Are You Ready for Mobile Learning?

Frequent use of mobile devices does not mean that students or instructors are ready for mobile learning and teaching
By Joseph Rene Corbeil and Maria Elena Valdes-Corbeil

Jason, a 19-year-old college freshman, woke up early Friday morning to download this week's U.S. History podcast to his iPod. As he got into his car for the one-hour commute to campus, he put on his earbuds and began to listen to his professor's test review session. The lecture ended as he entered the student parking lot. Before exiting the car, Jason received a text message on his smart phone from Paula, his study partner. She had some questions and wanted to meet up with him in the library before the test. He pulled out his laptop and backpack before locking the car door. By the time he reached the library, Paula was already connected and online at her favorite table. She was busily transferring the professor's lecture notes from the course Web site to her pen drive. "What's the answer to question number three?" she asked as Jason sat down. "I don't know," he answered; "Why don't you Google it to find out?" "I've got a better idea," she responded. "Why don't you IM the professor? He's online right now." Professor Davis was on his way back to his office from Media Services when a familiar chime let him know that someone was IMing him. He pulled out his PDA and read the message. With stylus in hand, he typed the response, "Call me." Ten seconds later, his cell phone rang. "Hello?" "Hi, Dr. Davis. Jason and I are in the library and we are having a hard time answering question number three." "Are you in front of your computer?" Dr. Davis asked. "Yes, we are." "Go to this week's lecture notes and review the section on Western Expansion. You'll find what you are looking for there." "Thanks a lot," Paula answered. "We'll see you in class."

Jason, as well as most of today's college-aged students, is a product of immersion in the technological advancements of the past two decades. These students are what Marc Prensky calls "digital natives."1 Raised in a ubiquitous technology environment, this new generation is accustomed to the "twitch-speed, multitasking, random-access, graphics-first, active, connected, fun, fantasy, quick pay-off world of video games, MTV, and Internet."2 Today's instructors, if not already familiar with the digital language of their students, must learn it to maximize learning and access to learning. Ray Schroeder, editor of the Online Learning Update blog at the University of Illinois at Springfield, predicts that over the coming year, mobile learning will expand and evolve dramatically. He points to the term "podcasting," the New Oxford American Dictionary's Word of the Year, as evidence of this growth and predicts that new podcasting features will be exploited for e-learning in an expanding array of mobile devices. As a result, Schroeder predicts, e-learners will no longer be chained to their computers and network connections; they will be learning while hiking in the mountains, strolling on the beach, or jogging along a city street.3

Mobile Devices and Their Potential Instructional Uses

Clark Quinn, professor, author, and expert in computer-based education, defined mobile learning as the intersection of mobile computing (the application of small, portable, and wireless computing and communication devices) and e-learning (learning facilitated and supported through the use of information and communications technology).4 He predicted that mobile learning would one day provide learning that was truly independent of time and place and facilitated by portable computers capable of providing rich interactivity, total connectivity, and powerful processing. In May 2005, Ellen Wagner, senior director of Global Education Solutions at Macromedia, proclaimed that the mobile revolution had finally arrived:
Wherever one looks, evidence of mobile penetration is irrefutable: cell phones, PDAs, MP3 players, portable game devices, handhelds, tablets, and laptops abound. No demographic is immune from this phenomenon. From toddlers to seniors, people are increasingly connected and are digitally communicating with each other in ways that would have been impossible only a few years ago.5

Consequently, it comes as no surprise that sooner or later people would begin to look for ways to integrate mobile computing into e-learning to make courses more accessible and portable. For example, Duke University made headlines when it provided all incoming freshmen with their own 20-gigabyte iPods. Similarly, the Virginia Tech College of Engineering became the first public

institution to require all students to purchase a tablet PC beginning with incoming freshmen in fall 2006. Personal digital assistants (PDAs) are also seeing more use in the classroom. New educational software programs (such as quizzing and trivia programs, along with grade- and assignment-tracking tools) show great benefits for both students and teachers. The increase in use is attributed to the affordability and portability that PDAs offer, making it possible for each student to have access to a computer at any time and any place. No longer dependent on computer labs for computing capability, students can work on PDAs right at their desks. Students can also take PDAs on field trips to collect, store, and analyze data on site. As the market for portable computing devices continues to expand, e-books are predicted to grow with them. In response, online bookstores have increased their holdings of e-books, with some publishers now including e-book versions of their printed college textbooks. Currently, companies are working on adding audio, video, and text-to-speech components for e-book software, which mightalong with new usability standardseliminate the barriers to their widespread adoption within the next few years. The rest of this section lists the most common mobile communication/computing devices, their features and functions, their potential instructional uses, and the pros and cons of using them for mobile learning.

iPod
The iPod portable media player from Apple allows users to download music, audio books, podcasts, photos, and video. It has an address book and calendar that synchronize with Microsoft's Outlook or Outlook Express. It can also serve as a mass-storage device. Instructional Uses. With the iPod, students can download podcasts of relevant instructional material along with audio and video lectures. Although the early devices have rather small screens, future versions probably will have bigger screens so that users can read e-books on them. The video iPod, for example, takes a step in this direction. With the iPod, students can exchange information files, collaborate on projects, review coursework and prepare for exams, showcase their work, and share project results. They (or the instructor) can provide visual, step-by-step directions that are difficult to convey with words only. Students or instructors can add a microphone to their iPods to capture material for educational use. Pros. With 87 percent of the market share, the iPod has already proven its popularity with students. Apple's iPod University lets professors make lectures

available to students for free download. The iPod's many add-ons increase its functionality, and it's great for students on the go. It appeals to digital natives' need for immediacy of information. Cons. First, consider the cost. An iPod may not be affordable for all students, and it requires Apple's iTunes program (which is free) for downloading files. Second, it provides one-way communication, not interactivity, although it can record material. Third, the screens are generally too small to use sophisticated applications or to read quantities of text (although this will probably change in future versions).

MP3 Player
This digital audio player plays music and audio files. Some models have an integrated voice recorder and line-in recording. Instructional Uses. Students can use an MP3 player to download and listen to podcasts and audio lectures. They can also review course material and study for exams, stay informed about course content, read (listen to) audio books, and, with some devices, record information such as a lecture. Pros. MP3 players are compact and light. They have no moving parts (unlike hard disks), which increases their battery life. They feature excellent audio quality and are upgradeable and expandable. Cons. An MP3 player is replaceable by other devices that also play audio files. Encoding files and transferring data can be time-consuming. These players provide one-way communication, not interactivity.

