Smartphones give you wings: Pedagogical affordances of mobile Web 2.0

Thomas Cochrane and Roger Bateman
Unitec New Zealand

Australasian Journal of Educational Technology
2010, 26(1), 1-14

Built on the foundation of four years of research and implementation of mobile
learning projects (m-learning), this paper provides an overview of the potential of the
integration of mobile Web 2.0 tools (based around smartphones) to facilitate social
constructivist pedagogies and engage students in tertiary education. Pedagogical
affordances of mobile Web 2.0 tools are evaluated, and student usage and feedback is
outlined via an interactive multimedia timeline (using YouTube videos) illustrating
how these mobile Web 2.0 pedagogical affordances have transformed pedagogy and
facilitated student engagement in a variety of course contexts. A rubric for evaluating
appropriate smartphone choices is provided, and a model for implementing mobile
Web 2.0 pedagogical integration is presented.

Evaluation criteria	Notes
What type of article is it?	Content:
What is the main issue/problem being discussed?	Content:
Skim read – what could your dissertation gain by including this article?	Content:
What is the article’s contribution to knowledge?	Content:
How can this information be integrated into your review?	Content:
Compare and contrast to similar articles – for or against/ or an extension of the literature?	Content:
Are there recommendations for further research?	Content:
Where is the article placed in your field? Famous author?	Evaluation:
Is the article well written, interesting and easy to read?	Evaluation:
Is there a clear research question – can it be tested?	Evaluation of Hypothesis:
What methods are used to carry out research	Evaluation of the Research Design:
Is the design appropriate for testing the stated hypothesis?	Evaluation of the Research Design:
What are the limitations of the design/research methods?	Evaluation of the Research Design:
Are there aspects of the design that could be applied to your work?	Evaluation of the Research Design:
Are the results well displayed and clear?	Evaluation of Data Presentation:
Are the results in keeping with the design?	Evaluation of the Research Results:
Are the implications of the study clear?	Evaluation of the Research Results:
Have the results been appropriately discussed?	Evaluation of further calls for research:

Smartphones give you wings: Pedagogical affordances of mobile Web 2.0

Insecurity of WLAN for M-Learning Implementation in Tertiary Level by DoS

International Journal of Future Computer and Communication, Vol. 1, No. 3, October 2012
  Chandrasekaran Nammalwar and Rajeswari C.

Mobility, mobile technology and mobile

computing are few buzz words in all the fields. This makes

human beings life easy and goes for anywhere, anytime working

conditions. In educational field Networking and mobile

computing are playing major role in the shift from the

traditional black board teaching to contemporary E-Learning

and M-Learning environment. But the major issue with the

wireless network is vulnerability, denial of service and in

general security compared to the wired network. To secure

WLAN in organizations and institutions, the world is moving to

ubiquitous and seamless computing environments. On the

negative side, unlike wired networks, these networks are more

vulnerable making it easy for an intruder to capture

transmitted signals and also send massive volume of illegitimate

traffic and utilize system resources in a way that renders the

system inoperable thus denying access to authorized users. This

paper demonstrated different methods of achieving denial of

service (DoS) attack as it applies to wireless networks and

discusses and proposes different defense mechanisms so as to

minimize the attacks.

Insecurity of WLAN for M-Learning Implementation in Tertiary Level by DoS

The second educational revolution: rethinking education in the age of technology

A. Collins & R. Halverson

This paper drew upon a recent book (Rethinking Education in theAge of Technology) to sum- marize a number of prospects and challenges arising from the appropriation of digital technol- ogy into learning and educational practice. Tensions between traditional models of schooling and the affordances of digital media were noted, while the promise of these technologies for shaping a new system of education was reviewed. It was argued that new technology brings radical opportunities but also significant challenges. The urgency of seeking a coherent model for the future of education in a technological age was stressed.

