2012 M-learning
Teacher and Trainer Guide
E-standards for Training
August 2012
V3.0
Acknowledgement
flexiblelearning.net.au
Australian Flexible Learning Network
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2012 M-learning Standards Teacher Guide
Acknowledgements
The New Generation Technologies for Learning business activity, on behalf of the National
VET E-learning Strategy, wishes to acknowledge and thank participants from across the
Australian vocational education and training (VET) sector, including the E-standards Expert
Group1 and the following key contributors:
Version
Date
1.0
April
2007
Authors
Margaret O’Connell and John Smith, Canberra Institute of
Technology in consultation with:
Ian Kenny
Leonard Low
Marcus Ragus
Owen Oneill
2.0
August
2010
University of Southern Queensland, Link Affiliates in
consultation with:
Bronwyn Lapham
James Croft
Kristena Gladman
Lee Webster
3.0
August
2012
Ros Howell
Sue Waters
Vivienne Blanksby
Owen O’Neill
Paul Wray
Peter Higgs
David Drinkall and Francis Kneebone, V2Training in
consultation with:
Bronwyn Lapham
Chris Toselli
Chris Winter
Gregor McNish
Howard Errey
Ian Whitehouse
Jaci Ganendran
Kim Raschepkin
Kristena Gladman
Peter Higgs
Stephan Schmidt
With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected
by a trade mark and where otherwise noted all material presented in this document is provided under a
Creative Commons Attribution 3.0 Australia (http://creativecommons.org/licenses/by/3.0/au/) licence.
1
E-standards Expert Group members
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Table of Contents
1 Background ...................................................................................................................... 8
1.1 National VET E-learning Strategy ............................................................................................. 8
1.2 New Generation Technologies for Learning Business Activity ................................................. 9
2 Introduction ...................................................................................................................... 9
3 What Is M-learning? ......................................................................................................... 9
4 Why Use M-learning? ..................................................................................................... 10
5 Good Practice M-learning .............................................................................................. 10
6 M-learning Design Considerations................................................................................ 12
6.1 Content Design Approaches ................................................................................................... 12
6.2 User Interface Considerations ................................................................................................ 17
6.3 Learning Activities ................................................................................................................... 18
6.4 Planning Considerations ......................................................................................................... 19
6.5 Business Considerations for Creation of Content ................................................................... 19
6.6 Expense Divide – Considering cost for learners ..................................................................... 22
6.7 Mobile Design Summary ......................................................................................................... 23
7 Defining and Categorising Mobile Devices .................................................................. 23
8 Mobile Standards ........................................................................................................... 28
9 Content File Formats – user guide and case studies .................................................. 29
9.1 Audio Resources ..................................................................................................................... 29
9.2 Video Resources ..................................................................................................................... 30
9.3 Web Content and Communication .......................................................................................... 32
9.4 Portability of documents.......................................................................................................... 34
9.5 E-books ................................................................................................................................... 35
9.6 Using Networked, Wireless and Proximal Devices for Learning ............................................ 35
9.7 Two-Dimensional (2D) Barcodes ............................................................................................ 37
10 Accessibility and M-learning Standards ..................................................................... 38
10.1 Accessibility for E-publications ............................................................................................. 38
11 Infrastructure Considerations ..................................................................................... 39
11.1 Bring Your Own Devices (BYOD) ......................................................................................... 39
11.2 Connectivity .......................................................................................................................... 39
11.3 Device Management ............................................................................................................. 39
11.4 The NBN ............................................................................................................................... 39
11.5 M-learning and the Cloud...................................................................................................... 40
11.6 Data Management ................................................................................................................ 41
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12 Future Trends in Mobile Technology .......................................................................... 41
12.1 Near Field Communication Technology................................................................................ 41
12.2 Gesture Control ..................................................................................................................... 41
12.3 Augmented Reality................................................................................................................ 41
13 Further Reading............................................................................................................ 42
13.1 Useful M-learning Guides and Case Studies ........................................................................ 42
13.2 References ............................................................................................................................ 42
Appendix A: Baseline Specifications for Mobile Devices .............................................. 45
Appendix B: 2013 M-Learning Technical Standards ....................................................... 47
Appendix C: Glossary ....................................................................................................... 51
Appendix D: Topics and questions to start the planning process ................................ 55
More Information ............................................................................................................... 57
New Generation Technologies for Learning
incorporating E-standards for Training
National VET E-learning Strategy
2012 M-learning Standards Teacher Guide
1 Background
1.1 National VET E-learning Strategy
The National VET2 E-learning Strategy (Strategy) aims to strengthen the Australian training sector’s use of new learning technologies and
leverage opportunities provided by such projects as the National Broadband Network (NBN) to make major advances in the achievement of
government training objectives.
The Strategy seeks to build the capability of registered training organisations (RTOs), industry and community stakeholders to create more
accessible training options and facilitate new ways of learning through technology. It also aims to stimulate e-learning ventures to support
individual participation in training and employment, and the alignment of workforce skill levels with economic needs.
The Strategy is driven by the vision:
A globally competitive Australian training system underpinned by world class
e-learning infrastructure and capability.
and has the following three goals:
1. Develop and utilise e-learning strategies to maximise the benefits of
the national investment in broadband.
2. Support workforce development in industry through innovative
training solutions.
3. Expand participation and access for individuals through targeted
2
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e-learning approaches.
1.2 New Generation Technologies for Learning Business Activity
The New Generation Technologies for Learning Business Activity incorporates the existing E-standards for Training activity and primarily
contributes to Goal 1 of the National VET E-learning Strategy. It has the following objective:
Support the capacity of the VET system to use broadband and emerging technologies for
learning, through research, standards development and advice.
2 Introduction
This guide aims to assist vocational education and training (VET) teachers, learning designers and developers to implement mobile learning
(m-learning) strategies in their teaching and training in a standards compliant way. It offers a snapshot of the mobile device landscape in
Australia, a summary of the current standards for mobile learning derived from the VET E-Standards, guiding principles for best practice and
case studies.
3 What Is M-learning?
For the purposes of this guide the terms ’mobile learning‘ or ’m-learning‘ refer specifically to learning that is facilitated and enhanced by the use
of digital mobile devices that can be carried and used anywhere and anytime. Such devices include:


