Today there are over 5.9 billion mobile phone subscriptions worldwide, and for every one person who accesses the internet from a computer two do so from a mobile device. Given the ubiquity and rapidly expanding functionality of mobile technologies, UNESCO is enthusiastic about their potential to improve and facilitate learning, particularly in communities where educational opportunities are scarce. This Working Paper Series scans the globe to illuminate the ways in which mobile technologies can be used to support the United Nations Education for All Goals; respond to the challenges of particular educational contexts; supplement and enrich formal schooling; and make learning more accessible, equitable, personalized and flexible for students everywhere.
Full Text: UNESCO Working Paper Series on Mobile Learning | United Nations Educational, Scientific and Cultural Organization.
We have been saying it over and over again – mobile learning is here to stay!
It’s only a matter of time before you will need to be involved in it.
As fascinating as mobile learning is, it is extremely dynamic; and evolves at a blinding pace.
This leads to organizations being unsure of how to formulate even a basic mLearning Strategy.
Full Text and download: Mobile Learning – A Quick Start Guide: Get The Free eBook | Upside Learning Blog.
As schools’ acceptance of mobile tools such as smartphones and tablets becomes more widespread, educators are struggling with how to incorporate them into current teaching models. Experts say schools need to get beyond the technology cart—treating these tools as accessories that get wheeled in and wheeled out an hour later—and educators need guidance on how to change their teaching practices to take advantage of what mobile learning has to offer. Yet examples of what these new pedagogical models might look like are hard to come by.
Gagnon and his team may be able to help. As the minds behind Augmented Reality and Interactive Storytelling (ARIS), they’ve developed an open-source mobile learning platform educators can download onto an iPhone, iPad or iPod Touch to create place-based and narrative gaming activities that can be incorporated into classroom curriculum.
For example, Chris Holden, an assistant professor in the University Honors Program at the University of New Mexico, and Julie Sykes, an assistant professor of Hispanic linguistics, used ARIS to create the game “Mentira.” Designed to help Spanish-language students learn in a real-world context, players talk with real people and virtual characters while visiting the Los Griegos neighborhood in Albuquerque, where they must solve a fictional murder mystery based on current and historical events.
[Sounds amazing – if you are using this tool let us know how you are using this in the comments]
Full article: Augmented Reality: Coming Soon to a School Near You? | MindShift.
In Chicago there is a 5:04pm express train that goes directly from the train station at Canal & Madison to the western suburbs about 30 miles away. It arrives at 5:38, which given the traffic in the Chicago-land area, seems like something out of the Jetsons. This train is highly coveted and at 5:01pm, the intersection of Canal & Madison is a dangerous place as hordes of briefcase toting commuters vie for a spot on that train.
Miss the 5:04 and you will be a) stuck on an hour long ride that seems to stop every 4 minutes, b) probably be late for dinner, c) likely to miss your child’s practice or game, and d) almost assuredly have to answer your “significant other.”
This post is dedicated to those “5:04 Warriors” who, while not wanting to finish a continuing education course on their phone, will do so in a heartbeat to make that train.
There is a difference between wanting to take a course and needing to take a course. The mobile device makes the need more accessible and convenient.
[This post ably makes the point that people want to access content at a time and place that suits them, and if that time and place means using your mobile device then so be it. ]
via Mobile Learning: The “people don’t want to take a 2-hour course on their phone” half-truth « Courseavenue’s Word on the Street.
I remember the first demonstration I ever saw of mobile learning some years back at one of Elliott Masie’s conferences. A person from IBM had a beautiful slide show that took us through a scenario where a sales person on a commuter train had to prepare for a Big Sales Meeting. From his phone, he accessed information about the account. He then looked up potential sales objections, and reviewed his sales binder for ways to address each. He found professional information about the key players, and reached out for a quick help question to members of his team. At the time, it seemed quite magical and the value-add was obvious to all of us.
Full article: Mobile Learning Musings II – Social Learning.
When you go to a conference on Mobile Learning or attend a webinar, you pretty much know the drill; the Presenter spends most of his or her time going through a long list of challenges we face as an eLearning industry considering the move to mobile learning (mLearning).
And it’s always the same challenges, what are we going to do with our existing eLearning since Adobe Flash doesn’t work on iOS devices? The screens are too small on smartphones for us to do anything worthwhile, connections on mobile devices aren’t reliable enough, there are too many devices to target all of them, and on and on.
