Research and practice in mobile learning are still in their
infancy. Over the past ten years the field has moved from small-scale research
studies to some large national and international initiatives, such as the
EC-funded MOBIlearn and m-Learning projects, a growing number of commercial
services, and many institution-based projects. The evidence from research is
mostly in the form of case studies that report the progress of a project, with
accounts of their successes and difficulties drawn from observations by the
researchers and interviews with participants. There have been a few attempts to
carry out small-scale comparative evaluations of specific technologies, such as
mind mapping tools on handheld computers, and a very small number of studies
that have compared learning outcomes of classroom trials of handheld technology
to traditional teaching. This paucity of quantitative and comparative data is
entirely understandable given the rapid pace of developments in the technology
and the time and resources needed to carry out a useful comparative evaluation.
What is the value of running detailed educational evaluations of a prototype
mobile learning system implemented on last-year’s handheld technology?
Thus, a critical reader of this report may find that the
evidence of what research has to say for practice is, at best, unreliable and
outdated. However, taking a broader perspective, we find a fairly consistent
pattern of reports about what works and what doesn’t. We shall take an
illuminative approach – attempting to shine a light on the emerging
technologies and activities in mobile learning that appear, from a variety of
evidence, to be supporting good practice in teaching and learning. We shall
also attempt to focus on issues and problems, from technical failures to
unexpected problems of engaging learners or supporting effective teaching.
To start, we need to clarify what is meant by ‘mobile
learning’. The concept, like the technology, has developed over recent years,
from the use of handheld devices in classrooms, through the use of technology
to support learning in context and on the move, towards a broader investigation
of learning in a mobile society. One definition that captures the dual
perspectives of learner mobility and learning with portable technology is: Any sort of learning that happens when the
learner is not at a fixed, predetermined location, or learning that happens
when the learner takes advantage of the learning opportunities offered by
mobile technologies. (O'Malley et al., 2003)
To provide a structure for the report, we shall begin with
the two most active and promising areas of research, which are the use of
portable technology to support curriculum learning in the classroom, and the
use of personal mobile technologies for learning on the move. These can be seen
as two ends of a dimension from enhancing classroom learning through devices
such as handheld response systems, to learning as part of everyday life by
informal communication and knowledge sharing with mobile phones.