Personal Digital Assistant

The PDA combines computing capability, Internet access, and networking features in one system with a calendar, notepad, address book, and productivity tools. It is a programmable, Bluetooth-enabled, Wi-Fiequipped device with a pen/stylus input interface. Instructional Uses. A PDA plays audio, video, and Flash movies; displays and permits editing of text documents; lets users access e-mail and Web content; supports IM and text messaging; and can be used for mass storage. PDAs support interactive, collaborative learning. Students can use them to present projects; conduct research; word process documents (with a peripheral input device); and take notes in class. Pros. PDAs have a large screen (for a portable device) that makes reading easy. It also combines several computing and communication tools in one

device. Text and data entry are possible through the screen keyboard, a stylus, or external peripherals. Cons. PDAs are bulky compared to other portable devices and won't fit in a standard-sized pocket, although packs, purses, and other carriers will accommodate them. They are not efficient for entering long e-mails or texts without using a peripheral input device.

USB Drive
The USB drive is a mass-storage device that attaches easily to many computers and other devices. Instructional Uses. A USB drive is great for storing coursework and audio and video files. Students can share files for collaborative projects, transfer work to and from computers at school, save their work, and submit work to the instructor. Pros. The drive is small and portable, and the USB interface is compatible with all newer computers. It works well for transporting files from home to school and back. Cons. A USB drive is a single-purpose device. Other devices can also serve for mass storage.

E-Book Reader
E-book readers are used to download text-based materials. They can store hundreds of e-books, newspapers, and magazines. Magnification and highlighting features facilitate easy reading and marking of texts, and full-text search makes it easy to find specific passages. Instructional Uses. Students can use an e-book reader to download and store text-based instructional materials and electronic textbooks; read resources on demand; and conduct research. Pros. E-book readers have large screens for easy reading, while backlighting facilitates reading in dark places. Digital bookmarks and highlighters let users mark their texts, and full-text search capabilities make it easy to find specific passages. An e-book reader can store all the content and textbooks for several courses. Cons. An e-book reader is a single-purpose device with limited computing capabilities. It may require proprietary text formats. A limited number of e-book titles are currently available.

Smart Phone

A smart phone combines telephone capability with a PDA, camera, video, mass storage, MP3 player, Internet access, and networking features in one compact system. Instructional Uses. Students can download audio and video lectures and podcasts to their smart phones. They can play audio, video, and Flash movies; display and edit text documents; access e-mail and Web content; send IM and text messages; and use the phone for mass storage. Smart phones also enable global collaboration and scientific experimentation and research. Users also can access information globally. Smart phones thus support interactive learning. Pros. A smart phone combines a multitude of communication and computing features in one compact system. Cons. The small screen makes Web browsing and reading text difficult. Small keys or a virtual keyboard make text entry inefficient for longer e-mails or texts. Finally, some smart phones cost as much as entry-level PCs while having a fraction of their functionality.

Ultra-Mobile PC (UMPC)
Ultra-mobile PCs have all the major features of a standard tablet PC but in a much smaller package. They support audio, video, and gaming; browsing the Internet; and other communication and networking applications. They come Bluetooth, Wi-Fi, and Ethernet enabled. Instructional Uses. Students can download audio and video lectures and podcasts to their UMPCs; create and edit course-related assignments; surf the Web; send e-mails, IMs, and text-messages; and log on to course Web sites from a distance. UMPCs enable global collaboration, scientific experimentation, and research. Users also can access information globally. UMPCs thus enable interactive learning. Pros. This ultra-small, ultra-portable PC with its 7-inch touch-sensitive screen is great for surfing the Web and viewing multimedia. Its small size makes it ideal for traveling. Cons. These units are expensive, costing more than a high-powered PC. Due to their small size, most UMPCs do not have a full-size keyboard or keypad.

Laptop/Tablet PC

The most complete and functional system of all the portable devices, laptop/tablet PCs come Bluetooth, Wi-Fi, and Ethernet enabled. They are a robust productivity tool. Tablet PCs offer additional features such as handwriting recognition and voice-to-text conversion as part of their operating systems. Instructional Uses. Students can download audio and video lectures and podcasts; create and edit course-related assignments; surf the Web; send emails, IMs, and text-messages; and log on to the course Web site at home or while on the road. The units provide a high level of interactivity for global collaboration, scientific experimentation, and research. Pros. Laptop/tablet PCs are great for students who need to take their work with them. They provide the most power and capabilities of all the portable devices. Cons. Laptop/table PCs are still relatively expensive, and their size makes them cumbersome while traveling. Unlike some smaller devices, they cannot be used while walking.

Benefits and Challenges of Mobile Learning

Portable computing/communication devices such as laptops, PDAs, and smart phones connected to wireless networks enable mobility and facilitate mobile learning. Mobility allows teaching and learning to extend beyond the traditional classroom; in the case of distance learning, users of portable devices can break the tether of the home computer. Within the classroom, portable computing/communication devices give instructors and students increased flexibility and provide new opportunities for interaction. Mobile technologies also support learning experiences that are collaborative, accessible, and integrated with the world beyond the classroom.6 The benefits, however, do not come without challenges. Benefits:

Great for people on the go. Anytime, anywhere access to content. Can enhance interaction between and among students and instructors. Great for just-in-time training or review of content. Can enhance student-centered learning. Can appeal to tech-savvy students because of the media-rich environment. Support differentiation of student learning needs and personalized learning.7 Reduce cultural and communication barriers between faculty and students by using communication channels that students like.8

Facilitate collaboration through synchronous and asynchronous communication.

Challenges:

May make it easier to cheat. Could give tech-savvy students an advantage over non-technical students. Can create a feeling of isolation or of being out-of-the-loop for non-techies. May require media to be reformatted or offered in multiple formats. Might render some content outdated because of rapid upgradeshere today, outdated tomorrow. Could require additional learning curve for non-technical students and faculty. May be used as a new high-tech package for the same old dull and boring content.

Pedagogical Implications
Mobile computing/communication devices offer a unique opportunity for teachers and students in different kinds of instructional settings to capitalize on the flexibility and freedom afforded by these devices. However, these benefits demand new pedagogies and new approaches to delivering and facilitating instruction. If appropriately facilitated, mobile learning can benefit learners by providing instructional materials and interaction through their mobile devices wherever and whenever they need it. Instructors also benefit in that they, too, can access services and interact with students while on the move. To keep up with this changing phenomenon and to effectively facilitate mobile learning, argued Sharma and Kitchens,9 it is imperative that instructors learn about and adapt to the changing environments, when and where appropriate. Naismith et al.10 hypothesized that mobile technologies will have a huge impact on learning; they made the following predictions based on emerging trends:

Learning will center on the individual learner's environment rather than the classroom. Learning will involve learners making meaningful connections to resources and other people. The ability to instantly publish their observations and reflections as digital media will empower learners to become investigators of their own environments. The ability to easily capture and record life events will assist learners in recall and collaborative reflection.