The second educational revolution: rethinking education in the age of technology

Exploring mobile learning success factors

ALT-J, Research in Learning Technology
Vol. 18, No. 2, July 2010, 133–148

Thomas D. Cochrane

This paper is a comparative account and analysis of three mobile Web 2.0 projects instigated within a tertiary learning environment during 2008. Following the successful instigation of a mobile Web 2.0 project in the third year of a Bachelor of Product Design course during semester one, similar projects were initiated in semester two within the first-year and second-year Bachelor of Product Design courses. A common methodology for supporting and facilitating mobile Web 2.0 projects was used for all three projects. The projects were designed to explore the potential of mobile Web 2.0 tools to enhance both the formal and informal teaching and learning environments with a focus upon mobile blogging (moblogging). A comparison of student and teaching staff feedback from each of the three projects provided a basis for identifying and illustrating critical success factors within similar m-learning scenarios. Critical success factors identified include: the importance of the pedagogical integration of the technology into the course assessment, lecturer modelling of the pedagogical use of the tools, the need for regular formative feedback from lecturers to students, and the appropriate choice of mobile devices and software to support the pedagogical model underlying the course.

Exploring mobile learning success factors

Transforming pedagogy using mobile Web 2.0

Mobile and Blended Learning
Volume 1, Issue 4. 2009. 28 pages.

COCHRANE, Thomas and BATEMAN, Roger


Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm.

Transforming pedagogy using mobile Web 2.0

Informal learning with PDAs and smartphones

G. Clough, A.C. Jones, P. McAndrew & E. Scanlon

There has been increasing interest in informal learning in recent years alongside interest in how such learning can be supported by technology. However, relatively little is known about the extent to which adults make use of their own mobile devices to support informal learning. In this study, a survey was used to investigate whether, and to what extent, experienced users of mobile devices use their mobile devices to support intentional informal learning. If so, do they make use of mobile device connectivity to support opportunistic informal learning and does such connectivity support or encourage collaborative informal learning? Experienced mobile device users were recruited from web forums and business, and asked whether they used their devices to support informal learning. A pattern of learning uses emerged, some of which deployed the mobile device capabilities relatively unchanged, others triggered adaptations to typical learning activities to provide a better fit to the needs of the learner. These informal learn- ing activities provided the basis for the design of a flexible mobile learning framework that can be extended to support developments in mobile technology, and increasing use ofWeb 2.0 tech- nologies by informal learners.

Informal learning with PDAs and smartphones

Design and Development of m-Learning Service Based on 3G Cellular Phones

Journal of Information Processing Systems, Vol.8, No.3, September 2012

Kwang Sik Chung and Jeong Eun Lee

As the knowledge society matures, not only distant, but also off-line universities are trying to provide learners with on-line educational contents. Particularly, high effectiveness of mobile devices for e-Learning has been demonstrated by the university sector, which uses distant learning that is based on blended learning. In this paper, we analyzed previous m-Learning scenarios and future technology prospects. Based on the proposed m-Learning scenario, we designed cellular phone- based educational contents and service structure, implemented m-Learning system, and analyzed m-Learning service satisfaction. The design principles of the m-Learning service are 1) to provide learners with m-Learning environment with both cellular phones and desktop computers; 2) to serve announcements, discussion boards, Q&A boards, course materials, and exercises on cellular phones and desktop computers; and 3) to serve learning activities like the reviewing of full lectures, discussions, and writing term papers using desktop computers and cellular phones. The m-Learning service was developed on a cellular phone that supports H.264 codex in 3G communication technology. Some of the functions of the m-Learning design principles are implemented in a 3G cellular phone. The contents of lectures are provided in the forms of video, text, audio, and video with text. One-way educational contents are complemented by exercises (quizzes)

Design and Development of m-Learning Service Based on 3G Cellular Phones

A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings

Australasian Journal of Educational Technology 2009, 25(2), 153-183.

