconsiders, from a theoretical perspective, the concept of mobility. We argue that mobility should not exclusively be linked to human corporeal travel. The concept also relates more broadly to the interaction people perform. In order to appreciate the relationship between mobility and human interaction, three interrelated dimensions are discussed - spatial, temporal, and contextual aspects of mobility. In order to characterize the socialtopology of ICT supported mobilized interaction, we suggest and discuss the adoption of a fluid metaphor. Based on these discussions, a case of a new mobile technology system introduced in a Japanese distribution service firm is discussed.

Kukulska-Hulme, A. (2010, in press) Charting Unknown Territory: Models of Participation in Mobile Language Learning, International Journal of Mobile Learning and Organisation. accepted for publication in Vol 4 no 2.

***Kukulska-Hulme, A. (2009). Will Mobile Learning Change Language Learning? ReCALL 21(2): 157-165. PDF

ABSTRACT. The use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning. Learners who are not dependent on access to fixed computers can engage in activities that relate more closely to their current surroundings, sometimes crossing the border between formal and informal learning. This creates the potential for significant change in teaching and learning practices. Taking the broader field of mobile learning as the setting within which developments in mobile-assisted language learning may be understood, the paper argues that an emphasis on mobility can lead to new perspectives and practices. The paper offers reflections on what mobile learning has to offer and considers whether it is likely to change how languages are taught and learnt. ‘Mobile learning’ is not a stable concept; therefore its current interpretations need to be made explicit. Examples of current projects and practices show an affinity between mobile and games-based learning, and can further illuminate what is distinctive and worthwhile about mobile learning.

**Kukulska-Hulme, A. & Bull, S. (2009) Theory-based Support for Mobile Language Learning: Noticing and Recording, International Journal of Interactive Mobile Technologies, 3(2), 12-18. PDF

ABSTRACT. This paper considers the issue of ‘noticing’ in second language acquisition, and argues for the potential of handheld devices to: (i) support language learners in noticing and recording noticed features ‘on the spot’, to help them develop their second language system; (ii) help language teachers better understand the specific difficulties of individuals or those from a particular language background; and (iii) facilitate data collection by applied linguistics researchers, which can be fed back into educational applications for language learning. We consider: theoretical perspectives drawn from the second language acquisition literature, relating these to the practice of writing language learning diaries; and the potential for learner modelling to facilitate recording and prompting noticing in mobile assisted language learning contexts. We then offer guidelines for developers of mobile language learning solutions to support the development of language awareness in learners.

***Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. & Vavoula, G. (2009) Innovation in Mobile Learning: A European Perspective. International Journal of Mobile and Blended Learning, 1(1), 13-35, January-March 2009. PDF

ABSTRACT. In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date.

Kukulska-Hulme, A. & Shield, L. (2008) An Overview of Mobile Assisted Language Learning: From Content Delivery to Supported Collaboration and Interaction. ReCall 20(3):271-289

***Kukulska-Hulme, A. (2008). What should we do with Jack-in-the-box? Anticipating surprises in mobile learning. In: Allegra, M., Fulantelli, A., Gentile, M. and Taibi, D. eds. Emerging Educational Technologies and Practices. Palermo, Sicily: Consiglio Nazionale delle Ricerche, Instituto per le Tecnologie Didattiche, pp. 7-18.  PDF

ABSTRACT. Today’s learners are the owners of multifunctional phones and many other lightweight portable devices that many of them carry around wherever they go. Equipped with connected digital devices that make learning readily accessible ‘anytime, anywhere’, learners appear to be moving to a position of power with regard to their ability to influence how and where learning happens and even its content and form. The technologies are precipitating a shift from teacher-centred towards learner-centred education. However, the majority of teachers and learners are unprepared. There is anticipation of exciting opportunities, but also fear of what might happen. It is also becoming obvious that established methods of researching technology-enhanced learning do not transfer readily to mobile learning research. Projects report that learners behave in unexpected ways; context of use, mode of use, and learning process have all been described as ‘unpredictable’. Our aim is to examine the implications of new manifestations of mobile learning for both teaching and research. Drawing on teaching experiences and research projects at The Open University and elsewhere, the paper identifies and illustrates the ‘surprise’ elements of mobile learning. The image of a ‘Jack-in-the-box’ toy is used here to symbolise both the playful and potentially unsettling aspects of mobile learning. Anticipating surprises means expecting and welcoming them, being happy when they occur, and being able to accommodate them in our plans.