It’s a bit depressing in my opinion.
I’m not minimizing the importance of these challenges, but I strongly believe each of these constraints are actually a good thing, because they force us to focus on solutions and find new ways of doing things. And when we do this, invariably innovation follows.
As I prepare for my presentation at mLearnCon in June on “The Mobile Learning Paradigm Shift: Thinking Mobile First,” my goal is to not only make a case for why we need to embrace these challenges and think different about mLearning, but also, I want to use my talk as an opportunity to discuss why we need to be excited about the amazing possibilities mobile brings to developing Learning.
I happen to think that mobile will enable us to do much “more” than what we have been able to do with eLearning on Desktop.
Full article: The “m” in mLearning means More | The Mobile Learning Revolution Blog.
As mobile devices become more capable, especially as mobile devices like tablets (iPad != all tablets) become more accepted and widely used, the initial challenge was seen as converting existing eLearning applications to work on those mobile devices, resulting in ‘mobile learning’, or “mLearning”.
However, there are substantial differences with those devices, including their connectivity, their size, and how they are used in general. After some false-starts, it is now understood mobile users do not expect to sit through a half-hour lesson on their device…especially as, being mobile, they may not have a reliable internet connection for that long.
Full article: ICS Learning Group: eLearning vs mLearning.
Mlearning is on the rise. With over 30% of mobile phone owners* across the globe using smartphones, the app market has expanded to incorporate a growing number of educational tools. Mlearning, whether on tablets or mobile devices, enables people to learn independent of location and time, creating a new and efficient culture of learning on the go.
There are already Mlearning apps in use, like our Sounds App, that work well to supplement classroom teaching and self-study. However, it is early days for these apps and anyone thinking about creating their own programme needs to take certain factors into consideration to ensure successful adoption.
Here are ten things to keep in mind when creating a Mlearning programme:
Full article: Mobile Learning: 10 things to keep in mind when creating your programme | Macmillan Apps.
Mobiles4Learning 2012 explores current practices and future uses of mobile technologies by/for secondary school educators and students. Hosted by The Loomis Chaffee School, this one-day gathering will bring together innovators who are leveraging cell phones and other mobile devices for educational purposes. In addition to teacher-led hands-on presentations and an Ignite Mobile Session, there will be a keynote address by Professor Eric Klopfer, MIT Associate Professor and Director of the MIT Scheller Teacher Education Program. Klopfer is also co-director of the recently created MIT Center for Mobile Learning.
Mobiles4Learning 2012 (M4L 2012) is an initiative of MobileEd.org/Richard Scullin, developing mobile learning resources for students and educators. Mobiles4Learning 2012 is co-produced by The Loomis Chaffee School’s Kravis Center for Excellence in Teaching and MobileEd.org.
For additional information or questions, please feel free to contact us at CET@loomis.org
via Loomis Chaffee: M4L2012.
A study of HMH Fuse™: Algebra 1 app released today by research firm Empirical Education Inc. identifies implementation as a key factor in the success of mobile technology. The 2010–2011 study was a pilot of a new educational app from global education leader Houghton Mifflin Harcourt (HMH) that re-imagines the conventional textbook to fully deploy interactive features of the mobile device. The HMH Fuse ™ platform encourages the use of personalized lesson plans by combining direct instruction, ongoing support, assessment and intervention in one easy-to-use suite of tools.
“Education technology does not operate in a vacuum, and the research findings reinforce that with a supportive school culture and strategic implementation, technology can have a significant impact on student achievement”
Empirical found that the iPad®-using students in the four participating districts: Long Beach, Fresno, San Francisco and Riverside Unified School District (Riverside Unified), performed on average as well as their peers using the traditional textbook. However, after examining its own results, Riverside Unified found an increase in test scores among students taught with HMH Fuse™ compared to their peers. Empirical corroborated these results, finding a statistically significant impact equivalent to a nine-point percentile increase. The Riverside Unified teachers also reported substantially greater usage of the HMH Fuse ™ app both in teaching and by the students in class.
To access the full research report, go to www.empiricaleducation.com/reports.php.
via Study Shows HMH Fuse™ iPad® App Can Dramatically Improve Student Achievement | EON: Enhanced Online News.