Part two: M-learning: Positioning Educators for a Mobile, Connected Future by Kristine Peters edited by Mohammad Ali (2009)

Part two: Research on Mobile Learning
M-learning: Positioning Educators for a Mobile, Connected Future

KRISTINE PETERS
FLINDERS UNIVERSITY
AUSTRALIA

Abstract
Mobile learning is variously viewed as a fad, a threat, and an answer to the

learning needs of time-poor mobile workers, but does it have a place in delivering

mainstream learning? Based on a 2005 comparative research project commissioned

by the Australian Flexible Learning Framework, this chapter reports on

research into web based information about the use of mobile technologies for

commerce and learning, which was then tested through twenty-nine interviews

with manufacturers of mobile devices, individuals involved in other businesses,

and education providers. The research found that mobile technologies were

in common use in some commercial sectors, but their use purely for learning
was rare. However, m-learning lends itself to new methods of delivery that

are highly suited to the “just enough, just in time, and just for me” demands

of twenty-first century learners.

Detta är en lite annan synvinkel på mobilt lärande som Kristine Peters i Australien har tittat på. Där även de som tillverkar mobila apparater har synats i sömmarna samt företag och utbildare.

Introduction
A distinguishing feature of our society at the beginning of the twenty-first century is the rapid rate of technological and social change. and new social patterns. Mobile information and communication technologies are important enablers of the new social structure. We are experiencing the first generation of truly portable information and communications technology (ICT) with the relatively recent advent of small, portable mobile devices that provide telephone, Internet, and data storage and management in products such as: i-Mate, O2, Palm, HP, and Bluetooth (all registered trademarks) that combine mobile telephony, removable memory chips, diaries, email, Web, basic word processing and spreadsheets, and data input, storage, and transfer. A mobile, connected society, however, creates new training delivery challenges. This chapter is based on research commissioned in 2005 by the Australian Flexible Learning Framework, which aimed to provide a better understanding of the separation between real opportunities for mobile learning using small electronic communication devices (m-learning) and the hype surrounding the introduction of new technologies. The research provided an overview of popular media coverage of the use of m-technologies and m-learning, and compared this with the findings from a small number of qualitative interviews.  As the key aim of the  research was to separate the hype from the reality, the focus was on providing a snapshot of mobile technologies and their use. Indeed, a completely new generation of mobile communication devices (3G cell or mobile telephones) became available  during the six months of research for this project, thus illustrating the challenge  of maintaining publishing currency in a fast-moving field.

Vad kom då Kristine Peters fram till när det gäller m-learning och utrustningen därtill?

- Relativt billigt och tillgängligt för alla i dagens läge.

The availability of mobile and wireless devices is enabling different ways of
communicating. Mobile communications are no longer restricted to companies

that can afford large investment in hardware or specialized software.

Individuals now have easy and inexpensive access to mobile telephony, and

the cost of mobile access to the Internet is steadily being reduced.

- Att det är främst de unga (nya generationen) som nyttjar teniken och alltid är "uppkopplade" och interagerar i digitala nätverk.

Mobile technologies have enabled a new way of communicating, typified by young

people, for whom mobile communications are part of normal daily interaction,

who are “always on” and connected to geographically-dispersed friendship

groups in “tribal” communities of interest.

- Hon pratar om att det finns 3st drivande parter för utvecklingen (unga användare/professionella-journalister/specialister inom industrin) och att det har blivit "mainstream"= väldigt vanligt. Men hon undrar också om trenden för mobilt lärande också spinner vidare på detta? En väldigt bra fråga.

Hon tar även upp en av nycklarna i m-learning som är viktig nämligen att det är : "tillräckligt för mig-när jag har tid-bara för mig"

The three drivers  – consumers (particularly young

consumers), mobile professionals, and specialist industries – have created

strong demand, which is refl ected in the increasing rapidity of development

of new mobile communication and data management technologies. The trend

toward convergence of applications, the ubiquitousness of mobile phones,

and the continuing demand for smaller, more powerful devices indicates that

mobile technologies are, indeed, mainstream. Is their use for learning,

however, following the same trend?

While m-learning can be thought of as a subset of e-learning
(which is web-based delivery of content and learning management),
the emerging potential of mobile technologies tends to indicate

that m-learning, while mostly situated within the e-learning framework, also

has links directly to the “just enough, just in time, just for me” model of

flexible learning (see Figure 1), and is therefore just one of a suite of options

that can be adapted to suit individual learning needs.