Wing Sum Cheung and Khe Foon Hew

Mobile handheld devices are increasingly being used in education. In this paper, we undertook a review of empirical based articles to summarise the current research regarding the use of mobile handheld devices (personal digital assistants/PDAs, palmtops, and mobile phones) in K-12 and higher education settings. This review was guided by the following four questions: (a) How are mobile handheld devices such as PDAs, palmtops, and mobile phones used by students and teachers? (b) What types of research methods have been applied using such devices? (c) What data collection methods are used in the research? and (d) What research topics have been conducted on these handheld devices in education settings, as well as their related findings? We summarise and discuss some major findings from the research, as well as several limitations of previous empirical studies. We conclude by providing some recommendations for future research related to mobile handheld devices in education settings.

A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings

Mobile Learning: The Beginning of the End of Classroom Learning

Proceedings of the World Congress on Engineering and Computer Science 2008
Edward J. Cherian and Paul Williams

Mobile learning has evolved from electronic learning, which has evolved from distance learning. Barriers previously available for mobile learning have now all but disappeared, and the number of adult learners available for mobile learning represents a sizeable student population. Studies
indicate no significant difference between most forms of distant learning and tradition face-to-face learning, which may represent the last barrier to fall in the march toward the adoption of widespread mobile learning.

Mobile Learning: The Beginning of the End of Classroom Learning

A Mobile Device and Online System with Contextual Familiarity and its Effects on English Learning on Campus

Journal of Educational Technology & Society
2010 - Vol 13, 3 93-109

Shu-Chen Cheng, Wu-Yuin Hwang, Sheng-Yi Wu, Rustam Shadiev and Ching-Hwa Xie

In this study, a mobile device and online system, StudentPartner, is proposed to help students learn English on campus using multimedia and GPS support. Two activities, exploring the campus in English and English presentation, were designed to stimulate students’ deep engagement and interaction with the system. Since students are very familiar with the campus as context, these activities elicit interest and playfulness. An experiment using the proposed system was conducted on the university campus for six months. The results show that positive perceptions of an activity, especially that of exploring the campus, significantly influenced users’ intentions to utilize the proposed system. In addition, it was found that users’ performance in the English presentation activity was significantly correlated with their achievement in learning. Thus, the proposed system,
when combined with these two activities is an effective and enjoyable method of learning English that utilizes the concepts of contextual familiarity and the exchange of ideas through presentations.

A Mobile Device and Online System with Contextual Familiarity and its Effectson English Learning on Campus

Educational use cases from a shared exploration of e- books and iPads

E-Books and E-Readers for E-Learning. Wellington, New Zealand: Victoria Business School, Victoria University of Wellington, pp. 25–53.

Martin Smith, Agnes Kukulska-Hulme and Anna Page

E-books and e-book readers are becoming increasingly widely available, particularly for the general reader, and there have been many studies on their adoption. However, less is known about their use for educational and academic purposes. We report here on work carried out on e-books and e-book applications using iPads by academic and teaching staff. After considering pedagogical issues and reporting survey results, we identify a spiral of six key use case areas for e-books. This spiral of use cases moves from basic e-book use, through situational reading, e-books and learning, using multiple learning resources, collaborative/group learning, to e-book production. We discuss each of these use case areas and provide guidelines that will be of interest to practitioners and researchers alike.

