Handbook of Mobile Learning

Winner Of The Aect Division Of Distance Learning (ddl) Distance Education Book Award! This Handbook Provides A Comprehensive Compendium Of Research In All Aspects Of Mobile Learning, One Of The Most Significant Ongoing Global Developments In The Entire Field Of Education. Rather Than Focus On Specific Technologies, Expert Authors Discuss How Best To Utilize Technology In The Service Of Improving Teaching And Learning. For More Than A Decade, Researchers And Practitioners Have Been Exploring This Area Of Study As The Growing Popularity Of smartphones, Tablets, and Other Such Devices, As Well As The Increasingly Sophisticated Applications For These Devices, Has Allowed Educators To Accommodate And Support An Increasingly Mobile Society. This Handbook Provides The First Authoritative Account Of The Theory And Research That Underlies Mobile Learning, While Also Exemplifying Models Of Current And Future Practice. Cover -- Half Title -- Title Page -- Copyright Page -- Table Of Contents -- About The Authors -- Preface -- Part I: Foundations And Future -- 1. A Historical Overview Of M-learning: Toward Learner-centered Education -- Defining Mobile Learning -- Pedagogical Shifts In Learning -- Discovery Learning In The 1970s -- Constructivist Learning In The 1980s -- Constructionist Learning In The 1980s -- Problem-based Learning In The 1990s -- Socio-constructivist Learning In The 1990s -- Learner-centered Developments -- Advances In Technology -- 1970s -- 1980s -- 1990s -- Connecting The Technologies And The Learning -- E-learning -- M-learning -- Conclusion -- References -- 2. M-learning As A Subfield Of Open And Distance Education -- United Aims In A Fractured Field -- Social And Technological Foundations Of Distance Education -- Early Social Movements And The Opening Of Educational Access -- Early Technologies And The Opening Of Educational Access -- The Penny Black Stamp And Postal Service -- Lyceums And The Extension Movement -- The Emergence Of Radio -- Educational Television -- Conclusion -- References -- 3. A Summary And Critique Of M-learning Research And Practice -- Overview Of M-learning Research -- Phases Of M-learning Research -- M-learning Research Approaches -- Large-scale M-learning Projects -- M-learning Research Funding -- M-learning Project Contexts -- M-learning Research Methodologies -- Identifying The Gaps In M-learning Research -- Focusing On The Future Of M-learning Research -- Conclusion -- References -- 4. A Sociocultural Ecological Frame For Mobile Learning -- Towards A Cultural Ecology Of M-learning -- New Digital Resources Within The Mobile Complex Of Structures, Agency And Cultural Practices -- Sociocultural Structures -- Agency -- Cultural Practices -- The Appropriation Of New Cultural Products And A New Habitus Of Learning. Appropriation -- Habitus Of Learning -- References -- 5. Mobile Learning: New Approach, New Theory -- Definition And Devices -- A Need For A New Theory -- Criteria For M-learning -- Proposed Theories -- Activity Theory -- Conversation Theory -- Connecting To Multiple Theories -- Emerging Themes -- Context -- Connectivity -- Time -- Personalization -- Conclusion -- References -- 6. Framework For Mobile-learning Integration Into Educational Contexts -- Introduction -- M-learning-technologies Integration In The Learning Process: A Framework -- Technological And Pedagogical Domains -- Technological Domain -- Pedagogical Domain -- Mobile Generation Project -- Conclusion -- References -- 7. Learning And Teaching As Communicative Actions: A Theory For Mobile Education -- Theoretical Framework: Learning And Teaching As Communicative Actions -- Communicative Actions -- Criticism Of Communication And Theory -- Communication To Reach Goals -- Learning And Teaching As Communicative Actions -- Communicative Actions To Support Learning And Teaching -- Using Ltca Theory To Design Instruction For Mobile Learning -- Mobile Tools For Ltca Learning -- Theory Into Practice: Starting With Should -- Lifeworld Sharing -- Strategic Acts -- Argumentative Communications: Learning Through Discord -- Individual Expressions Of Truth And Identity -- Conclusion -- References -- 8. A Future For M-learning -- Describing Devices -- Defining M-learning -- The Four Cs -- Augmenting -- State Of Play -- Trends -- The New Normal -- Going Forward -- What's Missing -- Making Thinking Visible -- Meta-learning -- Learning Experience -- Conclusion -- References -- 9. Seamless Learning: An International Perspective On Next-generation Technology-enhanced Learning -- The Evolution Of Technology-enhanced Learning -- Characterizing Seamless Learning. Challenges In Pedagogical And Technological Design Associated With Seamless Learning -- Exemplars Of Seamless-learning Activities In Asia And Europe -- Inquiry-based Seamless Learning Project In Taiwan -- The Personal-inquiry Project In The United Kingdom -- The Geometry Mobile Project In Sweden -- Sustainable Seamless Learning In A Singapore Primary School -- Learning By Logging Project In Japan -- Discussion And Conclusions -- References -- 10. Substantive