Vidare så tar hon upp det faktum att det finns i det stora hela två olika sorters lärare idag. De som har svårt att ta till sig den nya tekniken och därmed har svårt att använda den i undervisning samt de som behärskar den och som gärna använder sig av den och försöker utveckla nya sätt att undervisa, men även att dessa goda exempel är för få än så länge. Ingen nyhet med andra ord utan bara hur läget är idag tycker jag med tanke på min egen erfarenhet av att arbeta som lärare och samverka med mina kollegor på skolan och i området där jag jobbar.

These examples of good practice, and of m-learning in the field, are

by no means isolated; however, the widespread adoption of m-learning

is still some way off, and the application of m-learning requires a

new paradigm.

Hon diskuterar detta vidare så här:

Is the promise of mobile technologies a trigger to generate learning cultures

realistic? And is m-learning any more likely to increase interest in learning

than any other form of delivery? Articles about the link between mobile

technologies and learning organizations appear to fall into three categories:

1. A database focus that captures organizational knowledge

2. A human systems focus that allows synchronous communication and

information sharing at the worksite

3. A learning development focus that suggests that learning about new

technologies generates a more general drive for learning

Jag tycker att det känns som att debatten har tagit fart ordentligt om att att det finns många tecken på detta med mobilt lärande inte är någon fluga utan här för att stanna. Tekniken utveckals och blir bättre hela tiden och snart har så gott som alla tillgång till en handhållen mobil enhet eftersom naturligtvis priserna faller när volymerna ökar på grund utav efterfrågan. Det gäller bara för oss lärare att försöka hänga med i utvecklingen och börja skapa innehåll för mobilt lärande. Något som ännu inte tagit fart och behöver utvecklas mera.

Metoden som användes var följande i undersökningen:

Method

Based on the findings from the literature search, three survey instruments

were developed: software manufacturer/developer, business, and educational

provider. Four manufacturer/developers were interviewed: two working for large

international corporations (Nokia and PalmAustralasia), and two developers

of software for mobile devices. Six businesses were interviewed, including

large national corporations, medium sized fi rms, and small companies.

Nineteen educational providers (n = 19) were interviewed, representing universities,

high schools, private training providers, TAFE (the largest public

provider of vocational education and training in Australia), and industry

skills councils (the organizations that determine the content of national

vocational curriculum).

Resultat:
Businesses saw the next evolution of mobile technology applications for their businesses to be:

-  Greater choice in hardware, resulting in a better fit between commercially

available devices and the needs of individual businesses- More customers using phones, PDAs, Internet, and email to order and make bookings

- Blended training with an increased proportion of learning delivered on mobile devices
- Faster, more efficient technology as part of a normal work environment
- Simulated and interactive training using games to teach problem
solving and resolve issues
-Convergence of technologies and increased use of devices that can
do more than one thing
-Increase in wireless hotspots to provide improved access to the Internet

from outside the standard work environment, so that workers are

not restricted when travelling
-100 percent mobile

Providers were asked about student readiness for mobile technologies.

The most common mobile technology is the mobile telephone, so it was

interesting to see what the following seven providers thought about student

readiness for using mobile phones for learning:

Mobile phones are mainly used to SMS parents regarding attendance and other communications.Students already have mobile phones and it would be good if they were used more for learning.Students have mobile phones although PDAs are not as popular. Providers are less concerned with the device that students use, than with what they do with it.Some colleges already use mobile phones for communicating with students using text reminders. It is a cost constraint in providing the equipment. If all students already owned laptops, PDAs, or mobile phones, it would be easier to use them for learning; but providers cannot ask students to buy them because the cost would exclude some people.Teachers would like to use PDAs and laptops, but the problemSMS is already in place but the opportunities to use it for learning have not been considered in great depth – implementation will largely depend on practicalities and cost. Resourceful teachers are incorporating SMS because young people are using it anyway, it’s a great motivational tool.m-learning is ideally suited to adult education if it is used to extend the reach of programs. It allows students to get a response quickly, at all hours, they like the interactivity and the ability to receive a quicker response than they would via email. A number of educators mentioned that cost is a barrier; the following four quotes are good examples:Laptops enable students to dock into the student network, however these are not widely accepted because of cost.More students would like laptops and wireless technology, but there is resources to develop materials and provide support, and the infrastructure is lacking.

Detta tankar understryker det jag känner är viktigt nämligen nu när tekniken finns och är så utbredd så är det dags att arbeta med den och inte emot den. Att elever har en mobiltelefon är inget störande moment utan en resurs, om vi bara talar om för dem hur vi vill att vi ska förhålla oss till dem och hur vi ska utnyttja dens resurser.