*Kukulska-Hulme, A. (2008). Human Factors and Innovation with Mobile Devices. In: Hansson, Thomas ed. Handbook of Research on Digital Information Technologies: Innovations, Methods and Ethical Issues. Hershey: Information Science Reference (IGI Global), pp. 392-403. PDF

ABSTRACT. Advancements in technology are a significant driving force in educational innovation, but a strong focus on technology means that human aspects and implications may not be given the attention they deserve. This chapter examines usability issues surrounding the use of mobile devices in learning. A key aim is to empower educators and learners to take control of personal devices and realise their potential in relation to teaching and learning. The background section reviews the development of usability studies and explores why mobile device usability presents specific new challenges. The impact of changing requirements in education, and new visions for ways of thinking and competences that learners should be acquiring, are also examined. Finally, the chapter provides a set of concepts that can inform conversations between educators and learners, mobile system engineers, developers, support staff, and others.

*Kukulska-Hulme, A. & Wible, D. (2008). Context at the Crossroads of Language Learning and Mobile Learning. In: ICCE 2008 Workshop Proceedings, 27-31 October 2008, Taiwan. PDF

ABSTRACT. Contextual learning is the next step in the development of pedagogy in relation to mobile and ubiquitous technologies. The question addressed in this paper is whether research on ‘context’ within second language learning, and in the language sciences more broadly, can inform the development of the notion of context in research on technology-enhanced learning and mobile learning. As researchers in mobile assisted language learning, we stand at the crossroads of these disciplines. In this paper, we indicate the main sources and research directions that inform our work; we share our observations and propose some tentative conclusions.

*Kukulska-Hulme, A. (2007). Mobile Usability in Educational Contexts: What have we learnt? International Review of Research in Open and Distance Learning, 8(2), pp. 1-16. PDF

ABSTRACT. The successful development of mobile learning is dependent on human factors in the use of new mobile and wireless technologies. The majority of mobile learning activity continues to take place on devices that were not designed with educational applications in mind, and usability issues are often reported. The paper reflects on progress in approaches to usability and on recent developments, with particular reference to usability findings reported in studies of mobile learning. The requirements of education are considered as well as the needs of students participating in distance education; discipline-specific perspectives and accessibility issues are also addressed. Usability findings from empirical studies of mobile learning published in the literature are drawn together in the paper, along with an account of issues that emerged in two mobile learning projects based at The Open University, UK, in 2001 and 2005. The main conclusions are: that usability issues are often reported in cases where PDAs have been used; that the future is in scenario-based design which should also take into account the evolution of uses over time and the unpredictability of how devices might be used; and that usability issues should be tracked over a longer period, from initial use through to a state of relative experience with the technology.

**Kukulska-Hulme, A. (2006). Mobile language learning now and in the future. In: Svensson, Patrik ed. Från vision till praktik: Språkutbildning och Informationsteknik (From vision to practice: language learning and IT). Sweden: Swedish Net University (Nätuniversitetet), pp. 295-310. PDF

ABSTRACT. The widespread ownership of mobile devices such as cell- phones, personal media players, personal digital assistants (PDAs), smartphones and wireless laptops means that ‘mobile learning’ is no longer in the preserve of technical experts and researchers with specialist knowledge. Teachers and learners have begun to integrate mobile technologies into everyday practices and there is evidence of efforts to invent exciting new scenarios of use. Language learning is one of the disciplines that looks set to benefit from these developments.  Learners can make good use of the facilities to record and to listen to audio at any time, supported by the rising availability of podcasts and the ‘always on’ characteristics of portable devices which encourage spontaneous interactions. Mobile learning promises to deliver closer integration of language learning with everyday communication needs and cultural experiences.

Lee, Y., Yu, H., Kye, B., Choi, J. (2006). A Study on Development of Ubiquitous Learning Devices.