Educational use cases from a shared exploration of e- books and iPads

ONE-TO-ONE TECHNOLOGY-ENHANCED LEARNING

Research and Practice in Technology Enhanced Learning

CHAN, TAK-WAI

ROSCHELLE, JEREMY

HSI, SHERRY

KINSHUK

SHARPLES, MIKE

BROWN, TOM

Patton, Charles

Cherniavsky, John

Pea, Roy

Norris, Cathie

Soloway, Elliot

Balacheff, Nicolas

Scardamalia, Marlene

Dillenbourg, Pierre

Looi, Chee-Kit

Milrad, Marcelo

ULRICH HOPPE

Over the next 10 years, we anticipate that personal, portable, wirelessly-networked technologies will become ubiquitous in the lives of learners — indeed, in many countries, this is already a reality. We see that ready-to-hand access creates the potential for a new phase in the evolution of technology-enhanced learning (TEL), characterized by “seamless learning spaces” and marked by continuity of the learning experience across different scenarios (or environments), and emerging from the availability of one device or more per student (“one-to-one”). One-to-one TEL has the potential to “cross the chasm” from early adopters conducting isolated design studies to adoption-based research and widespread implementation, with the help of research and evaluation that gives attention to the digital divide and other potentially negative consequences of pervasive computing. We describe technology-enhanced learning and the affordances of one-to-one computing and outline a research agenda, including the risks and challenges of reaching scale. We reflect upon how this compares with prior patterns of technology innovation and diffusion. We also introduce a community, called “G1:1,” that brings together leaders of major research laboratories and one-to-one TEL projects. We share a vision of global research, inviting other research groups to collaborate in ongoing activities. Keywords: Technology-enhanced learning; research collaboration; pervasive computing; wireless technologies.

 

ONE-TO-ONE TECHNOLOGY-ENHANCED LEARNING

m-Learning: An experiment in using SMS to support learning new English language words

British Journal of Educational Technology
Vol 40 No 1 2009
78-91

There is an increase use of wireless technologies in education all over the world. In fact, wireless technologies such as laptop computers, palmtop com- puters and mobile phones are revolutionising education and transforming the traditional classroom-based learning and teaching into anytime and anywhere education. This paper investigates the use of wireless technologies in education with particular reference to the potential of learning new technical English language words using Short Message Service (SMS) text messaging. The system, developed by the authors, called mobile learning tool(MOLT), has been tested with 45 1st-year undergraduate students. The knowledge of students before and after the experiment has been measured. Our results show that students enjoyed and learned newwords with the help of their mobile phones. We believe that using the MOLT system as an educational tool will contribute to the success of students.


m-Learning: An experiment in using SMS to support learning new English language words

Mobile Learning with Micro-content: A Framework and Evaluation

25th Bled eConference eDependability:
Reliable and Trustworthy eStructures, eProcesses, eOperations and eServices for the Future

Peter A. Bruck
Luvai Motiwalla
Florian Foerster

Micro-learning (ML) combines micro-content delivery with a sequence of micro interactions which enable users to learn without information overload. This has the potential to enable better learning results in terms of retention of propositional content. Learners familiar with Web2.0 technologies, like Tweets and SMS, expect a personalized learning solution and the KnowledgePulse (KP) system researched and developed by the RSA FG delivers this in a work context. ML has potential for enhancing mobile learning which has lacked success despite the explosive popularity of mobile devices. This paper presents the micro-learning approach and the KP sytem that delivers micro-content on mobile devices and allows learning anytime, anyplace and any pace. Three case studies of different product stages of KP are reported with 100+ users in three settings. Results show high usage levels and good satisfaction of learners. These preliminary results provide encouraging signs for the further development of micro-learning systems. Future research needs to expand to a much large scale and also develop an evaluation framework which can serve as standard to investigate how micro and mobile learning can be integrated to create more effective learning.


Mobile Learning with Micro-content: A Framework and Evaluation

Facilitating Engaged Learning in the Interaction Age Taking a Pedagogically‐Disciplined Approach to Innovation with Emergent Technologies

International Journal of Teaching and Learning in Higher Education
2008, Volume 20, Number 1, 70-78

Jennifer M. Brill and Yeonjeong Park

The purposes of this paper are to explore emerging technologies, engaged learning, and features and students of the Interaction Age and to identify connections across these three realms for future research and practice. We begin by highlighting those elements of the Interaction Age that suggest a shift in the affordances and applications of digital content. The Interaction Age, as an extension of the Information Age, distinguishes digital content as not just content accessed by students but as content around which they engage and construct knowledge in a social manner. Second, we review technologies emerging on college campuses as well as categorize and compare newer technologies including mobile learning, Augmented Reality, Virtual Reality, and ubiquitous learning. These technologies are among those at the leading edge of innovation and hold promise for educational application. However, in light of the Interaction Age, we argue that these technologies must contribute to student learning, and in particular, student engagement in learning. Thus, we present the outcomes of a literature review regarding engagement and engaged learning. Finally, we explore prominent connections between emerging technologies, engaged learning, and students and devices of the Interaction Age, offering examples of these linkages to stimulate future research and practice.