/Helge Lundgren

Part two: Informal Learning Evidence in Online Communities of Mobile Device Enthusiasts edited by Mohammad Ali (2009)

Part two: Research on Mobile learning
Informal Learning Evidence in Online Communities of Mobile Device Enthusiasts

Sant så sant att i nuläget så finns det åtskilliga användare av Smartphones och att den tekniken formligen exploderar i sin utveckling. Självklart så använder även dagens studenter sig av dessa när de ändå finns tillhands och späckade med ny teknik och program. Så bra att det då finns en studie om detta informella användandet av mobil inlärning.

INSTITUTE OF EDUCATIONAL TECHNOLOGY THE OPEN UNIVERSITY

UNITED KINGDOM

GILL CLOUGH

ANN C. JONES

PATRICK MCANDREW

EILEEN SCANLON

Abstract
This chapter describes a study that investigated the informal learning practices  of enthusiastic mobile device owners. Informal learning is far more widespread than is often realized. Livingston (2000) pointed out that Canadian adults spend an average of fifteen hours per week on informal learning activities, more than they spend on formal learning activities. The motivation for these learning efforts generally comes from the individual, not from some outside force such as a school, university, or workplace. Therefore, in the absence of an externally imposed learning framework, informal learners will use whatever techniques, resources, and tools best suit their learning needs and personal preferences. As ownership of mobile technologies becomes increasingly widespread in the western world, it is likely that learners who have access to this technology will use it to support their informal learning efforts. This chapter presents the findings of a study into the various and innovative ways in which PDA and Smartphone users exploit mobile device functionality in their informal learning activities. The findings suggested that mobile device users deploy the mobile, connective, and collaborative capabilities of their devices in a variety of informal learning contexts, and in quite innovative ways. Trends emerged, such as the increasing importance of podcasting and audio and the use of built-in GPS, which may have implications for future studies. Informal learners identified learning activities that could be enhanced by the involvement of mobile technology, and developed methods and techniques that helped them achieve their learning goals.

Detta tycker jag är viktigt att ta i beaktning, att det gamla sättet att kommunicera kompletteras av det nya. Det ersätts alltså inte utan det skapas bara en ny dimension av att kommunicera.

Roschelle (2003) identified two forms of collaborative participation:

“the normal social participation in classroom discussion (for

example) and the new informatic participation among connected devices”

(p.262). He discovered that in the classroom setting, where the learners were

in the same physical space, the normal face-to-face social interaction was

supplemented by the wireless interaction between the connected devices. In

this context, mobile devices added a new social dimension of participation

that was not otherwise available.

Metoden de använde sig av i undersökningen var följande, ganska logiskt egentligen när man tänker efter eftersom det handlar om mobil inlärning.

Method
In order to obtain insights into ways in which experienced users use mobile

devices to support informal learning, this research needed to plug into existing

networks and communities of mobile device users. A method was required

that would capture information about participants’ informal learning practices

and experiences. PDAs and Smartphones are mobile devices and their users

may be located anywhere in the world, so a web-based survey method was

chosen. This gave access to a wide pool of participants without requiring

them to be in any specifi c geographic location.

Fördelarna var uppenbara
By circulating the questionnaire via the Web, additional advantages would

accrue. It could be accessed from anywhere in the world, at any time of

day, regardless of time-zones, and it could be publicized via email and

the Internet.

Några av deras slutsatser visar på styrkan med mobilt lärande nämligen "tiilgängligheten". Det faktum att de flesta använde sig av smartphones innebar att de alltid fanns med. Samt att kapaciteten på dagens teknik är tillräcklig för dessa ändamål.

Conclusion

The results of this study suggest that this population of mobile device users

use their devices to support a wide range of informal learning activities, both

intentional and unintentional. The portability, storage capacity, computing

power, and convenience of mobile devices emerged as determining factors

in learners’ decisions to use them to support informal learning activities. The

fact that people generally carried their devices around with them meant that

they were “on hand” to support serendipitous learning opportunities as well

as planned mobile learning activities.

Det kommer heller inte som någon överraskning för mig att eleverna utvecklade matrialet för att passa dem. Många unga idag besitter stor förmåga att genom sina självlärda (samt från kompisar lärda) kunskaper i ny teknik modifiera sina Smartphones.

A more surprising finding was the extent to which some participants

adapted their devices to suit their learning needs, writing new applications

or tailoring existing ones, and adapted how they learned to suit the functionality

available with their devices. These adaptations seem to be a step

beyond the simple process of appropriation of PDAs as workplace and learning

tools as described by Waycott (2004).