ABSTRACT. With the recent fast development of information and communication technology and the advent of ubiquitous society, education paradigm shift is inevitable for upbringing leaders of future society and improving the national competitiveness. U-learning becomes an important strategy and the developments of suitable teaching and learning strategies, infrastructures, ubiquitous learning devices and educational contents are urgently required. In this research, therefore, we developed teaching & learning scenarios in U-learning environment and defined essential functions and specifications for ubiquitous learning devices. We, also, present the prospect of ubiquitous learning devices according to the development stages of U-learning technology. The contents of this study are summarized as follows. A. Analysis of existing portable devices We analyzed characteristics of existing portable devices(Tablet PC, PDA, cellular phone, PMP, and UMPC etc.) and educational usage of these devices. Because existing portable learning devices are not specialized for educational purpose, they limitedly support various learning activities. B. Analysis of consumers’ demands in the development of ubiquitous learning devices We have surveyed parents, teachers and students in elementary and secondary schools on the existing portable devices’ applications and their demands for next generation learning devices. Survey results are as follows. Existing personal portable devices is very expensive. Tablet PC is inconvenient to carry and its battery life is too short. PDA is difficult to use. Cellular phone screen is very small. Battery life of UMPC is short and UMPC is difficult to use. Students use devices less than an hour every day. Middle- and high-school students replied that they are having difficulties in concentrating on learning with these devices. C. Educational plans using learning devices Through this study, we proposed educational scenarios in which ubiquitous learning devices are used. We discussed educational effects of ubiquitous learning devices. Scenarios are developed according to U-learning development stages. D. Essential functions and specifications of ubiquitous learning devices Based on previous analysis, we specified essential functions and specifications. We proposed functions for teaching and learning as well as hardware and software functions. Also we proposed solutions to each function. Essential functions and specifications are summarized as follows. Ubiquitous learning devices should have high resolution screens(more than 1024×768 pixels), Wi-Fi, dual camera, touch screen, stylish pen, user-defined buttons for the learners’ convenience. They should support multi booting mode, fingerprint recognition for security and loss prevention. Their softwares should include multimedia data processing(audio, image etc) software, word processor, e-note, e-dictionary, and e-book viewer, etc. Ubiquitous learning devices should support management of learning plan, history of learning, learner, and teaching & learning activities. They also should provide blocking function for uninstructive information. E. Development prospects of ubiquitous learning devices We present prospects for the development of ubiquitous learning devices according to developmental stage of U-learning technology. Technology developments of sensors, human interfaces, computing devices and applications are studied.

***Prensky, M (2005). What can you learn from a cell phone? Almost anything. Innovate. journal of online education, 1, 5.

ABSTRACT. One and a half billion people, all over the world, are walking around with powerful computers in their pockets and purses. The fact is they often do not realize it, because they call them something else. But today’s high-end cell phones have the computing power of a mid-1990s personal computer (PC)-while consuming only one one-hundredth of the energy. Even the simplest, voice-only phones have more complex and powerful chips than the 1969 on-board computer that landed a spaceship on the moon.

**Roschelle, J. (2003). Unlocking the learning value of wireless mobile devices. Journal of Computer Assisted Learning, 19(3), 260-272. PDF

ABSTRACT. Many researchers see the potential of wireless mobile learning devices to achieve large-scale impact on learning because of portability, low cost, and communications features. This enthusiasm is shared but the lessons drawn from three well-documented uses of connected handheld devices in education lead towards challenges ahead. First, ‘wireless, mobile learning’ is an imprecise description of what it takes to connect learners and their devices together in a productive manner. Research needs to arrive at a more precise understanding of the attributes of wireless networking that meet acclaimed pedagogical requirements and desires. Second, ‘pedagogical applications’ are often led down the wrong road by complex views of technology and simplistic views of social practices. Further research is needed that tells the story of rich pedagogical practice arising out of simple wireless and mobile technologies. Third, ‘large scale’ impact depends on the extent to which a common platform, that meets the requirements of pedagogically rich applications, becomes available. At the moment ‘wireless mobile technologies for education’ are incredibly diverse and incompatible; to achieve scale, a strong vision will be needed to lead to standardisation, overcoming the tendency to marketplace fragmentation.

Sharples, M. and Beale, R. (2003) A technical review of mobile computational devices, Journal of Computer Assisted Learning, 19, 3, pp. 392-395.

ABSTRACT. Mobile technology is changing so fast, with new products being introduced daily, that any review of specific devices will rapidly be so out of date as to be unhelpful.
Thus, this review focuses on general classes of device, with examples of manufacturers and machines for illustration only. There is a major convergence of technology in progress, which some view as
leading towards single devices with multiple functions such as mobile phone, multimedia computer and digital camera. Others predict a host of mobile activities
(e.g. digital imaging, video, location sensing) and many different devices offering subsets of these. Whatever the outcome, the trend is towards a greater variety of
technologies. New mobile phones are capable of video calls, multimedia and video messaging, and loading and running programs such as interactive games or teaching
packages. Some handheld computers have built-in high speed wireless connection to the Internet either through Wireless LAN or GPRS phone link, or both. New pen
tablet computers come with full Windows operating systems and wireless LAN connection and so can function like laptop computers as well as notetaking devices.
Over the coming decade the convergence will continue, to embrace mobile Internet gaming, remote monitoring (e.g. of household appliances or laboratory experiments), and mobile interactive television. Currently, mobile computational devices can be divided into six general
categories, in rough order of computational power: wrist-worn devices, mobile phones, handheld computers and PDAs, web pads, pen tablet computers and
laptops.