Educational Change Is In The Palm Of Our Children's Hands -- Technology = Opportunity -- The Age Of Mobilism = Opportunity For K-12 To Finally Change -- Scaffolding The Demanded Thinking -- Essential Use Vs Supplemental Use: When Computing Devices Move The Needle Of Achievement -- Barriers To Change -- Concluding Remarks -- Acknowledgment -- References -- 11. The Future Of Mobile Apps For Teaching And Learning -- Mobile-app Technologies -- Mobile Apps For Teaching And Learning -- Cloud Computing For Mobile-app Integration -- The Future Of Mobile Apps For Teaching And Learning -- Analysis Of Student Perceptions Of Mobile Apps For Teaching And Learning -- Methodology -- Results And Discussion -- Conclusion -- References -- 12. Mobile Learning Across Developing And Developed Worlds: Tackling Distance, Digital Divides, Disadvantage, Disenfranchisement -- History And The Context -- Mobiles For Education For Development -- Mobiles For Education For Disadvantage -- Observations And Issues -- The Coming Decade -- Personal Reflections -- References -- Part Ii: Learning And Learner Support -- 13. Mobile Learners: Who Are They And Who Will They Become? -- Problem Statement -- Characterizing Mobile Learners -- Target Learners In M-learning -- Schoolchildren And Their Carers -- Higher-education Students -- Young Adults Not In Education Or Work -- The Underserved In Development Contexts. World Of Work: Employees, Professionals, Apprentices -- Communities, Friends And Families -- Learners With Special Needs And Disabilities -- Discussion -- Conclusion -- References -- 14. Mindtools For Supporting Mobile-learning Activities -- Literature Review -- Mindtools For M-learning -- Concept Map-oriented Mindtools For M-learning -- Expert System-oriented Mindtools For M-learning -- Efficacy Of Mindtools In Supporting M-learning -- References -- 15. Rethinking Scaffolding In Mobile Connectivist Learning Environments -- Vygotsky's Scaffolding Concept -- Berge's Learner Support Strategies -- Siemens' Connectivism Approach -- Mobile Connectivist Learning Environments -- Scaffolding In A Mobile Connectivist Learning Environment -- Conclusion -- References -- 16. A Mobile Pedagogy Approach For Transforming Learners And Faculty -- Theoretical Background Of M-learning -- Themes Of User Practice -- Ad Hoc Infrastructure For Learning -- Increased Learner Independence -- Increased Learner Engagement -- Increased Communication -- Examples Of Practice: Toward An M-learning Pedagogy -- Reimagining A Pedagogy In A Mobile Context -- Rethinking Formal Learning In A Mobile Context -- Rethinking Informal Learning In A Mobile Context -- Summary -- Appendix 16.a -- Appendix 16.b -- Appendix 16.c -- References -- 17. The Power Of The Personal: Discovering The M In M-learning -- Exploring The Affordance Of Mobile Devices -- Leveraging The Touch Screen -- Leveraging The Internet -- Leveraging The Mobile App -- Reimagining A Learning Framework -- M-learning And Higher Education -- Theory Meets Practice -- Nudging Each Student To Success -- Conclusion -- References -- 18. Social Versus Individual Flow In Mobile Learning -- Unique Benefits Of M-learning -- Measuring Learning Experiences -- Individual Versus Social Flow Experience. Raising Challenge Through Collaboration: Social Flow -- A Case Study: Learning Experience And Social Flow -- Conclusions And Discussion -- Acknowledgment -- References -- 19. The Reflective Student: The Use Of Mobile Devices Through Seamless Educational Spaces And Authentic Learning Scenarios -- Pedagogical Foundations -- Bridging Technology And Learning -- Seamless Spaces And Authentic Frameworks -- Research -- Context And Population Targeted -- Desired Outcomes -- Project Development -- Wireless University -- Mobile School -- Evaluation Methodology -- Project Outcomes -- Students' Feedback On Wireless Training -- Mobile Affordances And Efficacy Of Learning: The Tutors' Perspective -- Teachers' Feedback On M-learning -- Measurement Of Learning Outcomes -- Discussion -- Reflection In And On Action -- Deductive/inductive Models Of Reasoning -- Interactional Mobility And Communities Of Practice -- Conclusions -- Effects On Learning -- Sustainability, Teacher Training, And Other Barriers -- References -- 20. Museums: Gateways To Mobile Learning -- Create Content -- Conversing About Content -- Conversing Inside The Museum -- Conversing Beyond The Museum -- Play With Content -- Playing At The Museum -- Playing Beyond The Museum -- Extend Content -- Layering The Environment -- Narrating The Environment -- Conclusion -- References -- 21. E-book Readers And Pdas For Work-based Learners -- Mobile Devices And Work-based Learning -- Case Study 1: E-book Readers For Work-based Distance Learners -- Context -- Implementation -- Results -- Learning Time -- Learning Cost -- Learning Strategy -- Copyright Issue -- Technological Limitations -- Case Study 2: Pdas For Work-based Learners -- Context -- Implementation -- Results -- Learning Support -- Learning Design -- Learner Support -- Ethical Issues -- Technological Limitations -- Discussion. Learners' Mobility And Learning Time.