This adaptation made it easier for them to enter text into the PDA

and enabled them to fi t the use of the PDA into their every-day preferred

practice. In this study some participants went to great lengths to tailor their

use of their mobile device to fulfi l their learning goals. The participant who

combined text and audio to support his language learning invested a considerable

amount of time and effort in adapting the notes application to

support his language learning needs. The participants who downloaded material

in advance of planned visits had taken the explicit decision to use their

mobile device as a learning resource in a mobile context.

En annan sak som de nämner är också väldigt viktig att ta i beaktning, även om många idag är väldigt kunniga i ny teknik så behöver det inte automatiskt vara så. Man behöver ta reda på detta i första hand, alltså vilken nivå eleverna befinner sig på rent "teknik mässigt". Däremot så håller jag med om att vi går mot tider där snart alla vet hur hur vi ska handskas med den nya tekniken och gör det väl.

The participants in this survey were selected

because they were keen mobile device users, so this finding may not be

reflected among less enthusiastic members of the current mobile device using

population. However as mobile connected technology becomes increasingly

ubiquitous, it is likely that growing numbers of mobile device owners will

employ their devices as learning tools.




Vad är då mina slutsatser av en sådan här undersökning med vana användare av ny teknik i form av mobila apparater. Jo att jag ser det ganska uppenbart som att våra nya Smartphones som håller på att ta över marknaden idag och som ständigt förbättras (tänker på den explosionsartade utvecklingen av apps på både iPhone,  Andoid och Windows mobile) borde vara det uppenbara hjälpmedletvi borde rikta vår uppmärksamhet mot. Många  lärare har nog varit uppretade och matta av att eleverna håller på för mycket med sina mobiler men nu kanske det är dags att använda dem till något konstruktivt och bra. De har kommit för att stanna så det är bara att gilla läget och istället jobba med den nya tekniken och inte mot den.

Det är ju även uppenbart att den nya mobila tekniken och tillgängligheten via 3G och Wifi överallt gör att det redan nu är möjligt att utveckla mobilt lärande som kan fungera tillfredställande till undervisning. Att det det dessutom upplevs som något nytt fräscht och roligt av dagens studenter är ju heller inte fel.

/Helge Lundgren

Part Two: Using Mobile Learning to Enhance the Quality of Nursing Practice Education edited by Mohammad Ali (2009)

Part Two: Research on Mobile Learning
Using Mobile Learning to Enhance the Quality of Nursing Practice Education

RICHARD F. KENNY

CAROLINE PARK

ATHABASCA UNIVERSITY

CANADA

JOCELYNE M. C . VAN NESTE-KENNY

PAMELA A. BURTON

JAN MEIERS

NORTH ISLAND COLLEGE

CANADA

Abstract

This chapter reviews the research literature pertaining to the use of mobile

devices in nursing education and assess the potential of mobile learning (m learning)

for nursing practice education experiences in rural higher education

settings. While there are a number of definitions of m-learning, we adopted

Koole’s (2005) FRAME model, which describes it as a process resulting from

the convergence of mobile technologies, human learning capacities, and social

interaction, and use it as a framework to assess this literature. Second, we

report on the results of one-on-one trials conducted during the first stage of

a two stage, exploratory evaluation study of a project to integrate mobile

learning into the Bachelor of Science Nursing curriculum in a western

Canadian college program. Fourth year nursing students and instructors used

Hewlett Packard iPAQ PDAs for a two week period around campus and the

local community. The iPAQs provided both WiFi and GPRS wireless capability

and were loaded with selected software, including MS Office Mobile along

with nursing decision-making and drug reference programs. Our participants

reported on a variety of benefits and barriers to the use of these devices in

nursing practice education.

Det var väldigt intressant att ta del av en studie där man använt sig av mobilt lärande i skarpt läge och se vad för fördelar och nackdelar de hittade med detta. Först måste vi bara sätta oss in i vad de menar med m-learning (mobilt lärande). Intressant är också att notera att de använt sig av Kooles Frame-modell när de ska analysera denna studie.

Keegan (2002, 2005) agrees that it should, declaring that the future of distance education is wireless and noting that there has never been a technology that has penetrated the world with the depth and rapidity of mobile telephony. He claims that the challenge for distance educators is to accept this fact and to now develop pedagogical environments for mobile devices.