Distributed collaboration and mobile team opportunities will be greatly enhanced.

These predictions, if accurate, have significant pedagogical implications that are both a consequence of, and an opportunity for, mobile learning. Educators will have to shift from being transmitters of knowledge to facilitators of learning in order to create new learning pathways that are more situated, personal, collaborative, and long term. To help educators make the transition, Naismith et al.11 offered the following suggestions for adapting mobile learning to the six major types of learning:

Behaviorism: Quick feedback or reinforcement can be facilitated through mobile devices. Constructivism: Mobile devices enable immersive experiences such as those provided by simulations or games. Situated learning: Learners can take mobile devices into authentic learning environments or "context-aware" environments, such as specially equipped museums. Collaborative learning: Mobile devices provide a handy additional means of communication and a portable means of electronic information gathering and sharing. Informal/lifelong learning: Mobile devices accompany users in their everyday experiences and become a convenient source of information or means of communication that assists with learning. Support/coordination: Mobile devices provide just-in-time access to learning resources, news, information, planners, address books, calculators, and so forth.

As stakeholders evaluate the potential of mobile learning, several pedagogical issues and questions arise. Paramount are the issues pertaining to how mobile learning will impact teaching and learning. Further research should address the following questions:

What is the rationale for implementing mobile learning technologies? Will increased use of shorthand in synchronous and asynchronous communication affect students' writing ability in the long term? Will brevity of expression trump depth of knowledge?12 Will it become easier for students to cheat during tests? Is this issue relevant to twenty-first-century learning? What course content is suitable for transmission to mobile computing/communication devices? Will the quality of communication and interaction be enhanced or diminished by adopting mobile learning pedagogy?

Do mobile devices allow students to interact with peers and instructors at the same level and quality as if they were participating using a PC? Will a shift in emphasis from e-learning to mobile learning increase the gap between the haves and have-nots? Will the quality of the instructional content be improved, enhanced, or downgraded by transferring to a mobile-compatible format? What types of resistance to change will faculty and students experience? How will the instructor's role change?

Readiness for Mobile Learning

To determine if the distance education students and faculty at The University of Texas at Brownsville were ready for mobile learning, we conducted an informal survey in fall 2006 of student and faculty ownership, use, and readiness for mobile learning. The Survey of Mobile Learning was available through a posting on an educational technology blog site to students enrolled in 12 online courses. Of the population of 191 graduate and undergraduate students, 107 students (56 percent) volunteered to participate in the survey. In addition, 30 faculty (45 percent) from the School of Education also participated. The survey consisted of three questions:
1. Which of the following mobile computing/communication devices do you currently own? (See the list in Figure 1; students, N = 107; faculty, N = 30.) 2. Which of the following mobile computing/communication activities do you regularly engage in? (See the options in Figure 2; students, N = 107; faculty, N = 30.) 3. Are you ready for mobile learning? (See Figure 3; students, N = 107; faculty, N = 30.)

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Results, Conclusions, and Implications

Are distance-education students and faculty ready to make the jump from elearning to mobile learning? What does it mean to be ready? To answer these questions, we examined the mobile devices that students and faculty were already using, as well as the activities they engaged in while using these devices. In most cases, both students and faculty already participated in a variety of mobile computing and communication activities at work and for recreation. They were not, however, integrating mobile technologies into their teaching and learning activities. Most distance-education students enrolled in our online programs affirmed that they felt ready for mobile learning and already possessed some of the basic tools needed to facilitate it. Of the 107 student survey respondents, 94 percent (n = 100 students) indicated their readiness for mobile learning; all of them owned a cell phone or smart phone, and 92 percent (n = 98 students) owned a laptop computer. Similarly, a slight majority (60 percent, n = 18) of faculty also affirmed

their readiness for mobile learning, with over 93 percent (n = 28) owning a cell phone or smart phone and 83 percent (n = 25) owning a laptop computer. Regarding mobile learning activities engaged in by students and faculty, 98 percent (n = 105) of students and 100 percent (n = 30) of faculty use e-mail; 82 percent (n = 88) of students and 77 percent (n = 23) of faculty transfer files from one place to another via portable USB devices; 56 percent (n = 60) of students and 27 percent (n = 8) of faculty send and receive instant messages (IMs); and 45 percent (n = 48) of students and 13 percent (n = 4) of faculty send and receive short text messages (SMS). When asked if they had ever taught an online or Web-enhanced course, 67 percent (n = 20) faculty answered yes. The implication for faculty who would like to implement mobile learning in their online or traditional courses is that they can begin by making content and information available to students in formats easily accessible by mobile phone or laptop computer. This would be a logical first step, since a majority of students and faculty already use these tools in many of their daily activities. Other tools, such as video iPods and MP3 players, can be phased in gradually. The following ideas could be implemented immediately with little to no additional cost. Most basic cell phones today can send and receive text messages, voicemail, and e-mail. E-mail is a convenient way to communicate information to the learning community, so the instructor can begin by sending class-wide "broadcast" e-mails that students can access via a variety of mobile devices. Instructors can also configure their university voicemail systems to deliver important messages or class announcements when students call in. Voice Email, a plug-in available through Horizon Wimba that is a compatible with most learning management systems, enables instructors to create one- or two-way recorded audio communications within e-mail messages. Voice e-mails sent to students will contain a link to the recorded message located on a server. Faculty can send a voice e-mail to one student, to a group of students, or to the entire class. ClearTxt, a new product available in both free and commercial versions, enables users of the Blackboard learning management system to receive notice within minutes of information posted within a course, group, or organization. The technology sends a text message to a student's cell phone as soon as new information is posted. Since virtually all students have and actively use cell phones, faculty could be assured that important notices would be received by the members of a class or group. Horizon Wimba's Live Classroom allows students and instructors to log in to an audio chat via computer or telephone.

