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Vol. 4, No. 1 (2008, Spring)
PDF Version

For a downloadable PDF version of this issue, click on the link below.

Research
An introduction to the Special Issue on Learning While Mobile.
This paper reports on a study of the use of high-end mobile phones for off-site and on-campus mobile learning. The aim of the study was to investigate how mobile devices are being integrated by learners in their informal/private ‘space’ and what use they make of mobile devices in formal learning contexts. We view formal and informal learning as being part of a continuum of a multi-dimensional clustering of informal and formal learning activities rather than positioned in an either-or relationship. The methodology used for the study draws on narrative and case-based approaches underpinned by grounded theory. As part of their formal assessment, university students were given an assignment task which required them not only to gather data in the form of video clips and photos, but also to answer certain questions (i.e. fill knowledge gaps) that were posed by the events checklist (a mobile learning object). Qualitative data was collected through semi-structured interviews which were analysed using a narrative case-study technique. Two dominant themes emerged from the cases: affective issues and phone usage in a learner’s formal and informal practice. Furthermore, the data suggest that in certain contexts learner sensitive scaffolding from the tutor (e.g. via text messages to students) could provide a key in terms of bridging the gap between formal and informal learning.

This paper reports on an empirical study of undergraduate student s’ exploration and use of PDAs for educational purposes over a period of six months . In previous studies, educational applications of PDAs have focused mainly on exploring designed research or experiments , in which students have used this technology for prescribed learning tasks. Students have fewer opportunities to explore how PDAs can be used effectively for general educational and study purposes. How students perceive and use PDAs on their own is not well understood. This study explores student understandings and use of PDAs to support their academic studies at a university. It investigates students’ free exploration and use of PDAs for various educational purposes through applying rich, descriptive qualitative research methodology. Two cases are reported in this study. Data collection methods included: interviews with students, a review of student artifacts created using the PDA, student electronic journals and observation of student PDA uses. Seven emerging categories of PDA affordances were identified. They include: multimedia collection, multimedia access, communication, scheduling, data processing , connectivity and representation. Each category is presented both at rich descriptive and interpretive levels. I mplications regarding findings are explored .


The purpose of this study was to examine information visualization and structured learning content in a mobile learning environment. It compared learning from three different representations of content on a PDA system – traditional text (non-structured, non-visual), structured text without visuals, and structured text with visuals. Learner comprehension of the content was tested during the session. Results showed that structured text with visuals was more effective in supporting the development of learner understanding than either structured or non-structured text. The results suggest that to overcome the limitations of learning with mobile devices, ways of structuring text and visualizing content are required.


This paper describes a unique model for mobile, collaborative learning embodied in the use of a new software tool called PlaceMark©. The model is overtly intended to help learners reflect on their relationship to particular places, and the relationship between their own experience and other people’s experiences of those spaces. PlaceMark does this not by telling people what a place is, but by instead asking them, as they reflect and write about their own experiences of place. This paper describes how PlaceMark facilitates distributed control in coordinated classroom activities. We believe that the stance to knowledge embodied in the system encourages student responsibility within the learning process and helps teach about multiplicity of perspective in a visceral way. Additionally, as cell phones and other technologies become part of ordinary life, it is increasingly important that children (and all of us) come to have a deeper consciousness of place. This work reports on a pilot study of the software conducted with middle school students, and provides an analysis of the study activity.
During elementary education, mathematics study is important for young people. Learners need extensive practice to reinforce knowledge. This paper introduces a Mobile Mathematics Tutoring (MoMT) system, which provides mathematics tutoring, exercises, and discussion for students to improve their mathematical knowledge and skills. Based on the features of mobile devices and the needs and preferences of learners, MoMT provides a personalized tutor and/or exercises for mobile learners anytime and anywhere. MoMT also allows learners to participate in collaborative discussion or share ideas in text, image, audio or video, which are sent by using the email client on the mobile device. Through MoMT, the efficiency of and interest in learning may be improved.

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