Facilitating Engaged Learning in the Interaction Age Taking a Pedagogically‐Disciplined Approach to Innovation with Emergent Technologies

Adult Multimedia Learning with PDAs – The User Experience

Mlearn 2005

Bradley, Claire

Haynes, Richard

Boyle, Tom

Can rich interactive multimedia learning experiences be created for adults to use on a Personal Digital Assistant (PDA)? This was the research question that prompted this exploratory work into creating mobile learning applications. The result is the development of two prototypes of multimedia learning applications for the PDA. The first is a mobile local history tour designed to support informal learning. The second is a learning object on Java programming for higher education students, which has been adapted for the PDA. The applications will be briefly described, with the underlying design and pedagogic principles. Both have been evaluated with representative target users, and the remainder of the paper will focus on the user experience of using the applications and the PDA in these two distinct learning scenarios. Despite their differences, a number of themes emerge. Some of these were expected such as the advantages afforded by mobility and portability and the new learning spaces that become available. Others not anticipated relate to the learning experience the PDA provides. Both user groups particularly liked the use of audio: for example “audio provided real depth to the tour”, “I learn more by hearing”. The students found the PDA object “much more interactive”, “more understandable” and particularly liked it because it “is smaller than a book”. The paper presents more of the in-depth and rich feedback from users, illustrating the success of this research.

Adult Multimedia Learning with PDAs – The User Experience

Pad-agogy: A quasi-experimental and ethnographic pilot test of the iPad in a blended mobile learning environment

Ascilite 2010

Jeffrey Brand
Shelley Kinash

Does student use of mobile technologies make a difference to their learning? Many educators make this claim. This research will test and report the learning outcomes, technology orientations, attitudes, times on task and exposure frequencies with iPad tablet computers and make comparisons of these groups using other mobile devices and groups not using mobile devices. Methods include a quasi-experiment and design-based research (DBR) and ethnography. Participants will be 150 students over 2 semesters randomly assigned to rotating a comparison group using a traditional bound textbook and regular access to a Blackboard subject site, another comparison group using their existing mobile devices and an experimental group using iPads to access equivalent content through enhanced Blackboard content and an enriched e-text prepared for this research by Oxford University Press. Surveys, observations, discussions and curricular assessment are conducted weekly as part of the class. Quantitative analysis will be through SPSS and qualitative through NVIVO. The distinctive contribution of this research is the addition of empirical data to this research domain. Early results will be presented at the conference.

Pad-agogy: A quasi-experimental and ethnographic pilot test of the iPad in a blended mobile learning environment

Up Close and Very Personal – A Proposed Conceptual Framework for Mobile Technology As a Participant

IST-Africa 2007 Conference Proceedings
Paul Cunningham and Miriam Cunningham (Eds)
IIMC International Information Management Corporation, 2007
ISBN: 1-905824-04-1

Adele BOTHA, Johannes C.CRONJE , Merryl FORD

The purpose of this paper is to propose a conceptual framework for the integration and evaluation of mobile technology in educational settings. Research in the development of platforms and initiatives for and in education often display characteristics of either a pedagogical or technology focus. Only when the technology that supports a mobile learning event and the pedagogic considerations that underpin it, come together, does it produce a successful initiative. While both reflect a perspective, neither reveals it in isolation. By acknowledging this interdependent relationship in mobile learning and its incorporation into planning and evaluation, we are able to arrive at an understanding of the ensuing relationships between the individual, the community, the desired outcome and the mediating tool. In the development of this framework a case is made for considering the technology as a participating partner in learning events. This leads to new relationships that could influence the integration of technology. These relationships are dynamic and change as technology improves and new tools are introduced.

