Mobile Learning


The mobile education revolution is finally here. The evidence of mobile penetration and adoption is irrefutable: smartphones, personal digital assistants (PDAs), portable game devices, MP3 and MP4 players abound and can be found everywhere. Since 2000, there is considerable interest from technical developers and educators in exploiting the universal appeal and unique capabilities of mobile technologies for the use in education.

M-learning (mobile learning) is an emerging concept as educators are beginning to explore the use of mobile technologies in teaching and learning environments. In a mobile learning scenario, students can access their learning materials from anywhere: on the bus, at the cafeteria, or waiting in line. Also, students can easily contact fellow students, check e-mail, or get feedback from their instructors. Unlike being limited to working on-line in a computer lab, at the library, or at home, students can access on-line materials regardless of their location.

M-learning will not replace traditional learning. It just provides another way of learning using new mobile technology. I believe the mobile devices are useful in education both as administration, organization and teaching aids for practitioners, and also as learning support tools for students. As educators, I think we should embrace the rich learning enhancing possibilities that m-learning already provides and will provide even more so in future. M-learning fulfils the growing demands for life-long learning opportunities that enable learners to “learn while you earn on the go”.

About Dr. Steve Yuen

I am Dr. Steve Yuen, a Professor Emeritus of Instructional Technology and Design at The University of Southern Mississippi. This is my personal blog on the use of emerging technologies in teaching and learning. Hope you find this blog interesting, stimulating, and educational. Please feel free to social bookmark this page.
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8 Responses to Mobile Learning

  1. Heather Whisenhant says:

    I can not stress how much I feel negative about mobile learning. I know when I was in school if I had my phone I was not learning. I was constantly texting others and downloading music on my phone. This is a very risky idea because I can only see the negatice effects. Yes, they could learn other things, but the fact is that children would only want to surf the web adn check their facebook or myspace. I can not see mobile learning as a wonderful or even great idea fo children. At least on the internet you can block sites and only allow them to visit the educational ones you wish them to see.

  2. James M. Thompson says:

    Learning is a process that should extend beyond the four walls of a classroom. In fact, as long as people are living, they should take the time to learn something new on a daily basis. When I think of the cutting edge and emerging technology, I believe that educators must become comfortable to step out of their comfort zone and try it out. There are many administrators and teachers that would prefer not to use technology for one reason or another. At the present, time is the most valuable resources that cannot be replaced after it is gone. Therefore, educators should begin to implement mobile learning in the classroom as a supplement to help their students achieve yearly goals. If there are some students that are considered struggling learners, teachers can go above and beyond to supplement traditional classroom instructions with mobile learning. Students can utilize this mode of learning when they are outside waiting for the bus or even when they are enjoying a hot meal. This will teach children that learning can be fun. Mobile learning can also be used to get parents involved. Parents can access their children’s assignments and daily lessons. Teachers can improve their channels of communication with parents through mobile learning.
    Mobile learning is extremely valuable for teachers as well. As an educator, we must be familiar and aware of current legislations as it effects public education. Therefore, school administrator may allow for teachers to learn about new information through mobile learning opposed to having unnecessary faculty meetings.

  3. 莊明廣 says:

    行動學習所帶給學生的幫助,我個人是有蠻大的期待,不管是利用PDA 或是行動電話或是筆記型電腦,隨著時代的不同,這些工具也會產生改變,其中當然包括了價格。這可能是因為工作的關係,我對於中小學,尤其是偏遠中小學的關注比較多,當老師在指導我們有關行動學習課程時,我便一直思索,如何有效地協助這些學生進行行動學習呢?

    從現況來分析,語言的學習,是可以透過行動學習的設計,來提昇學生的學習效果的,因為這方面的學習,比較不需要仰賴高價的行動學習工具,我們可以將MP3或MP4和一般電腦來結合應用,再搭配播客系統,應該是可以做長期的語言學習的。
    我構思,透過BLOG,成立學校的小小廣播站,老師們以每天五分鐘左右的課程設計,讓孩子每天來玩、來學習英文。

    另外,我也同意老師的看法,行動學習的環境規畫,要能夠和生活結合在一起,也就是引起孩子的需求,老師所投入的課程規畫才會發揮效果。因此,我有一個天馬行空的想法(雖然我將來會去那一所學校尚不知道),就是透過行動載具的應用,讓行動學習可以和課業輔導結合在一起,高雄縣目前有五所學校和高師大、文藻等大專院校合作,透過遠距視訊,進行偏鄉學生的課業輔導,目前的成效不錯。只是,這樣的計畫,大部份都集中在電腦教室進行,將來如果能和行動學習結合,讓老師的輔導,可以非同步進行,老師就能事先錄製、事先規畫課程,學生透過行動載具,回到家中後進行作業書寫、功課複習等時候,可以隨身有一群老師支持著他們,提供他們學習的輔導。

  4. 鴻如 says:

    Mobile Learning特性是隨時隨地的、方便攜帶的、普及化的,學生可隨堂錄下上課內容,作為課後複習;或用自己手機或向學校借手機取代電腦,按鍵以全班同步答題方式回答課堂問題。課餘也可用手機看中英文時事,隨時隨地做作業;在職人士,透過手機遠距攻讀學位。
    當然行動裝置輕薄輕巧的設計也產生了一些缺點,第一、我會先考量收費與設備昂貴等問題是否會太昂貴,第二、介面是否清晰如螢幕太小、蓄電力不足、難以資料輸入,易使使用者勞累的問題,因為畢竟手機介面較小,通常會花較多時間時都是在坐車或走路時,故如用於聽覺教學部分之教育用途會較佳,如使用到視覺上之教學,恐會以及時性之查詢或使用於社群測驗上、以及課堂互動式問答會較為實用,因如在家或學校就會選擇以電腦或其他電化設備教學替代。