feature phones
smartphones
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


tablet computers
e-book readers
portable digital media players (eg iPods, MP3 players)
wearable devices (point of view glasses etc).
While laptop and netbook computers may also be used to facilitate mobile learning, the focus of this document is on devices that are primarily
handheld or worn, and can generally be identified by their relatively small screen, lack of standard keyboard and highly portable nature.
4 Why Use M-learning?
Good m-learning makes the most of the potential for learning to take place anywhere, both beyond and in conjunction with formal learning
settings, in places such as the workplace, home and outdoors. It recognises that both the learner and the practitioner/teacher may be mobile
and that the broad ownership of and access to mobile devices allows them to take advantage of immediate access and connectivity, and in
context information.
According to the AIMIA Mobile Phone Lifestyle Index Survey 2011 67% of Australians now own a smartphone, 16% also own a tablet and
another 33% planned to purchase a tablet in the next 12 months. Previous AIMIA surveys indicate that there is a clear trend towards more
Australians owning mobile devices for web browsing and accessing information on a daily basis, in addition to phone calls and texts.
Usage patterns too are changing dramatically, with just over half (54%) of survey respondents having visited websites on their mobile phones a
minimum of once a week. This is up from 38% in 20103.
As faster broadband becomes ubiquitous in Australia, students will expect to be able to consume media rich content as part of their education,
participate real-time in experiences without being physically present and complete remote assessments. Much of this will involve devices we
currently classify as ‘mobile’ making this a business advantage for providers able to adapt quickly.
5 Good Practice M-learning
3
AIMIA – Australian Mobile Phone Lifestyle Index (link to report)
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Good m-learning uses good teaching and learning practices and makes the most of being mobile. As noted in the outcomes of the MOBIlearn
project4 ‘the interactions between learning and technology are complex and varied, with learners opportunistically appropriating whatever
technology is ready to hand as they move between settings, including mobile and fixed phones, their own and other people’s computers...’
Thus good m-learning should consider that it is the learner who is mobile rather than the device5 and this key principle should inform all other
m-learning principles.
Supporting the notion that the learner is mobile and likely to choose their devices some principles enable good m-learning are:
1. Focus on tasks/required functionality rather than tools
The range of devices that can be used to complete the same task is enormous and growing. For example if the task is that the student
should provide photographic evidence , focus on specifying the required outcome of the task and providing, quality instructions,
examples, and support for students rather than setting a specific way for learners to produce a photo - you can take a photo on almost
every brand of phone, and there are numerous other options. Also consider systems for learners to submit the photo, review and
feedback, and storage of evidence.
2. Aim for cross platform solutions
Endorse solutions, where possible, that use recommended file formats and are interoperable across devices, operating systems and
platforms. For example, a software company like Skype provides its service across all major mobile phone and tablet platforms, desktop
platforms, gaming, Smart TV and more. Such a service allows most students to use the same solution for their communication.
The most pervasive cross platform format is web content displayed through a web browser, which makes it the simplest way to deliver
mobile content to the maximum range of devices.
3. Offer alternatives
Mobile learning might be great for many learners but as with any teaching we need to anticipate some students being unwilling or
unable to utilise the technology. Providing equal alternatives in your planning will enable fair and flexible delivery. Possible barriers to
4
5
MOBIlearn project (link to website)
Sharples, M., Taylor, J. and Vavoula, G. (2005) “Towards a theory of mobile learning” (link to report):
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participation are digital literacy, financial costs of owning and using technology, inaccessible content, and geographical issues such as
internet access.
This guide endeavours to assist VET teachers, learning designers and developers to implement mobile learning (m-learning) strategies in their
teaching and training in a standards compliant way, but there are also a number of other sources of m-learning resources to support you when
you are ready to try an m-learning approach in your own teaching. Many of these highlight the benefits of m-learning and discuss aspects of mlearning pedagogy and practice in more depth than this document. These additional resources are provided in the ‘Further reading’ section of
this guide.
6 M-learning Design Considerations
6.1 Content Design Approaches
There are a number of approaches to mobile web content design that aim for interoperability and a quality mobile experience for users, these
approaches are discussed in more detail below:




Responsive design: creating content that scales and adapts to screen size
Adaptive design: creating grades of content that are optimised for specific devices’ uses
Progressive enhancement: creating content from baseline specifications uses
Progressive disclosure: displaying only the necessary content for different device contexts and/or uses.
A recommended workflow for developers is to maximise interoperability through a responsive design and choice of interoperable formats and,
where this is not possible in the first instance, to provide adaptions/alternative formats of the content.
An additional consideration when developing content is whether it will be ‘consumed’ online or offline. Where students would benefit from
accessing content offline, formats such as ePUB and to a lesser extent PDF may be employed.
6.1.1 Responsive Design
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Designing content once that will work across a variety of screen sizes is now possible with a responsive design approach. Ethan Marcotte
essentially coined the phrase "responsive web design" with his article6 by that name in ’A List Apart’ in May of 2010. In his article, Ethan laid out
both the problem that is facing web designers as well as a very specific method for solving it. He called this method ’responsive web design,’
and it included three specific tools:



fluid grids
flexible images
media queries.
Since the publication of Marcotte’s book, there is a wider range of techniques to enhance responsive design, and the term itself is often used to
encompass any approach that results in graceful rendering of the content regardless of the size of the user’s display and the limitations or
capabilities of the device.
The existing design guidance supplied for all e-standards content development is consistent with this approach: “all content should also be
scalable and designed to resize proportionally to the display size, available screen area and resolution.”
This may be accomplished through a liquid or fluid layout that - through the allocation of a percentage of space to each element - results in
images, text and spaces proportional to display size. See the web content file format section in the E-standards website, which should guide
the approach taken for all browser based content in the sector.
For the purpose of desktop compatibility it should be noted that CSS3 media queries, which are used as multiple style specifications within a
style sheet based on media types including device widths are not compatible with Internet Explorer 7, 8 or 9.
6.1.2 Adaptive Design
Adaptive design is the practice of creating multiple formats of content to cater for different situations, such as ‘forking’ your content into HTML,
EPUB and PDF. Rather than one responsive piece of content, adaptive design offers specifically designed content uniquely for categories of
devices such as feature phone, smartphone, tablet and desktop (see the Defining and Categorising Devices section of this document for more
6
Responsive Web Design (link to website)
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information). This may involve developing several versions or formats of the content and either delivering the applicable version for the device
on the basis of code that detects the device being utilised, or the user selecting the version applicable to their device.
Even the practice of making responsive design fluid grids can incorporate mobile specific templates and functionality to enhance the user
experience by considering the unique context, hardware and user interface of a mobile learner.
6.1.3 Progressive Enhancement
The progressive enhancement approach starts with the simplest form and works outwards. It is the opposite of ‘graceful degradation’, a
common approach whereby mobile design is an afterthought to desktop design. By designing content for mobile first we can develop a rich and
meaningful mobile learning experience and enhance the same content for larger screen experiences. Mobile first approaches are also valuable
in simplifying the often overloaded layouts of many learning objects and sites.
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6.1.4 Progressive Disclosure
Progressive disclosure involves revealing only what is necessary at the point of need. For example, many mobile styles for blogs only show a
list of article headings which, when clicked, open up to a full article view. Progressive disclosure is used in broader web design but is
particularly useful in making better mobile learning experiences.
6.1.5 Browser Based Versus Native App Delivery
Mobile ‘apps’, small applications designed for mobile operating systems, can be deployed in education for productivity, assessment or simply
as content. Native applications are those which are downloaded to a mobile device’s operating system and can function independently of web
connectivity. Mobile devices can also have web browsers which, like desktop browsers, can deploy content and applications to the end user.
Some of the unique aspects of native applications and browser based delivery are outlined below:
6.1.5.1 Browser based delivery:





content is likely to require connectivity to the Internet to be used and/or refreshed
can be accessed from a large variety of devices/ browsers and is more interoperable
is able to be adapted rapidly like all web based content
requires just a single resource that can be delivered to multiple device types
is consistent with desktop content
6.1.5.2 Native app based delivery:





can be faster loading and more stable to use in general
can utilise the full device hardware eg accelerometer, camera.
requires installation or download from app repositories
apps can be subject to third party review and require standards set by app store providers
are not cross-platform compatible (although versions may exist for different devices).
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Disadvantages of choosing an app include the lack of interoperability and the need to potentially build apps for a variety of operating systems,
the associated development costs and maintenance cycles, and the barrier of requiring the user to download the app.
Learning designers choosing to build a custom app should consider the target user group, their devices and the broader market share in order
to determine which operating systems they need to author the apps for.
Apart from custom apps, there are a wide variety of apps that can be used in education and training to facilitate learning. Choosing the app
based on the target user group and their devices could facilitate a facsimile of interoperability, as many app developers offer apps on all major
platforms (including desktops) making them excellent choices for learners.
6.1.6 Interactivity (Flash vs HTML5)
The trend in creating animation and interactivity for both mobile and desktop is moving away from Flash and towards the emerging standard of
HTML5, which is in fact a combination of HTML, CSS3 and JavaScript. Flash is not supported on some mobile platforms (including Apple’s
iOS, which is the operating system used by iPhones, iPads and iPod Touch) and Adobe will discontinue support for Flash on Android devices
over the next three years.
HTML5 support varies across the different browsers, and is not yet currently a supported VET E-standard.
The choice for mobile content developers is to either avoid using rich interactivity and animation (and other HTML5 features) or to provide a fall
back option for older browsers. New elements such as the new media queries and semantic tags should be used with caution as many desktop
browsers still don’t support these features. It is also important to test how HTML5 relates to accessibility standards, see ‘Accessibility
(WCAG2.0) and HTML5’7.
HMTL5 should be used to create mobile optimised content only when at least one of the following apply:

