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

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