Definite And Indefinite: A Critical Perspective On Defining Mobile Learning and Mobile Learning Environments
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The document critiques the definitions and perceptions of mobile learning, highlighting the inadequacies of traditional definitions based on distance education and technology. It emphasizes the importance of cultural context and situated learning while discussing the roles of formal and informal learning facilitated by mobile devices. The author calls for a clearer understanding of what 'mobile' means in educational contexts, discussing the paradoxes and complexities of learning in mobile settings.
Definite And Indefinite: A Critical Perspective On Defining Mobile Learning and Mobile Learning Environments
- 1. Definite and Indefinite: A Critical Perspective On Defining Mobile Learning and Mobile Learning Environments Michael M. Grant, PhD mgrant2@memphis.edu | @michaelmgrant AECT | November 2011 Michael M. Grant 2011
- 2. Michael M. Grant The University of Memphis @michaelmgrant http:/ /viral-notebook.com
- 4. “ Extensions of Distance Education & eLearning The intersection of mobile computing and elearning … eLearning independent of location in time or space. — Quinn (2000) “
- 5. “ Extensions of Distance Education & eLearning M-learning is an emerging area of distance education. E-learning … is now being transformed by the Internet and by the power of wireless technologies. “ — McGreal (2009)
- 6. “ Exploitation of Technology Exploitation of ubiquitous handheld hardware, wireless networking and mobile telephony to facilitate, support, enhance, and extend the reach for teaching and learning. “ — Mobile Learning Network (2010)
- 7. “ Exploitation of Technology Takes advantage of ubiquitous networks and pervasive digital devices. — Wagner & Wilson (2005) “
- 8. “ Exploitation of Technology Devices which a lady can carry in her handbag or a gentleman can carry in his pocket …the provision of education and training on PDAs/ palmtops/handhelds, smartphones, and mobile phones. “ — Keegan (2005)
- 9. “ Mediation with Technology Mediated through a mobile device. — Herrington & Herrington (2007) “
- 10. “ Anytime, Anyplace Is not constrained by space or time … all aspects of the students’ lives and could take place anytime and in between other activities. — Ng, Nicholas, Loke & Torabi (2010) “
- 12. • Definitions based in distance education and elearning may have faulty assumptions. Inadequate definitions
- 13. Distance Learning eLearning mLearning Georgiev, Georgieva, & Smrikarov (2004) Inadequate definitions
- 14. Distance Learning eLearning mLearning adapted from So (2010) Inadequate definitions
- 15. • Definitions based in distance education and elearning may have faulty assumptions. • Definitions disregard or do not adequately consider the more knowledgeable other. • Definitions that consider constructivist stances alone do not consider performance support or direct instruction methods. • Definitions based in technologies are threatened by obsolescence. Inadequate definitions
- 17. • Mobility with learning affords authentic interactions within cultural settings. • Learning in situ provides authentic settings and lend real-world credence to learning contents. • Context-aware, or location-based services, allow specific learning tasks to occur at a particular location. • The value and utility of location-based services is just beginning to show promise. Culture & situatedness
- 18. • Mobility with learning affords authentic interactions within cultural settings. • Learning in situ provides authentic settings and lend real-world credence to learning contents. • Context-aware, or location-based services, allow specific learning tasks to occur at a particular location. • The value and utility of location-based services is just beginning to show promise. Culture & situatedness
- 19. • Mobility with learning affords authentic interactions within cultural settings. • Learning in situ provides authentic settings and lend real-world credence to learning contents. • Context-aware, or location-based services, allow specific learning tasks to occur at a particular location. • The value and utility of location-based services is just beginning to show promise. Culture & situatedness
- 20. • Mobility with learning affords authentic interactions within cultural settings. • Learning in situ provides authentic settings and lend real-world credence to learning contents. • Context-aware, or location-based services, allow specific learning tasks to occur at a particular location. • The value and utility of location-based services is just beginning to show promise. Culture & situatedness
- 21. MEDIATION
- 22. • Mobile devices and mobile services mediate interactions with physical and networked environments. • Mediated interactions encourage knowledge construction. Mediation
- 23. • Mobile devices and mobile services mediate interactions with physical and networked environments. • Mediated interactions encourage knowledge construction. Mediation
- 24. “ Mediation Mobile learners “reshape what defines the devices, as well as what they in turn need to learn.” — Koole & Ally (2006) “
- 26. • Formal learning is considered where learners are engaging with materials developed by a teacher to be used during a program of instruction. • Informal learning is described as learning that people do on their own. • Mobile devices afford both formal and informal learning. Formal & informal learning
- 27. • Formal learning is considered where learners are engaging with materials developed by a teacher to be used during a program of instruction. • Informal learning is described as learning that people do on their own. • Mobile devices afford both formal and informal learning. Formal & informal learning
- 28. • Much of mobile learning literature focuses on the informal learning component. • Fragmented, transient knowledge may occur from informal learning. • Disconnected pieces of information must be integrated and internalized. Informal learning
- 29. • Much of mobile learning literature focuses on the informal learning component. • Fragmented, transient knowledge may occur from informal learning. • Disconnected pieces of information must be integrated and internalized. Informal learning
- 30. LEARNER AUTONOMY, SELF- DIRECTION & SELF-REGULATION
- 31. • Mobile learners are physically and socially separated from peers and teachers. • Learning itself with mobile devices and mobile services may change. • There is not consensus on the use of self- regulation with mobile learning. Learner Autonomy, self- direction & self-regulation
- 32. • Mobile learners are physically and socially separated from peers and teachers. • Learning itself with mobile devices and mobile services may change. • There is not consensus on the use of self- regulation with mobile learning. Learner Autonomy, self- direction & self-regulation
- 33. • Mobile learners are physically and socially separated from peers and teachers. • Learning itself with mobile devices and mobile services may change. • There is not consensus on the use of self- regulation with mobile learning. Learner Autonomy, self- direction & self-regulation
- 34. WHAT DOES ‘MOBILE’ MEAN?