What then do we mean by m-learning and what does it allow educators to do differently than other forms of teaching and learning? Keegan (2005) defined the term simply as the provision of education and training on PDAs4/ palmtops/handhelds, smart phones and mobile phones.

I det här fallet använde de sig av följande mobila hjälpmedel.

The HP iPAQ 6955

Erfarenheterna av användadet var att studenterna kände sig mindre stressade när de hade dessa till hands hela tiden och kunde kontakta kursledarna. Roligt att se tycker jag för annars brukar det alltid pratas om att den den nya tekniken "stressar upp" de som använder den.

Experiences with Mobile Learning in Nursing

Rosenthal (2003) outlines a number of useful functions identified by nurses using PDAs: address book, “to do” lists, date book, memo pad, expense tracking, “find” functions, diagnostic tools, clinical guidelines, medical dictionaries, lab values, and patient, student, and staff management programs. She categorizes these as tools that enhance productivity, promote risk management/error reduction, and through their rapid access to critical information lead to stress reduction. Newbold (2003) notes that if the PDA is also a wireless device, the uses increase in both number and complexity. She lists potential applications such as: interdisciplinary consultations, electronic ordering and test results, patient histories, progress notes and assessments, references, protocols, and prescription information. Increased PDA wireless capacity to include phone and camera capabilities permits rapid chart access, improved work flow, increased time for patients, cost savings, enhanced productivity and, therefore, boosts professional satisfaction.

 De kom även fram till följande faktorer för och emot användandet av dessa mobila hjälpmedel i sin inlärning och kommunikation med instruktörerna.

Several authors have outlined benefits and barriers to PDA use. Davenport (2004) identified 38 barriers and 68 benefits to PDA use and, based on a survey completed by nurses, she produced six themes in each category, ranked in priority order. The benefits were: a) quick access to current drug database and nursing reference books (highest ranking), b) the ability to manage patients and procedure information, bedside data entry, and data collection for research and teaching (tied for the 2nd, 3rd, and 4^th rankings) c) patient health management (ranked 5th), and d) improved team communication (ranked 6th). Davenport also found the following barriers, ranked by priority: a) the risks of storing confidential patient information, b) the cost of PDAs and ease of loss or damage, c) not enough research on PDA use in nursing, d) difficult to read, e) slow data entry, and f) difficult to understand. These barriers were rated as modest to moderate.

TABLE 1 Nurse Practitioner Insights – Park (2006)

Reasons to recommend

1. Valuable with right software

2. Lighter to carry than textbooks

3. Decrease in medication errors,

safer than memory

4. Convenient, useful tool

5. Information available is immense

and valuable

6. Back-up quick reference, security blanket

7. Concise and easy to transport

8. The way of the future

9. Looks professional

10. Can edit & highlight the most important

information & add personal notes

11. You can use it to explore options

with client

12. Organizational benefits

13. Up-to-date information

14. Aids mobility

Barriers to use

1. Cost

2. Lack of knowledge about technology

and software

3. Difficult to set up

4. No time to learn

5. Confidentiality issues

6. Technology failures (batteries die)

7. Loss of personal touch

8. They aren’t necessary

9. They don’t teach you to be

a Nurse Practitioner

Om vi tittar på hindren och om vi bortser från kostnaden så är det inte överraskande för mig att handhavandet av de nya tekniska hjälpmedlen är de största problemen. Det som dock är roligt att se är dock när de intervjuade eleverna (se nedan) så framkom det att de tyckte att de ändå var ganska enkla att komma igång att använda och dessutom så var det roligt med alla bra funktionerna de hade. Det är som att det förutsätts att ny teknik ska vara svårt men när de väl använder det så inser det att de egentligen är ganska enkelt och roligt.

Ease of Use

Despite the apparent complexity of the devices, especially the number of

features to learn, our participants uniformly claimed that these devices were

easy to learn and easy to master overall. While they found that the two orientation

sessions were not sufficient to allow them to achieve full mastery,

our respondents found that they only required an additional one to three

hours learning on their own after wards to become comfortable with the use

of the iPAQs. In particular, they found that much of their knowledge with

desktop computing was transferable.

More specifically, our respondents even found some of the more unusual

features simple to use. Referring to the transcriber (touch hand writing to

text), Jane commented that:

I found that to be just amazing, you could write in anything

and ... I have pretty messy hand-writing and I could hand write

words in and it would come up and you know, it would print

them on the Word document, it was amazing. I found that to

be very… kind of fun to use, you know.