**Sharples, M. (2005) Learning As Conversation: Transforming Education in the Mobile Age. Paper to presented at Conference on Seeing, Understanding, Learning in the Mobile Age, Budapest, Hungary, April 2005.

ABSTRACT. Every era of technology has, to some extent, formed education in its own image. That is not to argue for the technological determinism of education, but rather that there is a mutually productive convergence between main technological influences on a culture and the contemporary educational theories and practices. Thus, in the era of mass print literacy, the textbook was the medium of instruction, and a prime goal of the education system was effective transmission of the canons of scholarship. During the computer era of the past fifty years, education has been re-conceptualised around the construction of knowledge through information processing, modelling and interaction. Now, as we enter a new world of global digital communication, it is no surprise that there is a growing interest in the relations between mobile technology and learning. What we lack, however, is an innovative and enhancing educational framework for the mobile age. A framework for learning in the mobile age should recognise the essential role of communication in the process of coming to understand the world and in negotiating agreements among differing perspectives. It should also indicate the importance of context in establishing meaning, and the transformative effect of digital networks in supporting virtual communities that transcend barriers of age and culture. One starting
point is to examine learning as communication.

Sharples, M. (2000). The Design of Personal Mobile Technologies for Lifelong Learning. Computers and Education, 34, 177-193.

**Sharples, M., Taylor, J., & Vavoula, G. (2007b). A Theory of Learning for the Mobile Age. In R. Andrews and C. Haythornthwaite (Eds.), The Sage Handbook of Elearning Research (pp. 221-47). London: Sage.

There is a need to re-conceptualise learning for the mobile age, to recognise 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 transformative effect of digital networks in supporting virtual communities that transcend barriers of age and culture. In this paper we offer a framework for theorising about mobile learning, to complement theories of infant, classroom, workplace and informal learning. A related aim is to inform the design of new environments and technologies to support mobile learning, since the work described here has been developed through a series of projects to design mobile learning technology. In the tradition of Activity Theory we analyse learning as a cultural-historical activity system, mediated by tools that both constrain and support the learners in their goals of transforming their knowledge and skills. We separate two perspectives, or layers, of tool-mediated activity. The semiotic layer describes learning as semiotic system in which the learner’s object-oriented actions are mediated by cultural tools and signs. The technological layer represents learning as an engagement with technology, in which tools such as computers and mobile phones function as interactive agents in the process of coming to know. These layers can be prised apart, to provide either a semiotic framework to promote discussion with educational theorists to analyse learning in the mobile age, or a technological framework for software developers and engineers to propose requirements for the design and evaluation of new mobile learning systems. Or the layers can be superimposed to examine the dynamics and co-evolution of learning and technology.

Sharples, M., Arnedillo-Sánchez, I., Milrad, M., & Vavoula, G. (in press). Mobile Learning: Small devices, Big issues. In N. Balacheff, S. Ludvigsen, T. de Jong,  A. Lazonder, S. Barnes & L. Montandon (Eds.) Technology Enhanced Learning: Principles and Products. Berlin: Springer.

Taylor, A. & Harper, R. (2001). The gift of the gab?: a design oriented sociology
of young people’s use of mobiles. PDF

Taylor, A., & Harper, R. (). Age-old practices in the ‘New World’: A study of gift-giving between teenage mobile phone users. PDF

***Traxler, J., & Kukulska-Hulme, A. (2005). Mobile Learning in Developing Countries (G. Chin, Ed.). Vancouver, BC: Commonwealth of Learning.PDF

ABSTRACT. Mobile learning, or m-learning, is a personal, unobtrusive, spontaneous, “anytime, anywhere” way to learn and to access educational tools and material that enlarges access to education for all. It reinforces learners’ sense of ownership of the learning experience, offering them flexibility in how, when and where they learn. In developing countries, mobile technologies potentially deliver education without dependence on an extensive traditional communications infrastructure, leapfrogging some of the intervening development phases encountered in developed countries such as installing extensive electricity power grids, and building multiple computer rooms in educational institutions.
Although m-learning experience remains limited, it is becoming a credible, cost-effective component of blended open and distance learning (ODL) provisions, adaptable to an institution’s needs and situation. M-learning devices are lightweight and handheld, including: Personal Digital Assistants (PDAs), and palmtop or handheld computers; Mobile phones, also called cell phones or handphones. Security: Devices fit into a bag or a pocket, but small size may increase vulnerability to theft.