Since laptops and tablet PCs allow people to access the Web and e-mail from virtually any location that provides Internet access, these devices can play an important role in mobile learning. To make instructional content more portable, instructors can begin to convert their lectures to podcasts or streaming media files and post them on their course Web sites, or on free online resources such as Apple's iPod University or YouTube, for convenient download. Students can play the files on their laptops or transfer them to other mobile devices. Podcasting enables faculty to incorporate on-demand audio recordings into their curriculum. While it is relatively easy to produce a podcast, instructors will have to rethink their approach to packaging instructional content so that students are eager to listen to it. "The droning voice of a professor reading from yellowed lecture notes will not be so affecting," according to Gardner Campbell, "...but a voice that creates a theater of the mind...can connect with the listener on a profound level."13 The Division of Information Technology at the University of WisconsinMadison offers the following guidelines for creating podcasts14:

Avoid overly complex material that includes lots of facts and figures. Complex subject matter is often more effectively conveyed through handouts and readings than through a podcast. This is because most students will listen to podcasts as they perform other tasks (i.e., riding a bus, driving, exercising, walking to class, etc.). In most cases they won't be taking notes as they listen. Always keep in mind the learner's context when selecting content for a podcast. Recordings of classroom lectures may not be the best use of podcasting. Podcasts of entire lectures often come across as overly formal and boring. Important visuals are excluded. Only use lectures as podcasts when you have a strong pedagogical rationale for doing so. Narrow the focus of a podcast. Limit the scope of the content to only a few main themes. Don't try to communicate too much material in a single podcast. Instead, identify important concepts or issues students tend to struggle with and develop a podcast that addresses each one.

By convention, most of the just-in-time podcasts (such as CNN news and NPR news) last about three to five minutes. Perhaps instructors can make better use of the limited time and only provide the information that provokes students' thoughts. Instructors are also advised to focus on one theme, topic, or issue in each podcast so that learners have options to download the needed ones. Also, information about each podcast event's file size or time duration should be provided. With the challenge of new mobile technologies for podcasting comes a great opportunity for providing new types of services for traditional and distant learners. Meng believes "the greatest opportunities for these technologies are in the ways

they will be used that have not yet been imagined."15 The potential offered by podcasting makes it worth the effort of learning and using.

Looking Ahead
The implications of mobile learning are far-reaching, and its potential effect on education profound.16 The next few years will see a period of rapid growth for mobile learning, with evolutionary rather than revolutionary changes. Mobile learning capabilities will continue to expand with the introduction of smaller, more sophisticated and powerful gadgets capable of delivering data in a variety of formats anywhere, at any time. Today's mobile computing devices have more computational power than the largest computers of a generation ago, and this trend continues. Whether mobile learning will be adopted by faculty and students will depend to a great extent on how efficient and necessary they consider the services and features. For example, if students like to be informed via SMS every time a new message is posted on the announcements pages of their online courses, they would likely subscribe to such a service if it were offered as an option. By the same token, if faculty could easily facilitate their online courses and respond to individual student queries while traveling, many would gladly take advantage of it. Students and faculty who already use mobile computing/communication devices will find ways to integrate them into all aspects of their livesincluding the tasks of teaching and learning. Educators can assist students by making content more readily available and in formats that are easily accessible through popular mobile devices. As these devices become more powerful, they may coexist with or supplant other technologies to make learning more portable. We should prepare to take advantage of their benefits in higher education by planning how best to employ mobile devices in online and traditional classes. Endnotes
1. M. Prensky, "Digital Natives, Digital Immigrants," On the Horizon, Vol. 9, No. 5, 2001, see pp. 12; available from Prensky's home page, <http://www.marcprensky.com/writing/default.asp>. 2. M. Prensky, "Digital Natives, Digital Immigrants, Part II: Do They Really Think Differently?" On the Horizon, Vol. 9, No. 6, 2001, see p. 5; available from Prensky's home page, <http://www.marcprensky.com/writing/default.asp> (retrieved January 26, 2007). 3. R. Schroeder, Weblog entry March 4, 2005, "Prep Pioneer Taps Tech Trend to Reach Busy Students," Online Learning Update, University of Illinois at Springfield; available from <http://people.uis.edu/rschr1/onlinelearning/archive/2006_02_26_archive.html> (retrieved January 26, 2007). 4. C. Quinn, "mLearning: Mobile, Wireless, In-Your-Pocket Learning," LineZine, Fall 2000, <http://www.linezine.com/2.1/features/cqmmwiyp.htm> (retrieved January 26, 2007).

5. E. D. Wagner, "Enabling Mobile Learning," EDUCAUSE Review, Vol. 40, No. 3, May/June 2005, pp. 4053, see p. 42, <http://www.educause.edu/LibraryDetailPage/666?ID=ERM0532>. 6. EDUCAUSE Learning Initiative, Mobility and Mobile Learning, 2006, <http://www.educause.edu/M-LearningandMobility/12397> (accessed January 31, 2007). 7. A. Kukulska-Hulme, "Current Uses of Wireless and Mobile Learning," 2005, <http://www.jisc.ac.uk/uploaded_documents/Current%20Uses%20FINAL%202005.doc> (retrieved January 26, 2007). 8. Ibid. 9. S. K. Sharma and F. L. Kitchens, "Web Services Architecture for M-Learning," Electronic Journal on e-Learning, Vol. 2, No. 1, 2004, pp. 203216. 10. L. Naismith et al., "Literature Review in Mobile Technologies and Learning," 2004, <http://www.futurelab.org.uk/research/lit_reviews.htm#lr11> (retrieved January 26, 2007). 11. Ibid. 12. Wagner, op. cit. 13. G. Campbell, "There's Something in the Air: Podcasting in Education," EDUCAUSE Review, Vol. 40, No. 3, May/June 2005, pp. 3247, <http://www.educause.edu/LibraryDetailPage/666? ID=ERM0561>. 14. Department of Information Technology, University of WisconsinMadison, "Teaching and Learning with Podcasting,"Podcasting@University of WisconsinMadison, 2006, <http://engage.doit.wisc.edu/podcasting/teachAndLearn/> (accessed January 26, 2007). 15. P. Meng, "Podcasting and Vodcasting: A White Paper," IAT Services, University of Missouri, 2005, p. 10, <http://edmarketing.apple.com/adcinstitute/wpcontent/Missouri_Podcasting_White_Paper.pdf> (retrieved January 31, 2007). 16. Mobile Learning Group, "Mobile Learning and Pervasive Computing," 2004, <http://www3.telus.net/~kdeanna/mlearning/index.htm> (accessed January 26, 2007).