Tittar vi på vad de kom fram till i deras slutsatser av undersökningen så tycker jag att det är de delar som jag själv tror är viktiga för att det ska fungera bra som är viktiga nämligen:
1. Bra tillgång till mobila hjälpmedel för att kunna interagera i sin utbildning.
2. Att de mobila hjälpmedlen är väl fungerande och att innehållet till dem är väl anpassat för det formatet.
3. Att det finns en hög potential för mobilt lärande men att det är viktigt att urforska detta mera.

Dessutom så är det ett väldigt roligt sätt att lära sig på och det kan ju aldrig vara fel..... :)

Conclusion

We noted that nursing care is

moving to the community where client complexity and acuity is increasing

and where up-to-date information at the point-of-care is critically needed

to support practice. As a result, we argued that the delivery of nursing education

requires physical mobility throughout the community and does not

lend itself to more traditional direct teaching supervision models. Instead,

guided by Koole’s (2005) FRAME model of m-learning, we judged that

access to and usability of mobile learning devices is critical to supporting

the context of learning and learning interactions.

In conclusion, Stage 1 of our study confirmed that the use of m-learning,

at least with the HP iPAQ PDAs, is feasible in actual nursing practice

education settings and that this use has the potential to be very effective

at least in affording students and instructors with ready access to resources at

the point of care. Our results indicate that the interactive uses of mobile

devices are also potentially very useful, but this aspect needs to be more

thoroughly investigated in the second stage of our study.

/Helge Lundgren

Part Two: Mobile Distance Learning with PDAs by Rekkedal and Dye edited by Mohammad Ali (2009)

Part Two: Research on Mobile Learning
Mobile Distance Learning with PDAs: Development and Testing of Pedagogical and System Solutions Supporting Mobile Distance Learners

 

TORSTEIN REKKEDAL AND ALEKSANDER DYE
NORWEGIAN SCHOOL OF INFORMATION

TECHNOLOGY & NKI DISTANCE EDUCATION

NORWAY

Abstract
The article discusses basic teaching-learning philosophies and experiences from

the development and testing of mobile learning integrated with the online

distance education system at NKI (Norwegian Knowledge Institute) Distance

Education. The chapter builds on experiences from three European Union (EU)

supported Leonardo da Vinci projects on mobile learning: From e-learning to

m-learning (2000-2003), Mobile learning – the next generation of learning

(2003-2005), and the ongoing project, Incorporating mobile learning into

mainstream education (2005-2007).


Här är två faktorer som jag tycker är väldigt viktiga att tänka på och som uppkom i undersökningsarbetet.

"One of the main challenges concerning the use of mobile devices was
to fi nd acceptable solutions adapted to the small screen. There is simply not
enough space on a small screen for all the information found on a traditional

web page. Another problem encountered was the limited data transfer rate

and processing power found in mobile devices."

De beskriver även den norska NKI:modellen för distansstudier där man frångår den traditionella modellen som är oberoende av tid och plats. De utvecklar "klassrumsmodellen", vilket jag tycker är bra.

 On the opposite end of the fl exibility continuum is the “extended classroom model,” which assumes

that students should be organized into groups that meet regularly at local

study centres, and favours the application of technologies such as video

conferencing, satellite distribution, radio, and television (Gamlin 1995).


NKI:modellen har verkligen tagit det här med interaktion på allvar och har utvecklat strategier för elever och utildare att följa. De har verkligen "öppnat dörren" för att kunna interagera på allvar.

Faced with the challenge of supporting distance students within a flexible distance learning context wherein they must identify and invite fellow students to become their learning partner, NKI has developed different kinds of social software solutions within the LMS-system. As such, all students are urged to present themselves in ways that invites social interaction for 56 learning purposes. This information may be open to all – for example, members of the learning society of NKI Distance Education, to fellow students studying the same programme, or to tutors and administration only.

There is no doubt that mobile technology may increase possibilities for efficient interaction between distance students, making them more independent of time and space. The potential of social software for developing solutions that allow students within “maximum freedom and flexibility” modes of distance learning to engage in cooperative learning activities has been presented by Anderson (2005).

We also hold the view that learning is an individual process that can be supported by adequate interaction and/or collaboration in groups (Askeland, 2000), a viewpoint that is stated in the NKI strategic plan (2005).