- 35. • Mobile is used often without a clear definition. • Mobile described both identity and influences. • Mobile reflects the fluidity and flexibility of mobile devices and mobile services. • Mobile augments learners. What does ‘mobile’ mean?
- 36. • Mobile is used often without a clear definition. • Mobile described both identity and influences. • Mobile reflects the fluidity and flexibility of mobile devices and mobile services. • Mobile augments learners. What does ‘mobile’ mean?
- 37. • Mobile is used often without a clear definition. • Mobile described both identity and influences. • Mobile reflects the fluidity and flexibility of mobile devices and mobile services. • Mobile augments learners. What does ‘mobile’ mean?
- 38. • Mobile is used often without a clear definition. • Mobile described both identity and influences. • Mobile reflects the fluidity and flexibility of mobile devices and mobile services. • Mobile augments learners. What does ‘mobile’ mean?
- 39. MOBILE DEVICES & SERVICES
- 40. • Characteristics of mobile devices make them attractive for learners, teachers, and developers. Mobile Devices & Services
- 41. 1. highly portable 5. adaptable 2. individual 6. persistent 3. unobtrusive 7. useful 4. available anywhere 8. intuitive Characteristics of mobile devices (Sharples, 2000)
- 42. • Characteristics of mobile devices make them attractive for learners, teachers, and developers. • Multiple devices can be exploited. • Mobile device adoption does not guarantee its potential or use. • Mobile device adoption does not guarantee the adoption of mobile services. • Little attention given to the distinction between mobile devices and mobile services. Mobile Devices & Services
- 43. • Characteristics of mobile devices make them attractive for learners, teachers, and developers. • Multiple devices can be exploited. • Mobile device adoption does not guarantee its potential or use. • Mobile device adoption does not guarantee the adoption of mobile services. • Little attention given to the distinction between mobile devices and mobile services. Mobile Devices & Services
- 44. • Characteristics of mobile devices make them attractive for learners, teachers, and developers. • Multiple devices can be exploited. • Mobile device adoption does not guarantee its potential or use. • Mobile device adoption does not guarantee the adoption of mobile services. • Little attention given to the distinction between mobile devices and mobile services. Mobile Devices & Services
- 45. • Characteristics of mobile devices make them attractive for learners, teachers, and developers. • Multiple devices can be exploited. • Mobile device adoption does not guarantee its potential or use. • Mobile device adoption does not guarantee the adoption of mobile services. • Little attention given to the distinction between mobile devices and mobile services. Mobile Devices & Services
- 46. PARADOXES OF LEARNING IN MOBILE SETTINGS
- 47. The more learning is decentralized, the more important guidance and scaffolding will become. Paradoxes of learning in mobile settings
- 48. Increasing cooperation requires increasing personal responsibility. Paradoxes of learning in mobile settings
- 49. Fragmented information does not change into knowledge until it has been internalized. Paradoxes of learning in mobile settings
- 50. As the amount of communication increases and the closer it comes to real time, the more time we need to respond. Paradoxes of learning in mobile settings
- 51. Increasing communication and information increases chaos. Paradoxes of learning in mobile settings
- 52. The time used to look for information decreases the time one can dedicate to processing that information. Paradoxes of learning in mobile settings
- 54. • Hannafin (1992) argues that learning environments for emerging technologies are best suited for SCLEs and constructivist activities. • But what of direct instruction, practice over time, and performance support? Questions Unanswered
- 55. • Reeves and others have asked us to identify the “active ingredients” in instruction and learning environments in order to define their impact. • Reeves also has suggested that we learning with, from, and about media. Questions Unanswered
- 56. MKO is mobile Content is Device is mobile mobile Mobile Learning Environment Data services Learner is are mobile persistent Cultures & Settings
- 57. “ On mLearning Different letter prefixes promote selling, they appeal to people and help catch their attention, but strictly speaking they are futile and unnecessary, because … in washed away. “ the end, all unessential features are — Tella (2003)
- 58. THANKS. Michael M. Grant mgrant2@memphis.edu | @michaelmgrant Michael M. Grant 2011