MLearning
From Wikipedia, the free encyclopedia

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Wikipedia on Nokia 770 is an example of mobile learning

The term M-Learning, or "mobile learning", has different meanings for different communities. Although related to e-learning and distance education, it is distinct in its focus on learning across contexts and learning with mobile devices. One definition of mobile learning is: Any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.[1] In other words mobile learning decreases limitation of learning location with the mobility of general portable devices. The term covers: learning with portable technologies including but not limited to handheld computers, MP3 players, notebooks and mobile phones. M-learning focuses on the mobility of the learner, interacting with portable technologies, and learning that reflects a focus on how society and its institutions can accommodate and support an increasingly mobile population. There is also a new direction in MLearning that adds mobility of the instructor and includes creation of learning materials "on-the-spot, "in the field" using predominately smartphone with special software such as AHG Cloud Note. Using mobile tools for creating learning aides and materials becomes an important part of informal learning. M-learning is convenient in that it is accessible from virtually anywhere. M-Learning, like other forms of E-learning, is also collaborative; sharing is almost instantaneous among everyone using the same content, which leads to the reception of instant feedback and tips. M-Learning also brings strong portability by replacing books and notes with small RAMs, filled with tailored learning contents. In addition, it is simple to utilize mobile learning for a more effective and entertaining experience.

Value The value of mobile learning[4] --Tutors commented on the value of mobile learning as follows.

It is important to bring new technology into the classroom. It will be more light weight device compare to books, PCs, etc.

Mobile learning could be utilised as part of a learning approach which uses different types of activities (or a blended learning approach).

Mobile learning supports the learning process rather than being integral to it.

Mobile learning needs to be used appropriately, according to the groups of students involved.

Mobile learning can be a useful add-on tool for students with special needs. However, for SMS and MMS this might be dependent on the students specific disabilities or difficulties involved.

Good IT support is needed. Mobile learning can be used as a hook to re-engage disaffected youth. It is necessary to have enough devices for classroom use .

[edit]Challenges Technical challenges include

Connectivity and battery life Screen size and key size[5] Ability for authors to visualize mobile phones for delivery Possibilities to meet required bandwidth for nonstop/fast streaming Number of file/assets' formats supported by a specific device Content security or copyright issue from authoring group Multiple standards, multiple screen sizes, multiple operating systems Reworking existing e-Learning materials for mobile platforms

Social and educational challenges include

Accessibility and cost barriers for end users: Digital divide. How to assess learning outside the classroom How to support learning across many contexts Content's security (or) pirating issues Frequent changes in device models/technologies/functionality etc. Developing an appropriate theory of learning for the mobile age Conceptual differences between e- and m-learning Design of technology to support a lifetime of learning[6][7] Tracking of results and proper use of this information No restriction on learning timetable Personal and private information and content No demographic boundary

Disruption of students' personal and academic lives[8] Access to and use of the technology in developing countries[9]

[edit]Growth Over the past ten years mobile learning has grown from a minor research interest to a set of significant projects in schools, workplaces, museums, cities and rural areas around the world. The mLearning community is still fragmented, with different national perspectives, differences between academia and industry, and between the school, higher education and lifelong learning sectors. Current areas of growth include:

Testing, surveys, job aids and just-in-time (J.I.T.) learning Location-based and contextual learning Social-networked mobile learning Mobile educational gaming

Deliver M-Learning to cellular phones using two way SMS messaging and voicebased CellCasting (podcasting to phones with interactive assessments) According to a report by Ambient Insight in 2008, "the US market for Mobile Learning products and services is growing at a five-year compound annual growth rate (CAGR) of 21.7% and revenues reached $538 million in 2007. The data indicate that the demand is relatively immune from the recession."[10] The findings of the report indicate that the largest demand throughout the forecast period is for custom development services, content conversion, and media services and that the healthcare sector accounts for 20% of the total US market for mobile learning. [edit]Future Technologies currently being researched for mobile learning include:[11]

Location aware learning Point-and-shoot learning with camera phones and 2D codes Near Field Communications (NFC) secure transactions Sensors and accelerometers in mobile devices in behavioral based learning Mobile content creation (including user generated content) Games and simulation for learning on mobile devices

Context-aware ubiquitous learning Augmented reality on mobile devices

[edit]Delivery

Smartphones are one of the platforms used for mobile learning. While many think of mobile learning as delivering eLearning on small form factor devices, or often referred to as eLearning lite, it has the potential to do much more than deliver courses, or parts of courses. It includes the use of mobile/handheld devices to perform any of the following:

Deliver Education/Learning Foster Communications/Collaboration Conduct Assessments/Evaluations Provide Access to Performance Support/Knowledge Capture Evidence of Learning Activity

Today, any number of portable devices can quickly and easily deliver and support these functions. Cell or smartphones, multi-game devices, personal media players (PMPs), personal digital assistants (PDAs), or wireless single-purpose devices can help deliver coaching and mentoring, conduct assessments and evaluations (e.g., quizzes; tests; surveys/polls; and certifications), provide on-the-job support and access to information, education and references, and deliver podcasts, update alerts, forms and checklists. In these ways, mobile learning can enhance and support more traditional

learning modes, making it more portable and accessible. Mobile devices can also serve as powerful data collection tools and facilitate the capture of user created content.[11] [edit]Approaches

The use of mobile learning in the military is becoming increasingly common due to low cost and high portability. [edit]In the classroom Students using handheld computers, PDAs, smartphones or handheld voting systems (such as clickers) in a classroom or lecture room (Tremblay 2010).

Students using mobile devices(such as a Pocket PC) in the classroom to enhance group collaboration among students and instructors.

[edit]For blended learning See also: Blended learning Mobile learning can provide support that enhances training in a corporate business or other classroom environment. Class management The mobile phone (through text SMS notices) can be used especially for distance education or with students whose course requires them to be highly mobile and in particular to communicate information regarding availability of assignment results, venue changes and cancellations, etc. It can also be of value to business people

e.g. sales representatives who do not wish to waste time away from their busy schedules to attend formal training events. Podcasting Podcasting consists of listening to audio recordings of lectures, and can be used to review live lectures (Clark & Westcott (2007) and to provide opportunities for students to rehearse oral presentations. Podcasts may also provide supplemental information to enhance traditional lectures (McGarr 2009) (Steven & Teasley 2009). Psychological research suggests that university students who download podcast lectures achieve substantially higher exam results than those who attend the lecture in person, but only in cases in which students take notes (Callaway & Ewen 2009). Podcasts maybe be delivered using syndication, although it should be noted that this method of delivery is not always easily adopted (Lee, Miller & Newnham 2009). [edit]Outdoor

Learning in museums or galleries with handheld or wearable technologies Learning outdoors, for example on field trips. Continuous learning and portable tools for military personnel.

[edit]At work On the job training for someone who accesses training on a mobile device "just in time" to solve a problem or gain an update.

