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