  5. 林學志 says:

    老師您好
    我是高師大工教博士班學生 林學志

    閱讀了老師您的文章之後,學生也對行動學習做了一些重點歸納。
    所謂行動學習:以行動型科技裝置來協助學習活動之進行。

    行動學習系統
    多元數位學習模式,通常會隨著科技演進與教學創新而出現不同形式。當無線網路技術與行動載具(PDA)推出後,行動學習(mobile learning)也就自然形成。由於沒有實體網路線羈絆,學習者只要拿著具無線能力的行動載具就能下載教學內容,就能到處學習,使學習的觸角從教室能延伸到戶外。雖然使用行動載具與無線網路能將學習融入到真實生活空間內,但對於學習者所在地的學習資訊需求,還是需透過學習者主動輸入PDA後,再與後端的行動學習系統(MLMS)擷取學習資訊。

    行動學習環境
    為了讓行動學習能與真實學習環境(如圖書館、博物館、植物園等)有密切的情境互動,散佈於環境中的學習物件若能透過環境感知(context-aware)技術,直接與學習者持用的行動載具互動呈現出最合適的學習內容,將可讓學習者安穩於Web介面,就能隨時隨地進行學習(anytime & anywhere learning)。為了因應數位學習的應用趨勢與帶來的學習便利性,國內大部份學校包括大專院校以及中小學等,都已有建置數位學習平台、設計數位學習課程、使用學習討論區等,作為正課教學、課後教學、補救教學之用。

    行動學習設備
    此外,數位學習模式也會隨著網路科技演變而轉變,當無線網路出現後數位學習也隨著無線網路的無線羈絆特性下轉轉成行動學習 (mobile-Learning)。而且資訊設備也越來越輕巧,例如 Notebook、Tablet PC、PDA等都已被當成行動學習載具與電子書包之用,讓學習真正能作到任何地點(anytime)與任何地點(anywhere)的數位學習。

    行動學習設備的特點
    1、具攜帶性。
    2、價格便宜。
    3、普遍性高。
    4、具穩定性。
    5、便於取用或借用。
    6、能提供視覺或聽覺學習功能。
    7、電力需求度低或具備省電功能。
    8、具資料交換或互動功能。

    請參考指教 謝謝

  6. Madelon Gruich says:

    Who could have imagined that mobile technology would have made such amazing strides in the last couple of years? Expensive iPhones have dropped in price so that now many more individuals are able to hold the Internet in their hands. Web sites that once could only be accessed via a computer can now be accessed through mobile devices, and improvements and available applications will continue to improve and be accessible.

    Current high school and college students have always had access to computers and the Internet, and because they are digital natives, emerging technology and applications are embraced with ease. They expect access. They realize that communication is constant and quick. The ability to utilize this mobile technology will allow learning to be available anywhere at anytime.

    How this technology will impact traditional classrooms and delivery of course materials remains to be seen. There are still students who do not have access to the Internet through cell telephones. Until all have access, or ease of access, multiple delivery systems must continue to be available. This may complicate how course material is delivered if the instructor has to present the material in multiple media options. Providing lectures, reviews, reminders, etc., via a mobile device allows an instructor to deliver information to students wherever they are and to reach them in unique ways. Utilizing all types of mobile media devices—iPods, PDAs, iPhones—can enhance, supplement, and improve learning. I find the concept of “timeshifting” that was addressed in your textbook, Dr. Yuen, to be among the more positive outcomes of mobile learning. This technology allows students to multitask, which most have already mastered.

  7. apayne31 says:

    I first attended a workshop of using cellphones in the classroom during November of 2009, when the communtiy college where I teach became a member of iTunesU. I was amazed that I could watch a vodcast of a math lesson on an iPod or an iPhone. In March of 2010 at a Cengage Conference in Tampa, FL. I saw a session on using cellphones in the classroom and they showed us a site called Poll Everywhere, and was instantly motivated to try to incorporate cell phones into the classroom.

    Upon returning to the classroom the following week, I spent a few minutes discussing with them how they could use it, and showed them how they could integrate the poll into a PowerPoint presenation. Then I let the students respond to the question I had posted via text message. They witnessed their results instantly changing the appearance of the graph. The students loved it and were very much engaged. I even had a student use the site in a demonstration speech he had to do a few weeks later.

    Since then I have been more willing to consider cell phone useage in the classroom with the prevelence of cell phones in our society. As a technology teacher, I try to emphasize cell phone ettiquette too–something I feel is often neglected.

    Cell phones are not going away and in many instances are replacing the traditional PC. As educators we must embrace the technology, show students how it can be meaningful and appropriately used in our society.

  8. 對於都會生活形態的現代人,
    行動學習的概念可以方便地運用在日常生活當中,
    層面包含食、衣、住、行、育與樂等方面,
    可以達到處處皆學習與事事可學習的情境,
    比方說透過手機的3G衛星地圖與搜尋,可以順利地抵達陌生的比賽場地;
    透過手機掃描有機雞蛋的條碼,可以了解到雞蛋的營養成分與生產包裝履歷。

    但是,在行動學習所使用的設備手機來說,
    [螢幕太小是部分使用者最大的困難與問題],
    換句話說,手持裝置的最大限制,就是螢幕的過小的問題,會讓影片、文字不夠清析,不如傳統數位學習的效果。
    尤其對於銀髮族的使用者,是一大困難,因為當年事增長,逐漸面臨視力變差之後,不利於觀看小銀幕,也不利於引導使用行動學習。

    更有人擔心使用者可能在長時間的行動學習之後,會有視力減弱的疑慮。

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