[edit]Life long learning and self-learning The use of personal technology to support informal or lifelong learning, such as using handheld dictionaries and other devices for language learning. Mobile technologies and approaches, i.e. Mobile Assisted Language Learning (MALL), are also used to assist in language learning. For instance handheld computers, cell phones, but also podcasting (Horkoff Kayes2008) have been used for helping people to acquire a language. [edit]Other Improving levels of literacy, numeracy and participation in education amongst young adults.

Using the communication features of a mobile phone as part of a larger learning activity (e.g.: sending media or texts into a central portfolio, or exporting audio files from a learning platform to your phone)

[edit]Technologies Mobile devices and personal technologies that can support mobile learning, include:

E-book Handheld audio and multimedia guides, in museums and galleries

Handheld game console, modern gaming consoles such as Sony PSP or Nintendo DS Personal audio player, e.g. for listening to audio recordings of lectures (podcasting)

Personal Digital Assistant, in the classroom and outdoors Tablet PC UMPC, mobile phone, camera phone and SmartPhone

Technical and delivery support for mobile learning: 3GP For compression and delivery method of audiovisual content associated with Mobile Learning

GPRS mobile data service, provides high speed connection and data transfer rate

Wi-Fi gives access to instructors and resources via internet

Authoring: Learning Mobile Author, e.g. for authoring and publishing WAP, Java ME and Smartphone

[edit] BIBLIOGRAPHY: Callaway, Ewen (18 February 2009). "'iTunes university' better than the real thing". New Scientist.

Clark, S.; Westcott, M. (2007). "Using short podcasts to reinforce lectures". The University of Sydney Symposium, 28th September 2007.

Horkoff, Hank; Kayes, Jonathan M. (2008). "Language Learning by iPod: An Emerging Model". The MASIE Center.

Lee, M. J. W.; Miller, C.; Newnham, L. (2009). "Podcasting syndication services and university students: Why don't they subscribe?". The Internet and Higher Education 12 (1): 5359. doi:10.1016/j.iheduc.2008.10.001.

McGarr, Oliver (2009). "A review of podcasting in higher education: Its influence on the traditional lecture". Australasian Journal of Educational Technology 25 (3): 309321.[dead link]

Steven, Lonn; Teasley, Stephanie D. (2009). "Podcasting in higher education:

What are the implications for teaching and learning?". The Internet and Higher Education 12 (2): 8892.doi:10.1016/j.iheduc.2009.06.002. Tremblay, Eric (2010). "Educating the Mobile Generation using personal cell phones as audience response systems in post-secondary science teaching". Journal of Computers in Mathematics and Science Teaching, 29(2), 217-227. Chesapeake, VA: AACE.

[edit]

While mobile technologies are not yet widely and routinely used in education, they have the potential to be used in a multitude of pedagogical and other contexts in higher education. For example, Patten, Sanchez and Tangney (2006) have identified several categories of use: Administration, e.g., the use of calendars, exam reminders, grading software; Referential, e.g., dictionaries, e-books and office applications; Interactive, e.g., quizzes, response software; Microworld, e.g., simulations, games; Data collection, e.g., data logging, note taking, audio recording, eportfolios Location aware, e.g., augmented environments, gps navigation and tagging; and Collaborative, e.g., pod/vodcasting, blogging, instant messaging. The aims of this research were to evaluate the technological and pedagogical affordances of using a smartphone (combined mobile phone and personal digital assistant) as a data collection tool to create digital narratives or stories designed to be used by adult educators as curriculum resources in their teaching and training. In this study, video, pictures and audio were captured with a Palm Treo smartphone.

The Turkish Online Journal of Educational Technology TOJET July 2008 ISSN: 1303-6521 volume 7 Issue 3 Article 2

MOBILE LEARNING IN HIGHER EDUCATION: AN EMPIRICAL ASSESSMENT OF A NEW EDUCATIONAL TOOL Douglas MCCONATHA, Matt PRAUL, West Chester University of Pennsylvania, Michael J. LYNCH, Temple University ABSTRACT Mobile Learning, or M-learning as it is often called, is a relatively new tool in the pedagogical arsenal to assiststudents and teachers as they navigate the options available in the expanding distance learning world. Thisarticle assesses some of the possible methods, challenges and future potential of using this approach in a collegeclassroom and describes an empirical evaluation of the effectiveness of M-learning in a college classroom.Onehundred twelve students in an introductory survey course in sociology were given the opportunity to use an M-Learning product developed by HotLava Software for the purpose of assisting them in preparation for twoscheduled exams. Both practice and review questions were made available on Smart Phones, Web enabledphones, PDAs and other Internet capable mobile devices via Learning Mobile Author. Forty-two of the 112students in the class chose to access these data via their personal devices and their responses were collected andrecorded. The results of their performance, as indicated by a final grade in the course, were compared to theoutcomes for those students who chose not to use the M-Learning tool. Students using the softwaredemonstrated a higher level of knowledge of the subject matter covered in the course when compared tostudents choosing not to use the tools (p<.01). Conclusions and a discussion of these outcomes are offered aswell as some inferences and speculation regarding the future of M-Learning in the classroom and beyond. An earlier version of this paper was presented to the Society for Applied Learning Technologys Washington Interactive Technologies Conference Sheraton Crystal City Hotel Arlington, Virginia August 22-24, 2007 Douglas McConatha is the corresponding author (dmcconatha@wcupa.edu)

Mobile Learning (M-Learning) is a relatively new tool in the pedagogical arsenal to support students andteachers as they navigate the options available in the expanding world of distance learning. M-Learning islearning accomplished with the use of small, portable computing devices. These computing devices mayinclude: smartphones, personal digital assistants (PDAs) and similar handheld devices. M-learners typicallyview content and/or lessons in small, manageable formats that can be utilized when laptop or fixed stationcomputers are unavailable. It is currently being used in a variety of educational, governmental and industrialsettings. This paper assesses some of the possible methods; challenges and future potential of using thisapproach in a college classroom and provides an empirical evaluation of the effectiveness of this and similar tools