Up Close and Very Personal – A Proposed Conceptual Framework for Mobile Technology As a Participant

Research on M-Learning Supported by 3G/4G

2nd National Conference in Emerging Trends in Informative Computing Applications (IWAY) - 2012 Proceedings published by International Journal of Computer Applications® (IJCA)

V. Sujatha Bai
S. Hendry Leo Kanickam
N. Vijayaraj

With explosive immersion of mobile technology supported by 3G/4G, it’s distinctive of being portable and online has injected new vitality to M-learning, people become to explore its potential under the surrounding of M-learning.
Based on the technology predominance of 3G/4G, this paper first analyses current situation of M - learning. Then it discusses the teaching relations and learning surrounding of M-learning with support of 3G/4G technology. Then it expounds on the challenges which 3G/4G brings to M- learning. Wish this paper could play an active role in actual research of M-learning.


Research on M-Learning Supported by 3G/4G

M-Learning Management Tool Development in Campus-Wide Environment

Issues in Informing Science and Information Technology Volume 3, 2006

Anang Hudaya Muhamad Amin, Ahmad Kamil Mahmud, Ahmad Izuddin Zainal Abidin, and Miziana Abdul Rahman

Mobile learning (M-Learning) integrates the current mobile and wireless computing technology with education primarily to enhance the effectiveness of the traditional learning process. One of the difficulties in implementing M-Learning is to deliver the content efficiently. This paper fo- cuses on the development of M-Learning management tool in campus-wide environment using the Microsoft .NET infrastructure. User acceptance study was carried out to measure the feasibil- ity of the M-learning management application development. The results of the study indicate a tendency towards the M-Learning acceptance in campus-wide environment. The main objective of the works that have been carried out is to develop a server-side M-Learning application using the Microsoft .NET infrastructure. The works that has been carried out act as preliminary work for future development of M-Learning application in campus-wide environment.

M-Learning Management Tool Development in Campus-Wide Environment

STUDENTS' ATTITUDES AND PERCEPTIONS TOWARDS THE EFFECTIVENESS OF MOBILE LEARNING IN KING SAUD UNIVERSITY, SAUDI ARABIA

The Turkish Online Journal of Educational Technology – TOJET April 2009 ISSN: 1303-6521 volume 8 Issue 2 Article 10

Dr. Fahad N. Al-FAHAD

The main aim of this research study is to better understand and measure students' attitudes and perceptions towards the effectiveness of mobile learning. This paper reports on the results of a survey of one hundred eighty six undergraduate female students at King Saud University about their attitude and perception to the use of mobile technology in education. An analysis of the quantitative survey findings is presented focusing on the ramification for mobile-learning (m-learning) practices in university learning and teaching environments. The author has attempted to determine how this technology can be optimally used to improve student retention at Bachelor of Art and Medicine programmed at King Saud University in Saudi Arabia. Result of this survey clearly indicate that offering mobile learning could be our method for improving retention of B.A ,and M.D. students, by enhancing their teaching/learning. The biggest advantage of this technology is that it can be used anywhere, anytime and adopt their mobile learning systems with the aim of improving communication and enriching students' learning experiences in their open and distance learning.

STUDENTS' ATTITUDES AND PERCEPTIONS TOWARDS THE EFFECTIVENESS OF MOBILE LEARNING IN KING SAUD UNIVERSITY, SAUDI ARABIA

M-learning and mobile knowledge management: similarities and differences

International Journal of Computing & Information Sciences
2006
4(2), pp.58–62

Zuga, Bruno

Slaidins, Ilmars

Kapenieks, Atis

Strazds, Armands

Existing e-learning and knowledge management projects have shown that m-learning and mobile knowledge management may have real and valuable contribution to development of knowledge society. The paper analyses and compares different m-learning and mobile knowledge management introduction scenarios based on evidence found in the literature. Special emphasis is given to the examination of current practices as they are found in m-learning and mobile knowledge management, similarities and differences are identified. The article attempts to find critical success factors for sustainable deployment in both m-learning and mobile knowledge management.

M-learning and mobile knowledge management: similarities and differences