definite and indefinite: a critical perspective on defining mobile learning and mobile learning...

Definite and Indefinite: A Critical Perspective On Defining Mobile Learning and Mobile Learning Environments Michael M. Grant, PhD [email protected] | @michaelmgrant AECT | November 2011

Michael M. Grant 2011

Michael M. Grant The University of Memphis

@michaelmgrant

http://viral-notebook.com

DEFINITIONS OF MOBILE LEARNING

“ “ Extensions of Distance Education & eLearning The intersection of mobile computing and elearning … eLearning independent of location in time or space.

— Quinn (2000)

“ “ 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)

“ “ 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)

Takes advantage of ubiquitous networks and pervasive digital devices.

— Wagner & Wilson (2005)

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)

“ “ Mediation with Technology

Mediated through a mobile device. — Herrington & Herrington (2007)

“ “ 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)

INADEQUATE DEFINITIONS

Inadequate definitions

•  Definitions based in distance education and elearning may have faulty assumptions.

Distance Learning

eLearning

mLearning Georgiev,

Georgieva, & Smrikarov (2004)

Distance Learning

eLearning

mLearning

adapted from So (2010)

•  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.

CULTURE & SITUATEDNESS

Culture & situatedness

•  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.

MEDIATION

Mediation

•  Mobile devices and mobile services mediate interactions with physical and networked environments.

•  Mediated interactions encourage knowledge construction.

Mediation

•  Mobile devices and mobile services mediate interactions with physical and networked environments.

•  Mediated interactions encourage knowledge construction.

“ “ Mediation

Mobile learners “reshape what defines the devices, as well as what they in turn need to learn.”

— Koole & Ally (2006)

FORMAL & INFORMAL LEARNING

Formal & informal learning

•  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

•  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.

Informal learning

•  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

•  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.

LEARNER AUTONOMY, SELF-DIRECTION & SELF-REGULATION

Learner Autonomy, self-direction & self-regulation

•  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.

WHAT DOES ‘MOBILE’ MEAN?

What does ‘mobile’ mean?

•  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.

MOBILE DEVICES & SERVICES

Mobile Devices & Services

•  Characteristics of mobile devices make them attractive for learners, teachers, and developers.

Characteristics of mobile devices (Sharples, 2000)

1.  highly portable 2.  individual 3.  unobtrusive 4.  available anywhere

5.  adaptable 6.  persistent 7.  useful 8.  intuitive

•  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.

PARADOXES OF LEARNING IN MOBILE SETTINGS

Paradoxes of learning in mobile settings

The more learning is decentralized, the more important guidance and scaffolding will become.

Increasing cooperation requires increasing personal responsibility.

Fragmented information does not change into knowledge until it has been internalized.

As the amount of communication increases and the closer it comes to real time, the more time we need to respond.

Increasing communication and information increases chaos.

The time used to look for information decreases the time one can dedicate to processing that information.

QUESTIONS UNANSWERED

Questions Unanswered

•  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

•  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.

Mobile Learning

Environment

MKO is mobile

Device is mobile

Learner is mobile

Data services

are persistent

Content is mobile

Cultures & Settings

“ “ 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 the end, all unessential features are washed away.

— Tella (2003)

THANKS. Michael M. Grant [email protected] | @michaelmgrant

Michael M. Grant 2011