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).