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Big Issues in Mobile Learning - How can we integrate mobile devices with broader educacional
scenarios?
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Auuttoorr((ss))
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RLL
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Dattaa
Ulrich Hoppe
TTiippoo
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Keeyyw
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2222//0055//22000077
2006
Dtt.. FFiicchhaa::
Científica x
Profissional
Grande público
Empírico
Teórico
Clínico
Architecture
Context
e-learning adaptation
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N..ºº ppáággiinnaass:: 44
Experimental
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Report of a workshop by the Kaleidoscope Network of Excellence Mobile Learning
Initiative
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To be sustainable and more than yet another volatile trend in technology enhanced learning (TEL),
mobile learning needs to be contextualised in broader, integrative educational scenarios.
In these scenarios, mobile devices need to inter-operate with embedded ubiquitous technologies
and also with network and server infrastructures, and they need to support well grounded
educational functions.
it is important to define adequate distributions of functionality over these devices and to design and
implement interoperability mechanisms. “Interoperability”, in this context, includes technical
interoperability, i.e. data exchange and continuous information flow, but also “educational
interoperability” in terms of the enabling of teaching/learning workflows and the support of
reusability of emerging learning objects.
On the pedagogical level, the idea of mobile learning is often associated with informal learning
settings which could be triggered by situational affordances or could just take place whenever and
wherever the learners want to. On the other hand, there are also suggestions for using mobile
devices in institutionalised, formal learning, especially in classrooms.
Exploring the issue
The integration issue was first differentiated with respect to different types of integration, mainly
from an in-classroom perspective. The following aspects were distinguished:
Media integration, in terms of information flow and conservation of results across different media
used in the learning setting;
Process integration, i.e., the technical facilitation and support for learning processing involving
participants in different roles;
Knowledge integration, in the sense of a broader structuring, systematisation and
“defragmentation” of knowledge.
Knowledge integration was seen as a challenge for learning settings orchestrated by mobile
devices, both for formal and for informal types of scenarios.
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Conclusions
this session corroborated the claim that it is necessary to take an integrative perspective on
orchestrating technology enhanced educational scenarios.
From the elaboration of the second theme we can conclude that an adequate integrative design for
mobile learning needs also a deep understanding of the affordances and inherent functional
constraints of the technological components, and that this would not come as a consequence of the
theoretical underpinning. So, an elaborate model of the educational situation and requirements,
theory based structuring principles and technical expertise about the available and adequate
technologies are all needed in a synergetic approach.
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PPrrooccuurraarr ++
How can we integrate mobile devices with broader educacional scenarios?
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