***Traxler, J. (2007). Defining, Discussing, and Evaluating Mobile Learning: The moving finger writes and having writ… International Review of Research in Open and Distance Learning, 8(2). PDF

ABSTRACT. Since the start of the current millennium, experience and expertise in the development and delivery of mobile learning have blossomed and a community of practice has evolved that is distinct from the established communities of ‘tethered’ e-Learning. This community is currently visible mainly through dedicated international conference series, of which MLEARN is the most prestigious, rather than through any dedicated journals. So far, these forms of development and delivery have focussed on short-term small-scale pilots and trials in the developed countries of Europe, North America, and the Pacific Rim, and there is a taxonomy emerging from these pilots and trials that suggests tacit and pragmatic conceptualisations of mobile learning. What has, however, developed less confidently within this community is any theoretical conceptualisation of mobile learning and with it any evaluation methodologies specifically aligned to the unique attributes of mobile learning. Some advocates of mobile learning attempt to define and conceptualise it in terms of devices and technologies; other advocates define and conceptualise it in terms of the mobility of learners and the mobility of learning, and in terms of the learners’ experience of learning with mobile devices. The role of theory is, perhaps, a contested topic in a community that encompasses philosophical affiliations from empiricists to post-structuralists, each with different expectations about the scope and legitimacy of theory in their work. The mobile learning community may nevertheless need the authority and credibility of some conceptual base. Such a base would provide the starting point for evaluation methodologies grounded in the unique attributes of mobile learning. Attempts to develop the conceptualisations and evaluation of mobile learning, however, must recognise that mobile learning is essentially personal, contextual, and situated; this means it is ‘noisy’ and this is problematic both for definition and for evaluation. Furthermore, defining mobile learning can emphasise those unique attributes that position it within informal learning, rather than formal. These attributes place much mobile learning at odds with formal learning with its cohorts, courses, semesters, assessments, and campuses, and with its monitoring and evaluation regimes. This raises concerns for the nature of any large-scale and sustained deployment and the extent to which the unique attributes of mobile learning may be lost or compromised. Looking at mobile learning in a wider context, we have to recognise that mobile, personal, and wireless devices are now radically transforming societal notions of discourse and knowledge, and are responsible for new forms of art, employment, language, commerce, deprivation, and crime, as well as learning. With increased popular access to information and knowledge anywhere, anytime, the role of education, perhaps especially formal education, is challenged and the relationships between education, society, and technology are now more dynamic than ever. The paper explores and articulates these issues and the connections between them specifically in the context of the wider and sustained development of mobile learning.

Practices

**Beaudin, J. S., Intille, S. S., Tapia, E. M., Rockinson, R. and Morris, M. E. (2007). Context- Sensitive Microlearning of Foreign Language Vocabulary on a Mobile Device. In: Schiele, B., Dey, A. K. and Gellersen, H. et al. (eds.), Ambient Intelligence (Springer Lecture Notes in Computer Science). Volume 4794/2007. Berlin: Springer, 55-72. PDF

ABSTRACT. We explore the use of ubiquitous sensing in the home for context-sensitive microlearning. To assess how users would respond to frequent and brief learning interactions tied to context, a sensor-triggered mobile phone application was developed, with foreign language vocabulary as the learning domain. A married couple used the system in a home environment, during the course of everyday activities, for a four-week study period. Built-in and stick-on multi-modal sensors detected the participants’ interactions with hundreds of objects, furniture, and appliances. Sensor activations triggered the audio presentation of English and Spanish phrases associated with object use. Phrases were presented on average 57 times an hour; this intense interaction was found to be acceptable even after extended use. Based on interview feedback, we consider design attributes that may have reduced the interruption burden and helped sustain user interest, and which may be applicable to other context-sensitive, always-on systems.