MOBILE LEARNING The first published studies focusing on M-Learning began around 2000. In the April 2000 issue ofComputers and Education, Sharples (2000) discussed the potential for new designs in personal mobile technologies that could enhance lifelong learning programs and continuing adult educational opportunities.Many, if not all, of the ideas raised in Sharples early article are still evolving and are of interest to MLearning today. Donna Abernathys article "Get Ready for M-Learning" (2001) provides one of the first looks at the technologyand how it could affect future business approaches with regard to learning initiatives. This article may also becounted as an early alert about the potential to this already expanding learning option.Abernathy observes thatM-Learning options don't necessarily seek to replace the PC as a be-all tool, but instead notes that it will helpsupplement corporate learning objectives with on-the-go tools. Businesses hope this will increase willingnessamong their employees and customers to interact with other learners and provide rapid feedback for corporateand sales force personnel. Although wifi technically existed at the time the Abernathy article was written, it wasnot fully developed or nearly as ubiquitous as it is currently. Abernathy accurately noted that the fledgling stateof wifi technology could be a major stumbling block for future advances. Between 2002 and 2006 numerous studies began to appear that reported similar findings indicating M-Learning technologies were expanding and becoming commonplace in a variety of learning environments. The Turkish Online Journal of Educational Technology TOJET July 2008 ISSN: 1303-6521 volume 7 Issue 3 Article 2 Seppala and Alamaki (2003) investigated the training and instruction of Finnish teachers using mobiletechnology in the classroom. Their experience and concerns with the new technology focused on several factors.First, they noted that, given that 98% of Finlands university students owned cell phones in 2002, instruction viamobile learning opportunities seemed to be an important next step in the digital learning revolution. In theirstudy of the use of Short Messaging Service text messaging (SMS) and digital pictures, content material wassent to a centralized

memory bank. Each user could withdraw this material at any time for review and study.The teachers regarded the ability to take notes at any time and the capacity to work on materials during theirdaily travel time as a second advantageous feature. Feedback on educational content was offered almostinstantaneously given the characteristics of the devices being used (cell phones, PDAs etc.), and the researchersfelt that this factor allowed them to be more honest in their responses and opinions about the potential of mobilelearning. Seppala and Alamaki concluded that M-Learning has a multitude of advantages, and that thistechnology has a place in the teaching models of the future. Attewell (2003) tackled a question many educators and some employers have had about mobile learning,particularly in relation to younger users. Some studies have questioned whether SMS texting could actually beharmful to a students grammatical development (e.g. vocabulary acquisition and spelling) because textmessages tend to be compact, and often times riddled with acronyms or purposely incorrect spelling designedfor speed-of-input.Attewell agreed that these issues are valid concerns, and suggests more research into studieson mobile learning. However she also notes how a classroom full of students with mobile devices came togetherto share content and messages, counteracting the assumption that cell phones have an isolationist effect. Other fields have begun inquiry into the effectiveness of mobile learning.Whitsed (2004) reviewed the adventof M-Learning and mobile computing in the field of medicine.The modern classroom environment for todaysmedical student is technologically sophisticated. Nevertheless PDA's that can access a patients charts fromanywhere in a hospital provide a welcome alternative to having to log on to a networked terminal or a laptopjust to recall patient details.Mobile devices also allow medical interns and residents to take notes and recordaudio, which can be studied and reviewed at a later date.The freedom afforded by being able to accessinformation "anytime, anywhere" becomes a tremendous advantage and convenience when you take intoaccount how many patients must be seen during a typical physicians rounds.Whitsed states that 28% of USphysicians already use mobile computing as part of their daily routine and that as this technology advances, thispercentage will grow. Investigators have also examined how pervasive mobile technology is today and how it is still expanding.According to Wagner and Wilson (2005), cell phones now outnumber landline phones in America, and otherwireless devices are gaining footholds with the help of workplace and community WiFi networks. The authorsmake an important distinction between M-Learning and E-Learning. They argue that as different devices andnew delivery tools provide educators with far more options to reach todays students, the education communitymust recognize that the model of command and control, typical of conventional education structures, is beingreplaced with a chance to make learning truly collaborative. Rushby (2005) explored M-Learning from a workplace perspective. He has compared the benefits of freedom oflocation with the traditional E-Learning models many companies have in place. His work suggests that M-Learning is superior to the older format particularly regarding employees ability to track and discover newknowledge in whatever setting best benefits their learning style. What has held back this type of educationalopenness was the limited memory and technology of past wireless devices. Now useful additions to mobiledevices, such as GPS and video/audio enhancement make the possibilities of the devices themselves much morerobust. The

digitally versatile and collaborative nature of these new technologies is best captured by Jenkinsnotion of media convergence, where [A] whole range of new technologies enable consumers to archive,annotate, appropriate, and recirculate media content and in the process, these technologies have altered the waysthat consumers interact with core institutions of government, education, and commerce (Jenkins, 2006).Rushby believes that M-Learning is most likely to be adopted first by the business sector and that more researchinto it will only enhance this opportunity. As other risks and rewards are examined, other organizations such ashigh schools and universities should be able to pick up the technology and find an effective pedagogical use for it. Thornton and Houser (2005) have recently reported on their study of data and opinions regarding M-Learningand its use in a Japanese University. In Japan web enabled mobile phones, PDAs, and other portable mediadevices are extraordinarily prevalent and the populace is well versed in how to use them.In this study theinvestigators evaluated outcomes measures for classroom material using mobile phones, both via e-mail andusing WAP technology (Wireless Application Protocol) for web enabled phones. It is important to note that in Seppala and Alamaki (2003) investigated the training and instruction of Finnish teachers using mobiletechnology in the classroom. Their experience and concerns with the new technology focused on several factors.First, they noted that, given that 98% of Finlands university students owned cell phones in 2002, instruction viamobile learning opportunities seemed to be an important next step in the digital learning revolution. In theirstudy of the use of Short Messaging Service text messaging (SMS) and digital pictures, content material wassent to a centralized memory bank. Each user could withdraw this material at any time for review and study.The teachers regarded the ability to take notes at any time and the capacity to work on materials during theirdaily travel time as a second advantageous feature. Feedback on educational content was offered almostinstantaneously given the characteristics of the devices being used (cell phones, PDAs etc.), and the researchersfelt that this factor allowed them to be more honest in their responses and opinions about the potential of mobilelearning. Seppala and Alamaki concluded that M-Learning has a multitude of advantages, and that thistechnology has a place in the teaching models of the future. Attewell (2003) tackled a question many educators and some employers have had about mobile learning,particularly in relation to younger users. Some studies have questioned whether SMS texting could actually beharmful to a students grammatical development (e.g. vocabulary acquisition and spelling) because textmessages tend to be compact, and often times riddled with acronyms or purposely incorrect spelling designedfor speed-of-input.Attewell agreed that these issues are valid concerns, and suggests more research into studieson mobile learning. However she also notes how a classroom full of students with mobile devices came togetherto share content and messages, counteracting the assumption that cell phones have an isolationist effect. Other fields have begun inquiry into the effectiveness of mobile learning.Whitsed (2004) reviewed the adventof M-Learning and mobile computing in the field of medicine.The modern classroom environment for todaysmedical student is technologically sophisticated. Nevertheless PDA's that can access a patients charts fromanywhere in a hospital provide a welcome alternative