Conclusion

NKI’s research and development on mobile learning in connection with the three EU Leonardo da Vinci projects have led to better, more flexible mobile solutions needed to serve distance learners studying online. Through trial and error, we have learned that cost-efficiency considerations did not permit us to develop parallel versions of courses. Instead, we found that courses must be developed, presented, and distributed in a manner that allow both mobile and non-mobile distance learners to participate in the same course, using the same course materials that can be accessed from standard and mobile technologies. Moreover, we found that course content available on mobile devices must be of minimum acceptable quality. Interaction with course content and multimedia materials, as well as communication with tutors and fellow students, must function adequately using both standard and mobile technologies. The question remains on what the ‘ideal’ device and solution for mobile learning will look like. In all probability, however, the answer will very likely rest with students’ individual preferences. That is why NKI has found it extremely important to experiment with different solutions which, in turn, have inspired further developments in finding the right mix of course design and system solutions that serve the needs of all learners, independent of whether they are using a desktop PC or whether they are using mobile devices.

Det är intressant att se att de tycker att distanskurser med hjälp av mobilt lärande ska vara utformade så att även elever som inte läser ”mobilt” kan delta i samma kurs med samma kursinnehåll. Det vill säga att de ska funka både på PC/Mac och med standard mobiler eller annan standard mobilutrustning. Tekniken ska vara så pass anpassad så att det flyter på oavsett vilken utrustning man använder sig av. Det jag kan tycka är intressant att ta upp i detta är vem som ska bära kostnaden för det mobila abonnemanget som krävs för att kunna delta i en sån här kurs. Bredband via dator är idag överkomligt och relativt billigt men mobilabonnemang med internetsurf till mobiler/surfplattor är fortfarande ganska dyrt att skaffa i alla fall när det gäller större mängd av datatrafik.

/Helge Lundgren

Part One: A Model for Framing Mobile Learning by Marguerite L.Koole edited by Mohammad Ali (2009)

Part one: Advances of Mobile learning
A Model for Framing Mobile Learning

MARGUERITE L . KOOLE
ATHABASCA UNIVERSITY

CANADA

Abstract

The Framework for the Rational Analysis of Mobile Education (FRAME) model describes mobile learning as a process resulting from the convergence of mobile technologies, human learning capacities, and social interaction. It addresses contemporary pedagogical issues of information overload, knowledge navigation, and collaboration in learning. This model is useful for guiding the development of future mobile devices, the development of learning materials, and the design of teaching and learning strategies for mobile education.

Marguerite L. Koole diskuterar om en modell som beskriver Mobilt lärande som ska hjälpa till att ta reda på följande frågor:

But, how can such a learner take full advantage of the mobile experience? How can practitioners design materials and activities appropriate for mobile access? How can mobile learning be effectively implemented in both formal and informal learning? The Framework for the Rational Analysis of Mobile Education (FRAME) model offers some insights into these issues.

Marguerite L. Koole ställer rätt sorts frågor tycker jag, frågor som jag som lärare gärna vill ha svar på.

Detta är kärnan som jag ser det:
The FRAME model describes a mode of learning in which learners may move within different physical and virtual locations and thereby participate and interact with other people, information, or systems – anywhere, anytime.

Just att det är tillgängligt överallt och när som helst är det som jag ser som den största fördelen med mobilt lärande. Det är det som gör att man som lärare måste tänka i nya banor vad det gäller utbildning.

Hon diskuterar följande aspekter i modellen:

Device Aspect (D)
The device aspect (D) refers to the physical, technical, and

functional characteristics of a mobile device. The  physical characteristics
include input and output capabilities as well as processes internal to the
machine such as storage capabilities, power, processor speed, compatibility,
and expandability.

Learner Aspect (L)The learner aspect (L) takes into account an individual’s

cognitive abilities, memory, prior knowledge, emotions,

and possible motivations (Table 2). This aspect describes

how learners use what they already know and how they

encode, store, and transfer information. This aspect also draws upon learning

theories regarding knowledge transfer and learning by discovery.

Social Aspect (S)The social aspect takes into account the processes of social

interaction and cooperation (Table 3). Individuals must

follow the rules of cooperation to communicate – thereby

enabling them to exchange information, acquire knowledge,

and sustain cultural practices. Rules of cooperation

are determined by a learner’s culture or the culture in which an interaction
take place. In mobile learning, this culture may be physical or virtual.

Device Usability Intersection (DL)

The device usability intersection contains elements that

belong to both the device (D) and learner (L) aspects

(Table 4). This section relates characteristics of mobile

devices to cognitive tasks related to the manipulation

and storage of information. These processes, in turn, can

affect the user’s sense of psychological comfort and satisfaction by affecting

cognitive load, the ability to access information, and the ability to physically

move to different physical and virtual locations.