**Brown, T. (2003). The role of m-Learning in the Future of e-Learning in Africa? 21st ICDE World Conference. PDF

ABSTRACT. M-learning (mobile learning) is an emerging concept as the development of and adoption rate of mobile technologies increase rapidly on a global scale. While there are as many people using mobile technologies as there are opinions on how mobile technologies will impact e-learning, the majority agrees that m-learning will play a major role in e-learning. Already, there are numerous applications for mobile technologies in education - from the ability to wirelessly transmit learning modules and administrative data, to enabling learners to communicate with lecturers and peers. M-learning is a natural extension of e-learning. It has the potential to further expand where, how, and when we learn and perform in all the aspects of our life. One of the key benefits of m-learning is its potential for increasing productivity by making learning available anywhere and anytime, allowing learners to participate in educational activities without the restrictions of time and place. Mobile technologies have the power to make learning even more widely available and accessible than we are used to in existing e-learning environments. M-learning could be the first step towards learning that is truly just-in-time where you could actually access education and training at the place and time that you need it. Integrating EPSS (Electronic Preformance Support Systems) into the mobile environment will take m-learning even further: m-learning with on-demand access to information, tools, learning feedback, advice, support, learning materials, etc. The role that communication and interaction plays in the learning process is a critical success factor in contemporary educational paradigms. It is within this context that e-learning (electronic learning) and especially m-learning (mobile learning) can and should contribute to the quality of education. M-learning offers opportunities for the optimising of interaction and communication between lecturers and learners, among learners and members of COPs (communities of practice). M-learning thrives within the contemporary social constructivist paradigm because of its richness in terms of communication and interaction, both synchronous and asynchronous. Wireless and mobile technologies also make it possible to provide learning opportunities to learners that are either without infrastructure for access (e.g. rural or remote learners) or continually on the move (e.g. business professionals). The relevance of m-learning for Africa lies in the fact that the majority of learners in Africa are without infrastructure for access? Interesting to note is that the adoption rate of mobile technologies in Africa’s developing countries, is among the highest rates globally. Forecasts estimate almost 100 million mobile users in Africa by 2005. This paper shares the latest developments regarding a m-learning project in Africa and proposes a model for the implementation of m-learning in higher education in developing countries. The paper does not only take into account the relevance of mobile technologies for e-learning in developing countries, but also touches on the didactical issues involved.

Chigona, W., Beukes, D., Vally, J. & Tanner, M. (2009a) Can mobile internet help alleviate social exclusion in developing countries?, The Electronic Journal on Information Systems in Developing Countries, 36 (7), 1-16. PDF

ABSTRACT. Research has shown that traditional Internet has not been successful in alleviating social exclusion in developing country. Since a significant number of the population in developing countries use mobile phones, others have suggested that mobile internet may be the solution to the problem. However, to date there has not been empirical studies in developing countries to explore that possibility. This study aims therefore to explore whether the mobile internet may be a viable option for addressing social exclusion in a developing country context. Data for the study was gathered using semi-structured interviews with socially excluded individuals and the data was analysed using thematic analysis. The findings of the study show that usage of mobile internet amongst the socially excluded is low mainly because internet- capable cell phones are still beyond the reach of the socially excluded and because of limited awareness of what mobile internet is and what it can achieve. The study also shows that while mobile internet has significant impact in addressing exclusion from social participation, its impact on economic as well political dimensions of exclusions is still limited.

Chigona, W., Chigona, A., Ngqokelele, B. & Mpofu, S. (2009) MXIT: Uses, perceptions and self-justifications, Journal of Information, Information Technology, and Organizations, 4, 1-16. PDF

ABSTRACT. This paper reports on a pilot study investigating the perceptions and use of Mobile Instant Mes- saging (MIM) amongst the youth in South Africa. MIMs are enjoying a high adoption rate amongst the youth in South Africa and MXit is by far the most popular MIM. However, the me- dia, parents and educators are overly concerned with the use of the system. The accusations against MXit have included the allegations that it is time-wasting for the youth, it is a hunting ground for paedophiles, and it leads to anti-social behaviours. It is interesting, however, that de- spite the negative perceptions of the system, the youth are still using it, and presumably with their parents’ blessings. Data for the study was gathered through in-depth interviews with randomly selected youth who use MXit, as well as with parents of children who use the system. The study has found that the youth use the system mainly for social networking and that, to most users, the system is more than just a communication tool - it is also part of their lives. The study has also unearthed the per- ceptions of the users towards fellow users and towards non-users. In addition, it has been noted that both the users and parents of users are employing self-justification strategies to deal with the cognitive dissonance arising from the negative discourse on MXit and their continued use or sup- port of the system. The findings of this study contribute to the understanding of how the youth use new media. The findings could be useful for those who may want to use new media for edu- cating the youth and for marketing purposes.

*Fallahkhair, S., Pemberton, L. and Griffiths, R. (2007). Development of a cross-platform ubiquitous language learning service via mobile phone and interactive television. Journal of Computer Assisted Learning, 23(4): 312-325.