to having to log on to a networked terminal or a laptopjust to recall patient details.Mobile devices also allow medical interns and residents to take notes and recordaudio, which can be studied and reviewed at a later date.The freedom afforded by being able to accessinformation "anytime, anywhere" becomes a tremendous advantage and convenience when you take intoaccount how many patients must be seen during a typical physicians rounds.Whitsed states that 28% of USphysicians already use mobile computing as part of their daily routine and that as this technology advances, thispercentage will grow. Investigators have also examined how pervasive mobile technology is today and how it is still expanding.According to Wagner and Wilson (2005), cell phones now outnumber landline phones in America, and otherwireless devices are gaining footholds with the help of workplace and community WiFi networks. The authorsmake an important distinction between M-Learning and E-Learning. They argue that as different devices andnew delivery tools provide educators with far more options to reach todays students, the education communitymust recognize that the model of command and control, typical of conventional education structures, is beingreplaced with a chance to make learning truly collaborative. Rushby (2005) explored M-Learning from a workplace perspective. He has compared the benefits of freedom oflocation with the traditional E-Learning models many companies have in place. His work suggests that M-Learning is superior to the older format particularly regarding employees ability to track and discover newknowledge in whatever setting best benefits their learning style. What has held back this type of educationalopenness was the limited memory and technology of past wireless devices. Now useful additions to mobiledevices, such as GPS and video/audio enhancement make the possibilities of the devices themselves much morerobust. The digitally versatile and collaborative nature of these new technologies is best captured by Jenkinsnotion of media convergence, where [A] whole range of new technologies enable consumers to archive,annotate, appropriate, and recirculate media content and in the process, these technologies have altered the waysthat consumers interact with core institutions of government, education, and commerce (Jenkins, 2006).Rushby believes that M-Learning is most likely to be adopted first by the business sector and that more researchinto it will only enhance this opportunity. As other risks and rewards are examined, other organizations such ashigh schools and universities should be able to pick up the technology and find an effective pedagogical use for it. Thornton and Houser (2005) have recently reported on their study of data and opinions regarding M-Learningand its use in a Japanese University. In Japan web enabled mobile phones, PDAs, and other portable mediadevices are extraordinarily prevalent and the populace is well versed in how to use them.In this study theinvestigators evaluated outcomes measures for classroom material using mobile phones, both via e-mail andusing WAP technology (Wireless Application Protocol) for web enabled phones. It is important to note that in THE FUTURE OF M-LEARNING One important obstacle to overcome in the acceptance of M-Learning is that it is based upon students owningthe necessary hardware.As noted, cell phone use among college students is

pervasive, and trends have shownan ever-increasing saturation.The problem of outdated cell phones that cannot access the websites or materialsdirectly will resolve itself.The realmbeyond cell phones, however, is more difficult to analyze. While we knowownership of tools like the Blackberry or PDA's has risen, they have yet to permeate college campuses the waymobile phones have.This is echoed in the Corlett and Sharples study where students reported enjoying havingthe school-loaned PDA for the class even though they would be unlikely to purchase the equipment themselves. The Turkish Online Journal of Educational Technology TOJET July 2008 ISSN: 1303-6521 volume 7 Issue 3 Article 2 The growth of WiFi networks in major metropolitan areas and increasing numbers of college campuses meansmuch of the backbone for the system may already be in place by the time schools and educators adopt thesetools. "The adoption of next generation WiFi and MAN/WAN cellular networks will continue to deliver on thepromise of anywhere, anytime access..." (Wagner & Wilson, 2005, p. 43).As new iPhone like devices becomeincreasingly available and integrated with computers and desktop functions, the spread of M-Learningpossibilities will certainly continue. The cell phone has become an ever-present fixture in the lives of modern college students, who use their devicesto talk, message, capture pictures, and more recently-to learn. Like remembering the keys to your home,students take their phones with them everywhere, and a large number of these devices are now web-enabled.These web-enabled phones, along with the increasingly popular PDAs and blackberry devices, can receive text,audio, and video information, as well as access web pages. It is doubtful that academia will let such a potentiallytransforming opportunity pass them by without taking advantage of this opportunity to deliver educational content. It is true that many college students have regular access to personal computers, delivering notes and studymaterials and even exams through course management systems it has taken more than a decade for thistechnology to reach the level it has.The personal computer may be a technologically more advanced medium,but it isnt portable, and so it isnt something students are likely to carry around with them on a day-to-daybasis. M-Learning does not seek to replace the utilization of computers to aid in learning, but rather tosupplement it with interesting new methods that use a preferred medium increasingly available to students ataffordable prices and already widely in use. Imagine a classroom where the instructor asks a question about subjects that have yet to be assigned ordiscussed in class.Instead of having to wait for an assignment or a lecture, they can use the devices at theirdisposal to access information themselves in a matter of seconds-all without leaving their desk. And, as was thecase in this current study, practice material for an exam can be made available so students can truly study, andreview and prepare for tests using a wide array of delivery options that will allow them to do this virtuallyanywhere at any time. REFERENCES Abernathy, D. (2001) Get Ready for M-Learning. Training & Development, February, 20-21. Attewell, J. (2003) Mobile Learning. Literacy Today, September, 14.

Corlett, D. & Sharples, M. & Bull, S. & Chan, T. (2005) Evaluation of a mobile learning organiser for university students. Journal of Computer Assisted learning, 21, 162-170. Gomez, S. (2007) Scroll to E for Education. The Times Higher Education Supplement, 1780, 13. Jenkins, Henry. (2006). Convergence Culture: Where Old and New Media Collide. NYU Press. Pullchino, J. (2006) Mobile Learning Research Report. The E-Learning Guild. Retrieved April 28, 2007 from http://www.elearningguild.com/ Rushby, N. (2005) Editorial. British Journal of Educational Technology, 36 (5), 709-710. Seppala, P. & Alamaki, H. (2003) Mobile Learning in Teacher Training. Journal of Computer Assisted Learning, 19,330-335. Sharples, M. (2000) The Design of Personal Mobile Technologies for Lifelong Learning. Computers and Education, 34,177-193. Thornton, P. & Houser, C. (2005) Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21,217-228. Wagner, E. (2005) Enabling Mobile Learning. Educause Review, 40(3), 40-53. Wagner, E. & Wilson, P. (2005) Disconnected. ASTD, December, 40-43. Weekes, S. (2007) Dont Believe the Hype?, Training Journal, June 19 (page numbers unavailable) Whitsed, N. (Dec 2004) Learning and Teaching. Health Information & Libraries Journal, 21, 273-275