Social Technology Intersection (DS)While the device usability intersection (DL) in the FRAME model describes the relationship between one learner and a device, the social technology intersection (DS) describes how mobile devices enable communication and collaboration amongst multiple individuals and systems (Table 5). Device hardware and software provide various means of connectivity. Many mobile devices come equipped with various technical capabilities, such as short messaging service (SMS), telephony, and access to the Internet through wireless networks. What is of greater importance here, however, are the means of information exchange and collaboration between people with various goals and purposes.

Interaction Learning Intersection (LS)
The interaction learning intersection (LS) represents a synthesis

of learning and instructional theories, but relies very

heavily upon the philosophy of social constructivism. In

this view, “[learning] is collaborative with meaning negotiated

from multiple aspects” (Smith and Ragan 1999, 15).

Mobile Learning Process (DLS)

Effective mobile learning, the primary intersection of the

FRAME model, results from the integration of the device

(D), learner (L), and social (S) aspects. Mobile learning provides

enhanced collaboration among learners, access to

information, and a deeper contextualization of learning.

Hypothetically, effective mobile learning can empower learners by enabling

them to better assess and select relevant information, redefi ne their goals,

and reconsider their understanding of concepts within a shifting and growing

frame of reference (the information context). Effective mobile learning provides

an enhanced cognitive environment in which distance learners can interact with

their instructors, their course materials, their physical and virtual environments,

and each other (Table 7).

Part One: Current State of mobile learning av John Traxler edited by Mohammed Ahly (2009)

Part One: Advances in Mobile learning

Current state of mobile learning av John Traxler
Den betar av statusen för var mobilt lärande är nu och vart den är på väg och vad som måste göras för att den ska blir framgångsrik.  Här är ett citat  som jag tycker beskriver läget på ett bra sätt:

 "With increased popular access to information and knowledge anywhere, anytime, the role of education, perhaps especially formal education, is challenged and the relationships between education, society, and technology are now more dynamic than ever. The use of wireless, mobile, portable, and handheld devices are graduallyshort-term trials to larger more sustained and blended deployment. And increasing and diversifying across every sector of education, and across both the developed and developing worlds. It is gradually moving from small-scale, to world wide.

Så sant så sant, det formella lärandet är inte längre så formellt och alla elever idag är väl betrodda med nya sätt att ta del av information och lära sig tack vara datorer, internet, smarttelefoner och vad man kan göra med det. De flesta Grundskolor/Gymansieskolor/Universitet använder sig idag av den nya tekniken i form av skolportaler med intranät som man kan logga in sig på via internetuppkoppling.

Jag håller även med om följande:
 "Mobile learning using handheld computers is obviously relatively immature in terms of both its technologies and its pedagogies, but is developing rapidly."

Trots flertalet "case studies" så framstår fortfarande mobilt lärande som tämligen oklart. När det slutligen bli "definerat" så kan man ta fram evaluerings-metoder för att säkra kvalitén på utbildning med hjälp av mobilt lärande. Det är då man kan försäkra sig om att utvecklingen går åt ett gemensamt håll. Som det är idag så finns det många aktörer som agerar i eget intresse för att ta markandsandelar för just deras produkter. Det vi också bör förstå är att mobilt lärande skiljer sig från traditionell e-learning med hjälp av datorer. De har en begränsning pga att de inte är så "uppgraderings-bara" rent hårdvarusmässigt som en PC är. Man har inte så många möjligheter att lägga till/koppla till andra hårdvaruresurser de är heller inte lika lätt och installera nya program som inte följde med produkten. man är ganska bunden till vad tillverkaren har erbjudit från början.

En annan viktig aspekt som belyses är också detta:
"Mobile devices create not only new forms of knowledge and new ways of accessing it, but also create new forms of art and performance, and new ways of accessing them (such as music videos designed and sold for iPods). Mobile devices are creating new forms of commerce and economic activity as well. So mobile learning is not about “mobile” as previously understood, or about “learning” as previously understood, but part of a new mobile conception of society."

Det är kort sagt det nya koncepetet och hur vi ska använda oss av det när det gäller utbildning som är det väsentliga. Det är dock för tidigt för att utvärdera den hittills då den fortfarande är i sitt utvecklingsstadie och inga konkreta enhetliga  mätmetoder kunnats ta fram. En sak står dock säker enligt John Taylor och jag kan inte annat än hålla med:

"The synergy between mobile learning and distance learning, however, holds enormous potential."

John Traxler is reader in mobile technology for e-learning and director of the Learning Lab at the University of Wolverhampton. John has co-written a guide to mobile learning in developing countries and is co-editor of a book on mobile learning.