ABSTRACT. This paper describes the development processes for a cross-platform ubiquitous language learning service via interactive television (iTV) and mobile phone. Adapting a learner-centred design methodology, a number of requirements were gathered from multiple sources that were subsequently used in TAMALLE (television and mobile phone assisted language learning environment) development. A number of issues that arise in the context of cross-platform user interface design and architecture for ubiquitous language learning were tackled. Finally, we discuss a multi-method evaluation regime to gauge usability, perceived usefulness and desirability of TAMALLE system. The result broadly revealed an overall positive response from language learners. Although, there were some reported difficulties in reading text and on-screen display mainly on the iTV side of the interface, TAMALLE was perceived to be a usable, useful and desirable tool to support informal language learning and also for gaining new contextual and cultural knowledge.

Kim, P. (2008). An action research for the development of mobile learning system for the underserved. Educational Technology Research & Development.57(3), pp. 415-435.

Kim, P., Miranda, T., & Olaciregui, C. (2007). Pocket school: Exploring mobile technology as a sustainable literacy education option for underserved children in Latin America.International Journal of Educational Development. 28(4), pp. 435-445.

Park, C.B., Choi, H., & Kim, P*. (2009). Adaptive Open Mobile Learning Device For the Underserved. Proceedings of 2009 IEEE. International Conference on Consumer Electronics.

Pettit, J. and Kukulska-Hulme, A. (2007). Going with the grain: mobile devices in practice.Australasian Journal of Educational Technology, 23(1), pp. 17-33. PDF

ABSTRACT. Fifty-seven alumni of a global Masters program participated in research into their use of mobile devices. Drawing on questionnaire and interview data, the paper examines how far the devices were embedded in the personal and professional lives of these alumni, most of whom were aged 35-54. All had experience of online and distance education, and most worked in education or training. The study revealed some innovative uses of mobile devices, a selection of which is reported in this paper. The paper links the findings to wider debates about the changing relationship between learners and educational institutions, and the role of mobile devices in enabling individuals to engage in learning conversations. Data are provided on which devices were used by the alumni and for what purposes, and the paper explores the implications of these findings for educators.

Pincas, A. (2004). Using Mobile Phone Support for Use of Greek During the Olympic Games 2004 (The Inlet Project). International journal of instructional technology & distance learning, 1, 6.

ABSTRACT. The INLET project (Lingua) will demonstrate techniques for promoting immediately contextualized introductory Greek language at the Olympic Games in 2004. This paper will review implications for language learning motivation as well as more general underlying principles for ubiquitous just-in-time knowledge approaches involving SMS messaging including an SMS searchable database.

Quinn, C. (2000). mlearning: mobile, wireless, in-your-pocket learning. LineZine.PDF

ABSTRACT. Just what is mobile elearning (mLearning)? It’s elearning through mobile computational devices: Palms, Windows CE machines, even your digital cell phone. Let’s call them information appliances (IAs), and ask what’s cool about this? Imagine…You’re building a requirements doc (using a template in your IA) with your customer when you remember a new feature your company has released. You access the sales training info, and your customer is floored. You update your template and nail the sale at the same time…on location, you notice a problem. Through your IA you contact an expert, and use the advice to plug a sensor in and take a reading. Collaborating, you determine another reading to take, and, bingo, you’ve tracked it back to your supplier. You log the story back into your company knowledge base……you settle into your seat and open your IA, dropping back into that simulation. You zip through, and receive feedback not only on your outcomes, but on your approach to the problem. You’re now certified, and qualified for the next course as well (one you’re determined will lead to a more challenging position). You dive in, hoping to finish on the return trip… The vision of mobile computing is that of portable (even wearable) computation: rich interactivity, total connectivity, and powerful processing. A small device that is always networked, allowing easy input through pens and/or speech or even a keyboard when necessary (though it may be something completely different like a chord keyboard), and the ability to see high resolution images and hear quality sound. It may be that the image is overlaid on the world through glasses that act like a Heads Up Display. Donald Norman paints the picture, in his The Invisible Computer of small specialized information appliances. I don’t quite agree; I think we want a variety of different general devices capable of customization for our purposes (a subtle but important distinction). As people acquire expertise in digital information processing, they are willing to invest the effort to learn the tools that they uniquely require. For example, people typically have slightly different combinations of programs on their Palm handheld. The average mobile device will be a small handheld computer with a personally chosen suite of applications. My preference would be something with about an 800 x 600 color screen, a pen, a foldout keyboard (when necessary), fully networked, with a microphone and a speaker. It might be 3 x 5 inches when the keyboard is not extended, and would have a slot to plug in additional capability (for example, a camera). It would either have an advanced browser or a dedicated learning application as one of the software packages installed. The vision is clear. mLearning is the intersection of mobile computing and elearning: accessible resources wherever you are, strong search capabilities, rich interaction, powerful support for effective learning, and performance-based assessment. elearning independent of location in time or space. What is less clear is where we are now and how we will deliver on this vision.

*Sharples, M. (2003) Disruptive Devices: Mobile Technology for Conversational Learning. International Journal of Continuing Engineering Education and Lifelong Learning, 12, 5/6, pp. 504-520.

ABSTRACT. Learners can command an increasing range of mobile technologies that have the potential to support learning anytime anywhere, but also to disrupt the carefully managed environment of the classroom. This paper outlines a theory of learning as conversation that can provide a framework for the design of mobile networked technology for learning. It describes a prototype device based on a pen tablet computer with camera, phone and wireless LAN
connection, combined with software to support learning actions, descriptions and conversations. Such devices raise both opportunities and challenges for classroom education.

*Traxler, J., & Dearden, P. (2005). The Potential for Using SMS to Support Learning and Organization in sub-Saharan Africa. PDF

ABSTRACT. In developing countries, mobile technologies have the capacity to deliver and enhance learning in ways that are completely different from mobile learning in countries were mains electricity, computer hardware and internet connectivity are stable, reliable, cheap and abundant. They also have the capacity to subvert the received wisdom on the development of the educational uses of ICT. This paper describes work currently under way in Kenya to support in-service teacher training nationally with a distance learning programme specifically developed locally to meet the infrastructural and organisational requirements of an environment dramatically different that of most mobile learning projects. Alongside audio and video cassettes developed with BBC WIL support and print material developed with CEL, University of Manchester support, the authors have been working to bring together Kenya policy-makers, technologists and educationalists to develop a targeted bulk SMS system for the 200,000 in-service teacher participants. This will help structure the study programme, address the isolation of distance learners and deliver learning simply, sustainably and cost-effectively. The technologies chosen are the most robust, appropriate and socially inclusive and the development process has been designed to promote dialogue and capacity across the various local communities of practice and expertise. The project has explored both the business case and the pedagogic case for SMS within the programme. The former has looked at the efficiencies, costs and alternatives associated with SMS whilst the latter has been concerned to map a cross-section of educational transactions,ranging from delivering content to providing study guide material, onto SMS and evaluate them. Some interesting exploratory work has been done looking at porting the ideas of conferencing.The project has revealed the sophistication and agility of the mobile phone networks in Kenya and the developers of their ‘value-added’ services, and has been exploring the possibility of running much of the country’s schools’ statistical returns off SMS. Currently it seems that schools provide regular statistical returns to District and Provincial education offices and that these returns place a vital role in the allocation of resources to individual schools. These returns are currently transmitted by letter-post, courier or by phone conversation. These are potentially slow, expensive and error-prone. Many or most of them are however never used,only stored. Further research would be needed to document the exact nature of the returns, the use to which they are put and the various ways in which they are submitted. The notion of using SMS as the main input medium and also the medium for exception-reporting is still very novel. The project is supported by DfID, because of its relevance to models of appropriate mobile learning for the countries of sub-Saharan Africa, and is intended not only to explore regionally relevant solutions. More importantly the project is intended to help build capacity locally and challenge models of ICT rooted in Europe, the Far East and America.This account is based on research and consultancy taking from place in the UK and Kenya in the years 2004 and 2005

Vavoula, G., Sharples, M., Rudman, P., Meek, J., and Lonsdale, P. (2009). 
Myartspace: Design and evaluation of support for learning with multimedia phones between classrooms and museums. 
Computers & Education. 
PDF

ABSTRACT. This paper presents a description and evaluation of Myartspace, a service on mobile phones forinquiry-led learning that allows students to gather information during a school field trip which is automatically sent to a website where they can view, share and present it, back in the classroom or at home. The evaluation focused on three levels: a micro level, concerned with issues of usability; a mesolevel, which examined educational effectiveness in terms of learning breakthroughs and breakdowns; and a macro level, which looked at the impact of the new technology on school museum visits practice. Issues of implementing mobile learning across school and museum settings are identified and cross-level influences are discussed. The study showed that the service was effective in enabling students to gather information in a museum and this provided resources for effective construction and reflection in the classroom. Minor usability problems did not detract from the learning, however there are significant issues concerning how to structure the visit and on the viability of Myartspace as a regular service.