7
the code used will run across all currently supported browsers and devices. As of May 2012 this is only <ContentEditable>, <@FontFace> or <DragDrop>
Accessibility (WCAG2.0) and HTML5 (link to website)
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
A fall back mechanism is provided for browsers that cannot render HTML5 ensuring that the end user access to alternative/equivalent
content that renders on their device, such as a JavaScript audio player as fall back from an unsupported HTML5 player.
See the VET HTML5 Research report8 for more information.
6.2 User Interface Considerations
User interactions with touch and multi-touch screen devices differ from interaction with desktop devices, using ‘touch actions’ rather than (most
commonly) keyboard and mouse. These touch actions currently include tap, double-tap, drag, flick, pinch, spread, press, press & tap, press &
drag, tap and hold and rotate9. Designing mobile content for accessibility should take into account that content on touch screen devices does
not respond in the same way as mouse controlled activity.
The main differences on touch devices are:
8
9

‘clickable’ content including buttons and links require single or multiple tap actions to perform an equivalent ‘click’ action

there is no equivalent to the hover state (mouse rollover) event on touch devices, so alternative text (“alt text”) labelling dependant on a
hover state will not display. Therefore other methods of providing that labelling should be implemented for mobile content, for example
providing captions under images.

Flash will not display on mobile devices for which there is no Flash player (the majority), and interactivity built in JavaScript does not
respond to touch actions in the same way as mouse actions, creating issues with consistency and access to navigation in sites that
utilise Flash and JavaScript for that purpose

some browser based content and mobile apps may include non-menu based actions, for example “swipe” to change page, or “tap” to
scroll. Some mobile navigation gestures, although intuitive, are not recognised by accessibility software

Apple recommends the average finger tap space of interactive content is about 44x44 pixels (many smart device icons are 33x33 pixels
but have added padding to equate to 44x44 pixels). This allows users to comfortably and accurately tap on content
VET HTML5 Research (link to website)
Illustration of some touch and multi-touch actions (link to website)
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6.3 Learning Activities
Previously the m-learning standards have predominantly focused on content delivery platforms and formats, however the increased availability
and capacity of mobile devices – particularly smartphones and tablet devices has facilitated the use of mobile devices in other aspects of
learners’ experience. These include learning management, enrolment, scheduling, student support, feedback, reporting and more. Another
important category for consideration is learning activities such as student interactions and use of mobile device capabilities in field
measurements, gaming and assessment.
To take full advantage of m-learning designers need to be aware of the capabilities and functionality of mobile devices and focus on assigning
tasks that can be accomplished with multiple devices rather than prescribing the tools that learners should use to complete the task. Where
possible a list of cross-platform tools should be provided to students along with instructions or access to tutorials on how to use the tools. Some
students will ignore the suggestions and use another method to complete the task.
The great advantage of personal mobile devices is that although there is an unending variety of models and types, most owners can use their
own devices. For example, it would be impossible to provide detailed instructions on how to use every mobile phone camera, but owners
generally know how to use the camera on their own phone and could use it to provide an image to a trainer.
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6.4 Planning Considerations
Before deciding to make use of m-learning it’s important to be clear on the drivers for doing so. The ADL Mobile Handbook10: outlines a very
useful planning process which seeks to establish why you want to implement an e-learning project, what you are seeking to achieve, whether
your organisation is ready, what access you learners have to devices, the type of instructional strategies you want to employ, how it will be
implemented and supported.
6.5 Business Considerations for Creation of Content
In addition to the design approaches outlined above the development approaches/models that need to be considered in the context of business
need, timeframes and costs. The more complex the task (e.g. making an iPad app), the more time it will take to develop and manage that
content in the long term.
6.5.1 Testing and Tweaking/Repurposing Existing Content
The easiest step towards mobile learning is to look at existing content and make minor ‘tweaks’ that will help learners access it through mobile
devices. This should first involve research into what devices learners are using currently. Information on what learners are using can be
obtained through student surveys and system analytics that provide detailed information about which mobile devices and/or mobile browsers
are being used to access online content. Testing existing content on many mobile platforms will give the most accurate result but can take time
and incur large costs. An alternative to testing on all the devices (that is not as accurate but faster and more affordable), is to use mobile
browser emulators such as iOS Simulator.
After obtaining a picture of what learners are using and testing existing content on included mobile devices, content can be tweaked to make it
more mobile friendly. This may include changes to image and video formats, text spacing and text size, all of which should involve relatively
minor effort.
6.5.2 Responsive Layouts
10
ADL Mobile Learning Handbook (link to website)
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Taking existing content and making it interoperable across as many digital platforms as possible (or designing it that way from the beginning)
offers the advantage of only needing to design and update content once for all scenarios. This approach may require more initial investment in
creating the responsive content templates, but can save time in managing multiple versions of your content. Making your content responsive to
the screen size of each device involves using fluid layouts, images and text. Some of the advanced responsive layout techniques such as using
CSS3 @media queries do not function in IE7, IE8 or IE9 and therefore should only be used where a fall back or alternative is provided for users
on these browsers.
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6.5.3 Dedicated Mobile Content
Creating a dedicated mobile site or piece of mobile content involves directing learners to mobile optimised versions of content (mobile site,
mobile e-book). Rather than adapting existing content to every platform, this approach is about creating content specifically for mobile devices.
This can involve making the content more ‘mobile friendly’ to exploit the unique functionality of a mobile device to match the often ‘mobile’
context of the user. In addition it may involve modification that includes redesign:



navigation menus, links and other touchable areas are relatively larger for finger tapping
some menu items and content may be excluded from the mobile content
information is presented in small chunks to the user and formatted for small screens.
6.5.4 Unique Mobile App
Generally speaking making an app is the most time intensive and expensive way to create content for mobile devices. App development at this
stage still requires an advanced knowledge of mobile operating system specific technologies and coding languages. Once designed apps still
need to be uniquely developed or adapted to different mobile operating systems. For example, an iPad app is built specifically for an iPad, and
Android apps are built for specific Android devices.
You may find that the content or activities can be delivered through the mobile browser and therefore work across more devices. The main
reasons for developing a mobile app are to have offline functionality (although an e-book may suffice for portable content) and to access native
functions of the mobile device, for example, the built in microphone of the device.
6.5.5 Assessing your Choice of Design Approach
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6.6 Expense Divide – Considering cost for learners
It is worth stepping into the learners’ shoes to see how they might receive m-learning; what they expect from it and how they might manage it.
Overall, consider how appropriate it is to develop and use m-learning by asking the following questions:


Does it extend the learning and make it better?
Is the mobile technology accessible for learners and teachers?
The cost of the device (initial investment) and the cost of using the device (ongoing investment) should be taken into consideration when
developing learning activities to be carried out using mobile devices. For example, if you wish to involve learners in SMS games, you should
consider how much students will spend on this function. Is the cost itself a reasonable ’investment’ in their learning?
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Asking learners to incur the costs of searching for information on the internet and using their mobile phone when there may be a classroom with
internet connected computers available would be inappropriate, given that data rates for mobile web access are still relatively expensive.
Setting up a local area network may be an alternative worth considering, as trialled by the Mobilae 2009 Emerging Technology Trial (see
“Delivering situated, real-world learning and assessment using mobile devices and wireless networks”).
6.7 Mobile Design Summary
As outlined above there are approaches to designing content for mobiles that include making content that is fluid and adaptable to different
device scenarios, or making content specifically for targeted mobile devices. The approach chosen will depend on budget, learning goals and
the needs of end users.
7 Defining and Categorising Mobile Devices
There is an almost infinite number of types, brands and models of mobile devices, and the boundaries are blurring every day. The following
table describes the major categories of devices currently common in the Australian market and the capabilities of those devices.
Device
Description
Capability
Pros
Cons
Feature phone
Feature phones are phones with extra capabilities over and above
standard call and messaging. They can often use email and record
audio and images, but do not have an extendable operating system.
Their use is rapidly declining as older phones are upgraded. These
devices can still be used in m-learning, however their web browsing
abilities are limited and they are not known to be widely used for
delivery of content.
SMS
Low initial cost
Minimal
features
Phone calls
Low ongoing
costs
A smartphone is a mobile phone with an operating system and
advanced connectivity and ability compared to a feature phone. Often
SMS
(short message
service)
Smartphone
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Small screen
Portability
Multimedia
features
High initial cost
High ongoing
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Device
Description
modern smartphones combine the functions of portable mediaplayers, digital cameras, global positioning system (GPS) and web
browsing, which can access and display web pages (rather than just
mobile-optimised sites). Smartphones are highly portable through
their size and battery life. These devices in most cases complement a
user's computing experience by allowing them to use multiple devices
to access the same tools, documents and other content. Smartphones
also have access to unique applications that give the phone extended
capabilities, for example an app that can capture and edit photos
before sending to social media sites.
Capability
Pros
Cons
Portability
costs
MMS - camera/
video
(multimedia
messaging service)
Slow to input
large amounts
of data
Phone calls
Web access
Bluetooth
Email enabled
Wireless enabled
Document, image,
audio, video
viewing/ recording
Tablet computer
A tablet computer is a mobile computer that has a flat touch screen for
input. Typically ‘tablet’ refers to a computer which is designed to be
portable and has a screen larger than five inches. They run on unique
operating systems that are more similar to that of a smartphone than
a desktop computer. Tablets are made for touch input, often including
multi-gesture actions, which makes the user interface and the user
experience different to that of other computers. Tablets can be used
with added input devices such as keyboards and microphones but the
default functionality of the device is to act as a standalone portable
computer. Examples of tablet computers are the iPad and the Galaxy
National VET E-learning Strategy
New Generation Technologies for Learning
incorporating E-standards for Training
Web access
Portability
Bluetooth
Multimedia
features
Email enabled
Wireless enabled
Document, image,
audio, video
viewing/ recording
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Device
Description
Capability
Pros
Cons
Audio file handling/
recording
Easy to use
Limited
functionality
These include portable mp3 players and devices that can store
video/audio content for portable playback. Content suitable for digital
players can include podcast content for education. Audio players can
also be used in some cases as an audio recording device. Although
most smartphone and tablet computers also act as portable
media/audio players, a separate portable digital media/audio player
may be lighter and more portable, affordable and quick to use.
Image, audio, video
viewing/recording
Easy to use
An e-book reader as opposed to a tablet computer has the specific
purpose of reading digital e-books, with optimised screen output for
reading text based documents. These devices can usually store digital
e-books of more than one file type such as PDF, EPUB, Kindle, etc.
For a full list of supported formats and a comparisons visit Wikipedia’s
comparison of e-book formats. Dedicated e-book readers use
electronic paper technology to display content, although any device
that can display text on a screen can act as an e-book reader and
there are many apps for smartphones and tablets that allow them to
also have some of the functionality of e-book readers.
Read digital books
and periodicals
This includes a range of portable technologies which are in that sense
mobile but are not in the same category as phones, tablets or media
POV video/image
capture,
augmented reality,
Tab. For a full list see Wikipedia’s comparison of tablet computers.
Portable digital audio
players
Portable digital media
players
e-book reader
Portable and wearable
devices
National VET E-learning Strategy
New Generation Technologies for Learning
incorporating E-standards for Training
Text-to-speech for
accessibility
High storage
capacity
Small screen
Portability
Commonly grey
scale
Can be read in
bright sunlight
due to the
electronic ink (E
ink) display
Small screen
Long battery life
Portability
Wearable
Require higher
level of training
and support
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Device
Description
Capability
Pros
players. Portable technologies can be used to collect information at
the point of need and in some cases respond to the environment
around them.
GPS.
devices allow for
hands free
movement by
the wearer.
Cons
Point of view (POV) glasses are wearable glasses that allow the user
to create video recordings of what the user sees. This allows for
‘hands-free’ activities, such as demonstration or evidence capture for
assessment purposes, while recording video. For example, the
wearer’s perspective could be recorded while undertaking connection
of a drainpipe as part of an assessment. There are now emerging
wearable devices that may allow sophisticated interaction with the
local environment and the web (see Google’s Project Glass YouTube
video).
Smart Pens are another portable technology that allows users to
record digital copies of what they write with the pen on smart paper,
and record audio into the pen that is synced in time with the writing.
Comments
Device – The mobile devices listed are not intended to be indicative of any particular model. Instead the titles are used to group devices into generic categories
ranging from a very basic mobile phone to a smartphone (see Appendix A for details).
Capability – The capability of a mobile device describes the typical features of a device in a particular category. For example, a basic mobile phone has
telephony and SMS. We can assume that these features are available across the board when it comes to mobile phones.
Pros – This column comments on the strengths of the device that can be taken into account when determining its suitability for any given m-learning context.
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Device
Description
Capability
Pros
Cons
Cons – This column comments on the drawbacks of particular devices and their capabilities that impact on selecting a mobile device for m-learning.
A description of typical baseline specifications for each device type listed in Table 1 is provided in Appendix A.
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New Generation Technologies for Learning
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8 Mobile Standards
The VET E-standards for training are developed, researched and maintained to
ensure that practitioners/teachers and learners have the ability to access a broad
range of online learning resources that are:




re-usable and adaptable,
easily discovered, reviewed and obtained,
readily transferred to different delivery platforms, and
accessible to users across state borders and sectoral boundaries.
The E-standards provide a guide and a measure for those developing and deploying
content and systems, and enable the learning resources and systems to grow, be
sustained, maintained and delivered to learners.
Standards are critical enablers of seven of ‘abilities’ identified by e-Learning
Consortium at the MASIE Centre in New York 11, which when available facilitate the
delivery of e-learning. These abilities are:







interoperability - ability of two or more systems to share information
reusability - ability to reuse or modify existing systems, data or code
manageability - ability to monitor and maintain systems, data or code
accessibility - ability of many users to access a system and its data or code
durability - ability of a system to endure over time
scalability - ability of a system to handle growing amounts of information and
work
affordability - ability of systems and data to remain in financial reach of users.
The E-standards Expert Group was originally motivated to investigate m-learning
standards as a specific area of the VET E-standards in 2007 as it became obvious
that there was increasing potential for the use of m-learning techniques and devices
in education.
Subsequently the range and capability of the mobile devices has risen exponentially
to the point where there are less discernible differences between mobile devices and
desktop devices. In fact in many ways modern smartphones and tablets are more
capable and more likely to be updated than traditional computers. This has diverted
the focus for designers away from providing mobile specific content and activities and
toward delivering content that is accessible on the broadest range of devices. To that
end, where possible the file formats recommended for VET content are platform
independent and will function on the majority of mobile and desktop devices in the
sector.
The following section outlines various types of m-learning content and case studies
of their use and the applicable file formats.
e-Learning Consortium (2003) “Making sense of e-learning specifications and standards (2nd Ed.). S3 Working
Group Report, November 2003 (link to report), The MASIE Centre, New York
11
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9 Content File Formats – user guide and case
studies
As more students choose to consume and contribute via mobile devices the
designer, developer, teacher/ practitioner’s selection of file formats becomes very
important. A good understanding of the e-standards will equip you to deliver
accessible content to the majority of students.
9.1 Audio Resources
Recording and replaying sound files has been a popular method for learning ’on the
move‘ for a few decades now. Lectures, speeches or notes that may have once been
recorded on audio cassette using a personal stereo or micro-recorder are now
recorded using digital media players, mobile phones or iPods. Audio resources that
were once distributed on cassette or CD-ROM can now be recorded and delivered as
a digital file that can be played on a digital media player, mobile phone or
smartphone.
The quality of an audio recording depends on the amount of data used to store
information about the sound being encoded. In general, the more data and the larger
the file size, the more natural sounding the recorded audio will be.
When a sound file is compressed, part of the information about the sound is lost;
however, most sound compression methods do this very cleverly and are able to
preserve almost all of the original perceived sound quality using a fraction of the
original file size.
Case 1: Using audio to record and distribute a guest speaker presentation
Teacher James has an audio recording of guest speaker Harold Long's 45 minute
presentation and has stored it on his desktop computer. He sees it is a .wav file. He
also notes that the file is almost 40 megabytes in size. James would like his learners
to have access to Harold's informative presentation so he needs to upload it to his
subject website. He also has many students who use mobile devices for both their
project management work and for their study.
James undertakes the following steps so his students can access the audio file in
ways that suit their needs:
1. Given the audio clip is a voice file, James can compress the file considerably.
He switches the file from 'stereo' to 'mono' using audio editing software like
Audacity, which effectively cuts the clip in half (in terms of file size).
2. He then converts the .wav file to .mp3. This reduces the file size even further.
3. He uploads the .mp3 file to his subject web page so that learners can
download the file.
4. He then sends out a bulk SMS to his learners to alert them of the new file now
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available on the subject web page.
Nigel is one of James’ learners who works full time and studies. He has just received
an SMS notifying him of the recently added file to the subject web page. From his
work computer he logs in and sees that James has included the audio file of Harold's
talk to the list of weekly resources. He right-clicks the file link and saves the file to his
computer. He activates the Bluetooth function on his mobile phone and on his
computer and transfers the file to his phone. It will make good listening for the hourlong bus ride home in the afternoon.
9.2 Video Resources
Recording and replaying video files has been a popular method for learning for some
time. Video resources once distributed on CD-ROM or DVD can now be recorded
and delivered as a digital file that can be played on a digital multimedia player (eg
iPod Touch), mobile phone or smartphone. The quality of the video recording
depends on the amount of data used to store information about the video (and its
sound) being encoded. In general, the more data and the larger the file size, the
more smooth-running the recorded video will be when played back from a device as
opposed to via a slow Internet connection.
As with audio files, when a video file is compressed, part of the information about the
moving image and the sound is thrown away; however, most compression methods
are able to preserve the majority of the original quality using a fraction of the original
file size. Different methods for achieving this compression vary in success for
different video requirements. Detailed advice on audio and video formats and the
principles of creating digital video is available on the New Generation Technologies
for Learning website.
Case 2: Using video to demonstrate safety procedures
Cookery teacher Tracey Wiles has a digital video recording of a kitchen safety
demonstration about five minutes in length. She sees it has an AVI extension and
that it is a large file at almost 800 megabytes in size. Tracey would like her learners
to have access to the demonstration especially in a kitchen setting. Her department
has smartphones which learners can borrow to support their study, especially in
kitchen and restaurant settings.
Tracey can add the video file to the network drive so it is available via the local
wireless area network. This means Tracey and her learners can login to the wireless
network and retrieve files as they need them during their kitchen classes, as well as
prior to or following classes for preparation and revision. Tracey first compresses the
file so it is smaller in size (down to about 50 megabytes) and adjusts the screen size
to suit the smartphone screens (240 x 320px). She saves the compressed file as
MP4 and then saves it to the wireless network drive allocated to her department. She
will use the demonstration in her next cookery class.
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Case 3: Using video on location for instant recall
Defibrillators are used by paramedics to restart the heart of victims of heart attack.
The correct use of a defibrillator can mean the difference between life and death for a
victim but, because of the electric shock delivered by a defibrillator unit, incorrect use
can also cause death for the person administering the treatment. Furthermore, when
someone needs to use a defibrillator they may be far from an internet-connected
computer, or even mobile phone connectivity, but may wish to seek the reassurance
of a video ‘refresher’ to ensure they use the correct technique and safety procedures.
To ensure learners can recall instruction on this process when and where they need
it, James would like to provide a 30-second video of ‘Defibrillator Essentials’ to be
stored and viewed by learners on a number of different mobile devices. This would
allow learners to choose for themselves which device best meets their own needs for
immediate recall when and where they require it. James doesn’t which devices
learners have and where they will store the video – he knows that they could have a
video iPod, smartphone or even a portable game device such as a Sony PlayStation
Portable (PSP).
To provide the video for learners in a ready-to-use form, James wants to convert his
original video to a format that will work on all the devices, so he refers to the VET Estandards and notes that the recommended format is .mp4. He converts the video
and makes it downloadable over the web. Learners who visit his online course are
able to download the file which has been optimised for playback on their mobile
devices when and where they need it.
Case 4: Learners creating learning content using mobile devices
Amelie would like her learners to use their mobile devices to record and capture their
encounters with customer/client service and share those examples with other class
members for comments and discussion in an online course. For example, learners
could take photos of good signage for customer service, an audio recording of a
positive client interaction in which they participated, or create a video of customer
service in action. These examples would be uploaded to her online course on
customer service where she and her learners can comment on each resource shared
– the good and bad aspects of each item of customer service evidence.
Amelie is aware that her learners don’t necessarily have access to the latest
technology and that whilst they have many different feature phones and portable
media players only two of her learners own a smartphone. The various devices have
different capabilities – some can record video, others can only take pictures and
some can record audio. It’s likely that devices may record video and audio in different
formats that aren’t compatible with one another.
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To ensure that learners are able to share their resources most effectively and
seamlessly online, Amelie refers to the relevant m-learning standards and provides
her learners with a brief session on how to convert the resources they create with
their mobile devices to the formats recommended in the standards to make them
visible and shareable online. She requests that her learners ensure that their
uploaded files are in a prescribed range of formats based on the E-standards and
their devices.
9.3 Web Content and Communication
Using the web for learning via a desktop computer has been popular for more than a
decade. With the widening capability of mobile devices and the interconnectivity of
these devices over computer networks (wireless LANs), learners and teachers can
access the web on their phones and smartphones.
There are several ways mobile users can download and view web content including
using their phone service to connect to the web (see also the Using networked,
wireless and proximal devices for learning section).
One primary consideration for designers of web content that is meant to be accessed
using a mobile device is the ability to view content. Screen sizes on mobile devices
are much smaller than desktop computer monitors so content should be designed
accordingly. The amount of information presented should also be considered; if more
than a page of text is required, it might be worth considering an alternative to a
mobile device or reconsidering the way information is 'chunked' so as to deliver it in
smaller modules. Non-text versions could also be considered such as diagrams,
flowcharts or audio-visual formats.
Approaches and recommendations for delivering browser content to a wide range of
devices are expanded upon in the ‘M-learning Design Approaches’ section of this
guide. Detailed advice on web content formats is available on the Strategy’s New
Generation Technologies for Learning website. A summary of this information is
available in Appendix B.
Case 5: Delivering learning activities via the mobile web
Kathryn teaches physics and wants to provide learning activities as web pages that
can be retrieved each time learners encounter the use of a simple machine (eg
inclined plane, wheel and axle, lever, pulley, wedge, or screw). Adopting a mobile
learning approach means that Kathryn’s learners will be able to use her interactive
activities whenever they encounter one of these building blocks of science and
engineering. Even if they’re not near an internet connected computer they can use
their smartphone or portable gaming device to access the learning activities.
Kathryn ensures that her activities will be interoperable on smartphones, tablets and
portable gaming devices by using responsive layouts and the file formats specified in
VET e-learning standards..
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New Generation Technologies for Learning
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Case 6: Delivering learning activities to basic devices via the mobile web
Erica teaches kitchen operations and wants to provide in context learning activities
that can be retrieved by learners in preparation for using the new equipment. She
has asked her students about their access to mobile devices and is conscious that
her learner group who are seeking to re-enter the workforce don’t have high-end
mobile devices, can’t afford to use a lot of data and are predominantly using feature
phones so she can’t expect them to access highly interactive content. However she
is confident that if she uses the right file formats and takes a progressive disclosure
approach to the design she can provide access to content, in context, in real time.
Erica ensures that her activities will be viewable on even basic mobile browsers, by
developing them to the legacy m-learning standards that support feature phones and
focusing on use of basic xhtml, images and audio. She understands that in doing so
it does reduce the ability of those activities to work in other mobile devices, because
the feature phone formats are not interoperable but decides for her specific scenario
it is acceptable and that the source files could be converted to other formats for
future users.
9.4 Portability of documents
As with desktop computers, there are various ways that mobile users can download
and view documents. A primary consideration is the amount of content as well as the
screen size; screen sizes on mobile devices are much smaller than desktop
computers so content should be designed accordingly. The amount of information
presented should be considered and particular attention paid to document navigation
features which may vary across formats. It is likely that learners will:


use a mobile device to transport documents from one place to another, and
use the document as a quick reference guide in a specific, localised situation.
The ‘W3C Mobile Web Best Practices 1.0’12 covers all aspects of the mobile web
from an overarching principle supporting the notion of ’one web‘ to recommendations
about page size and layout, text, images and navigation. It is highly recommended
that these ‘best practices’ be read in conjunction with this guide when developing
content, resources and interactions for mobile web access.
Detailed advice on document formats is available on the New Generation
Technologies for Learning website. A summary of this information is available in
Appendix B.
Case 7: Using interactive quick reference guides on the job via smartphones
Joshua is undertaking work experience at a local computer firm as part of his
Rabin, J. and McCathieNevile, C. (Eds) (2006) “Mobile Web Best Practices 1.0: Basic guidelines”, W3C Proposed
Recommendation, 2 November 2006 (link to website):
12
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Certificate IV. He goes along to service jobs with the technicians, often to small
businesses and home offices. On these jobs the computer technicians use
smartphones on which are stored technical manuals for a range of computer
hardware makes and models. The technical reference guides make on the job
decision making quicker and easier and there is no need to leave a job to locate the
relevant manual. Each guide is available as a PDF document with a searchable and
interactive table of contents.
9.5 E-books
EPUB is an emerging standard that allows for offline content delivery on many mobile
devices and includes scalable text for smaller screens. This means that users can
access content such as text and images, audio, video, some JavaScript – the range
of formats available to the user depends on the mobile device and/or the eReader
app. Additional functionality is also made via EPUB reader apps such as annotation,
highlighting etc. to allow for interaction and assessment so the end experience of the
user can vary.
Case 8: Using EPUB e-books to deliver content to students on mobile devices
Peter is working part-time in a rural area and studying a Diploma in Youth Work
through a registered training organisation (RTO) based in the capital city. On an
average day he is 1200kms from the campus and his work has no internet access.
During downtimes in his day Peter would love to complete some of his reading,
make notes and complete assessments.
Fortunately the RTO recognises this need and offers course materials and learning
guides online in the learning management system and as a downloadable ebook in
EPUB format. Peter has chosen an eReader app for his tablet that supports
extended ebook functionality so he simply downloads the e-book version to his tablet
at the beginning of the unit and he can read the material, answer quiz questions
including short answer and long responses and, when finished and online again, he
simply emails the responses back to his trainer.
The text is scalable which means that Peter can easily read text even on his
smartphone. The RTO simply exports their learning guides to PDF and EPUB and
loads both files beside each other into their learning management system for
students to download their preferred format.
9.6 Using Networked, Wireless and Proximal Devices for
Learning
Proximal devices, wireless and wearable technologies are sometimes referred to
as personal area networks (PANs). Logging into networks, connecting wirelessly
and exchanging information proximally (eg via Bluetooth or radio frequency
identification [RFID]) is a complex area, especially for learning. It has advantages
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New Generation Technologies for Learning
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and disadvantages regarding connection, identity, security and authenticity, which
are being challenged by the way this technology is used. The opportunities
afforded by this connective technology have much to do with opening up the
power balance between teacher as content producer and learner as consumer;
so too, useful connections (technically and socially) potentially increase.
Table 2: Different approaches to achieving personal area networks for
learning using different devices:
Connectivity
details
Good for…
Not good for…
GPRS
Mobile phones where GPRS is still the
main form of connectivity
Large chunks of information,
due to the costly nature of
GPRS available via phone
services
Information that is provided in small
downloadable chunks
Bluetooth
Localised activity where devices interact in
a small location like a classroom, workshop
or office space
Older mobile devices where
Bluetooth is generally not
available
Incidental and opportunistic learning and
connection
Wi-Fi/WLAN
Activities that require some distance to be
travelled, as in around a campus, an office
block or café
Mobile phones where GPRS,
infrared or Bluetooth are still
the main forms of connectivity
Smartphones where Wi-Fi is configured
Activities that require strict security
measures
Activities that require access to a network
of information
Activities that require the transfer of
significant amounts of information – use of
Wifi is significantly more cost effective
GPS
Smartphones and high-end mobile
phones/smartphones with GPS enabled
hardware and software
Low-end mobile phones
Indoor locations shielding
satellite signals
A GPS service must also be registered in
most cases
Activities where locality is paramount
Please refer to the glossary for explanations of acronyms
Case 9: Using GPS to role play location-specific simulations
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Renata is a teacher in environmental studies. She conducts an environmental
simulation which engages learners in a real-world environmental consulting scenario
not possible to implement in a classroom setting. Learners role-play environmental
scientists investigating a rash of health concerns on their campus linked to the
release of toxins in the water supply.
Working in teams, learners attempt to identify the contaminant, chart its path through
the environment and devise possible plans for remediation. As they physically move
about the campus, their location-aware smartphones (ie GPS enabled) respond to
their location, allowing them to collect simulated field data from the water and soil,
interview virtual characters, and perform further research to devise a plan to address
the environmental health threat.
At the end of the exercise, team members share and compile their data using peerto-peer communication and report back with their findings13,14.
9.7 Two-Dimensional (2D) Barcodes
There are a number of two-dimensional barcode types, but the most widely used type
are quick response (QR) codes. These account for the vast majority of codes in use.
The codes were originally used in industry to encode for example part numbers but,
with the advent of readers on mobile phones, they are now often seen in advertising
and on business cards, particularly in Japan.
The codes can encode enough characters to represent a URL and they employ error
correction techniques to ensure data can be decoded in the event of printing defects,
dirt etc. The codes are quite sensitive to errors in the so called ‘quiet zone’. The quiet
zone is the white space that must be included around each barcode image, which is
used by the readers to locate the code pattern. If this zone is too narrow, or is
disrupted, the reader will not recognise the pattern as a barcode.
Case 10: Using 2D barcodes for the identification of weeds
Steve is enrolled in the ‘Treat Weeds’ competency unit. A collection of common weed
types are laid out in a classroom, each with a photograph of a typical environment
and QR code on a label. Steve and his colleagues moved between weed exhibits,
scanning each label to learn about the weed. Steve connects to the internet via a
WiFi connection to a WLAN set-up by his teacher and uses a QR code reader app
on his smartphone to scan the code. The code is recognised and he is directed to a
website providing information about the weeds’ typical environment, an image of the
plant and text detailing the features, growth habit, control and so on.
13
14
Simulation at MIT (link to website)
The HARP Harvard project (link to website)
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10 Accessibility and M-learning Standards
Content produced according to the VET e-standards must meet the W3C Web
Content Accessibility Guidelines (WCAG) 2.015 Level AA, that is, all criteria for Level
A plus those in Level AA. WCAG 2.0 is the benchmark standard for all online content
used or created through Government funded programs. The VET E-standards
consider all web content formats and applications (including mobile apps) to be
subject to WCAG 2.0 standards, as their use will be subject to the same limited
source of alternate information.
The interpretation of and applicability of WCAG2.0 as it specifically applies to mobile
content is addressed in the article ‘From MWBP to WCAG 2.0: Making content that
meets Mobile Web Best Practices also meet Web Content Accessibility
Guidelines 2.0‘ from the W3C Mobile Web Best Practices (MWBP) working group16.
10.1 Accessibility for E-publications
Word, EPUB, HTML and PDF documents, as online or portable content formats for
mobile, do not automatically meet WCAG 2.0 success criteria and a number of
factors need to be addressed to make them accessible such as:






ensuring documents are semantically structured with proper headings, lists,
correct use of tables and more
adding alternative text (“alt text”) to images and describing key images
appropriately in the document, as alternative text does not currently display in
mobile browsers as they have no hover state.
ensuring that graphs, diagrams and other visual elements include patterns or
other cues in addition to colour, that is, information is not conveyed using
colour alone
taking care with contrast to ensure that the information is highly readable
writing for the reader to ensure that information can be understood
ensuring that the documents are not scanned and published as images of text
– scanned materials should be converted back to true digital text (via OCR).
As a result of the Australian Government’s study into the accessibility of the portable
document format (PDF) for people with a disability17 they have determined that
information provided in a PDF cannot be seen as the provision of an accessible
format and an alternative must be provided.
It is however still encouraged to make PDFs as accessible as possible and the
Australian Government Web Guide webpage on PDF Accessibility18 links to two
comprehensive PowerPoint documents (also provided in RTF and PDF) providing
15
Understanding WCAG 2.0 (link to website)
WCAG2.0 Web Accessibility Guidelines and Mobile Web Best Practices (link to website)
The Australian Government’s study into the Accessibility of the Portable Document Format (PDF) for people with a
disability (link to website).
18
Australian Government Web Guide web page on PDF Accessibility (link to website)
16
17
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instructions on making PDF documents more accessible, including creation of
structured documents in Microsoft Word, exporting to PDF and verifying accessibility
in Adobe Acrobat..
11 Infrastructure Considerations
The explosion of mobile devices is putting extreme pressure on the network
infrastructure of many registered training organisations (RTOs). Bandwidth limits are
being pushed, with students often having multiple devices connected continuously on
campus.
11.1 Bring Your Own Devices (BYOD)
A ‘bring your own device’ culture is emerging in the workplace and places of learning,
effectively disrupting current practices of providing shared devices such as
computers in labs. Learners using their own devices may experience increased
comfort and other benefits such as greater familiarity and confidence with the tools
they are using. One of the challenges BYOD presents for educators is catering to a
large range of platforms when using mobile content or mobile apps.
11.2 Connectivity
Many users on RTO networks are using 3G capable devices and bypassing the local
WiFi infrastructure; however, as speeds of the backbone connections via the National
Broadband Network (NBN) improve, it is expected that users will once again seek
local connections for media intensive applications. The speeds available through
NBN broadband wireless will still be limited per user if many users are sharing a
network at the same time.
Social media alone is accounting for up to 50% of network traffic in some large
RTOs, which is causing other critical network functions to be slow and unusable.
Policy strategies and firewall blocking are being trialled with the unfortunate
consequence of limiting legitimate social network activity.
11.3 Device Management
Where devices are supplied by the RTO, there are both technical and administrative
management issues, requiring technical solutions for managing connection,
operating systems, data security and apps.
11.4 The NBN
The rollout and take up of the National Broadband Network will provide needed
backbone bandwidth for RTOs as well as further lifting user expectation. As fast
broadband becomes ubiquitous, students will expect to be able to consume media
rich content, participate real-time without being physically present and complete
remote assessments. Much of this will involve devices currently classified as mobile.
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11.5 M-learning and the Cloud
Cloud computing is a general term for anything that involves delivering hosted
services over the Internet. These services are broadly divided into three categories:
Infrastructure-as-a-Service (IaaS), Platform-as-a-Service (PaaS) and Software-as-aService (SaaS)19
The ‘Cloud’ facilitates storage, transportation and collaboration with server based
web applications accessed remotely by an app or browser. The Cloud is
complementary to local mobile storage and also increases the capacity of mobile
devices to become interoperable with other devices such as desktop computers.
An example of the Cloud being useful in m-learning would be when a teacher tries to
share a large file with learners on mobile devices where email will not support large
file attachments. A teacher using a Cloud storage service such as Dropbox could
share a large EPUB file with learners using iPads by storing the EPUB in a public
folder and sharing a download link with learners.
The integration of Cloud services with apps is increasingly common, allowing for
direct download, upload and auto syncing of content from within apps. Other benefits
of using the Cloud with mobile are:







increased file storage capacity in addition to the device storage capacity
automatic backup of data creating efficiencies and saving time
security against data loss through broken or lost devices
collaboration over time or in real-time on content
access to resources from anywhere with Internet access
reduced ICT costs
Easy sharing of large files between devices.
However it should be noted that while cloud computing presents many benefits, it
also presents risks that must be considered before using services that host staff or
student data externally. It is recommended that potential users reference their
organisation’s local policy on the use of Cloud services where one exists utilise the
VET Cloud-based Services Evaluation Tool20 where applicable The New Generation
Technologies for Learning 2012 Cloud Computing Research21 report and Cloudbased Services Evaluation Tool is intended to help individuals and organisations to
access the suitability of Cloud services in the context of their organisational policy.
All Government agencies should also read the terms of the Government’s Cloud
Strategy and best practice guidelines22.
19
Cloud computing definition (link to website)
VET Cloud-based Services Evaluation Tool (link to website)
21
VET 2012 Cloud Computing Research (link to website)
22
Australian Govt Cloud Computing Strategic Direction (link to website)
20
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11.6 Data Management
With the increasing use of mobile devices in e-assessment, data transfer and storage
capacities can be stretched beyond available limits. Students need to be able to
deliver media rich files such as audio, video, annotated PDF files etc as evidence of
competence, from the device back to the trainer.
Most methods rely on either email or Cloud storage to deliver their files, with the
former causing problems for organisations restrictive email size policies. Staff may
need larger inboxes to receive student work, or large (at times delivered via Cloud
based services) evidence storage capacity to allow for assessing, moderation and
retention of records.
12 Future Trends in Mobile Technology
The mobile technology space is one of the fastest evolving technology markets with
new and improved products being released constantly. Apart from the continuing
trend toward more powerful and smaller devices, there are also new or adopted
technologies in development. This section outlines some technologies likely to be
widely adopted within the next five years.
12.1 Near Field Communication Technology
It is likely that new mobile devices will have the capacity to transmit information by
being physically close to receivers and other devices. This technology, already used
in credit cards to allow owners to simply wave the card near a target to process the
payment, will likely be used in phones and tablets to transfer files, web addresses
and other information.
12.2 Gesture Control
The control of devices will broaden even further to include gesture control and much
improved voice control. Users will be able to perform complex functions in a hands
free way, allowing them to continue with a physical task at the same time.
12.3 Augmented Reality
A new class of device is likely to emerge which combines a camera, connectivity and
processing power to deliver contextual information to users about places and
activities. It is likely that these devices will be worn as glasses and will provide
heads-up display of information as requested. Eventually such devices may replace
mobile phones to a large extent. A concept design of such a device can be viewed on
Wikipedia including a concept video.
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13 Further Reading
13.1 Useful M-learning Guides and Case Studies
 Examples of using video from the Australian Flexible Learning Framework:
http://designing.flexiblelearning.net.au/gallery/content/video.htm
 New Practices in Flexible Learning Project on the QTI m-Player (Framework
2005):
http://www.flexiblelearning.net.au/flx/go/home/projects/2005/NewPractices/QTI
 New Practices in Flexible Learning Project on mobile learning: handheld
innovations in flexible learning (Framework 2004):
http://pre2005.flexiblelearning.net.au/projects/mobilelearning.htm
 Simple mobile resource design with MS PowerPoint for Pocket PCs (Framework
2006):
http://pre2009.flexiblelearning.net.au/flx/webdav/shared/New%20Practices/v3%20
Simple%20mobile%20resource%20design%20with%20MS%20PowerPoint_t.doc
 GPS and geo-tagging to support ‘just in time’ outdoor learning (Framework 2009):
http://estandards.flexiblelearning.net.au/research/emerging_technology_trials/2009_emer
ging_technology_trials.php
 Delivering situated, real-world learning and assessment using mobile devices and
wireless networks (Framework 2009):
http://estandards.flexiblelearning.net.au/research/emerging_technology_trials/2009_emer
ging_technology_trials.php
13.2 References
 e-Learning Consortium (2003) “Making sense of e-learning specifications and
standards” (2nd Ed.). S3 Working Group Report, November 2003, The MASIE
Centre, New York:
http://additor.hbkbs.de/home/Binaries/Binary8004/Making%20Sense%20of%20Learning%20Specif
.pdf
 Naismith, L., Lonsdale, P., Vavoula, G. and Sharples, M. (2005) “Literature
Review in Mobile Technologies and Learning”. FutureLab:
http://www2.futurelab.org.uk/resources/documents/lit_reviews/Mobile_Review.pdf
 Faux, F., McFarlane, A., Roche, N. and Facer, K. (2006) “Handbook on learning
with handheld technologies”, FutureLab:
http://www2.futurelab.org.uk/resources/publications-reportsarticles/handbooks/Handbook198
 Peters, K. (2005) “Learning on the Move: Mobile Technologies in Business and
Education, Research and Policy Advice Project”, Australian Flexible Learning
Framework:
http://pre2005.flexiblelearning.net.au/projects/resources/2005/Research.htm
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 Thomas, M. (2006) “iPods in education”, The Knowledge Tree, Edition 10:
http://kt.flexiblelearning.net.au/tkt2006/edition-10/ipods-in-educationinnovations-inthe-implementation-of-mobile-learning
 Sharples, M., Taylor, J. and Vavoula, G. (2005) “Towards a theory of mobile
learning” (Paper presented at Mlearn: Mobile technology: The future of learning in
your hands, 25-28 October 2005, South Africa.):
http://www.oecd.org/edu/ceri/38360564.pdf
 Rabin, J. and McCathieNevile, C. (Eds) (2006) Mobile Web Best Practices 1.0:
Basic guidelines, W3C Proposed Recommendation, 2 November 2006:
http://www.w3.org/TR/mobile-bp/
 Zimmerman (1999) “Wireless networked digital devices: A new paradigm for
computing and communication”. IBM Systems Journal 38(4).
http://domino.research.ibm.com/tchjr/journalindex.nsf/9fe6a820aae67ad78525654
7004d8af0/40fb3135c7a0196285256bfa00685e0e!OpenDocument
 AIMIA – Australian Mobile Phone Lifestyle Index (2011)
http://www.aimia.com.au/enews/events/AMPLI%202011/AMPLI%20Report2011_F
INAL.pdf
 NMC - Horizon Report - Higher Education Edition (2012)
http://www.nmc.org/publications/horizon-report-2012-higher-ed-edition
 The Australian ONLINE CONSUMER LANDSCAPE (Nielsen, 2012)
http://au.nielsen.com/site/documents/AustralianOnlineLandscapeExecSummRepo
rt2012FINAL.pdf
 Xyologic App Data (05.2012)
http://xyologic.com/app-downloads-reports/Australia/08.05.2012/
 Comparison of Tablets Computers
http://en.wikipedia.org/wiki/Comparison_of_tablet_computers
 Cloud Computing Strategic Direction
http://www.finance.gov.au/e-government/strategy-and-governance/cloudcomputing.html
 The Australian Government’s study into the Accessibility of the Portable
Document Format (PDF) for people with a disability
http://www.finance.gov.au/publications/pdf-accessibility-study/index.html
 ADL Mobile Learning Handbook
https://sites.google.com/a/adlnet.gov/mobile-learning-guide/home
 WCAG2.0 Web Accessibility Guidelines and MWBP
http://www.w3.org/TR/mwbp-wcag/mwbp-wcag20.html
 Comparison of eBook formats – Wikipedia
http://en.wikipedia.org/wiki/Comparison_of_e-book_formats
 Google Glass Project [Launch Video]
http://www.youtube.com/watch?v=9c6W4CCU9M4
 Simulation at MIT:
http://education.mit.edu/ar/ed.html
 The HARP Harvard project:
http://isites.harvard.edu/icb/icb.do?keyword=harp
 Accessibility (WCAG2.0) and HTML5:
http://www.w3.org/2011/05/html5lc-pr.html
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 Responsive Web Design
http://www.alistapart.com/articles/responsive-web-design/
 E-standards for Training content format standards
http://e-standards.flexiblelearning.net.au/technical_standards/content_formats.php
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Appendix A: Baseline Specifications for Mobile
Devices
This information is provided as a guide as to the minimum specifications that may
assumed for the type of device for the purposes of baseline testing.
Device
Functionality
Baseline Feature
Phone Delivery
Specification
Network connectivity: 2G (GSM 900/1800), 3G (HSDPA 850/2100)
Display Resolution:128 x 160 pixels
Storage capacity: 64MB
Camera: 1.3/2.0 megapixel
Runtime Environment: Java Platform, Micro Edition (Java ME)
Messaging services: SMS, MMS
Baseline
Smartphone
Specification
Network connectivity: 3G (HSDPA 850/2100)
Operating systems: One of: Microsoft Windows Mobile 6, Palm
WebOS, iOS, Android, Windows Phone 7, Symbian OS, RIM
BlackBerry OS 5
Display Resolution: 240 × 320 pixels
Storage capacity: No baseline provided due to diversity.
Camera: 2.0 megapixel
Wireless: 802.11 b/g/n
Bluetooth: Bluetooth v2.1
Messaging services: SMS, MMS
Baseline Tablet
Specification
Network connectivity: 3G (HSDPA 850/2100)
Operating systems: One of: Microsoft Windows Mobile 7, iOS 5+,
Android 2+, RIM BlackBerry Tablet OS.
Display Resolution: 1024 x 768 pixels
Storage capacity: No baseline provided due to diversity.
Camera: 2.0 megapixel
Wireless: 802.11 b/g/n
Bluetooth: Bluetooth v2.1
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Messaging services: SMS, MMS, Email
Baseline Portable
Digital Media Player
Specification
‘Lightweight’ audio players:
Storage capacity: 16GB+ (2-16GB for lightweight audio players)
Display resolution: 320 x 240 pixels (not supported for lightweight
audio players)
Bluetooth: Bluetooth v2.1 (not supported for lightweight audio
players)
Baseline e-book
device Specification
Display size: 5 inch
Display resolution: 600 × 800 pixels (167 ppi)
Operating System: Linux/Android
Memory (RAM): 2-32 GB
Other potential features: Touch Screen, Integrated Wi-Fi,
Removable Storage (Micro SD/SDHC)
Baseline Removable
Storage Formats
Specification
512MB/1 GB SD Card family: SD Card, Mini-SD, Micro-SD
(Transflash) and SDHC (Secure Digital High Capacity for capacities
over 4GB)
Note the following for SDHC cards:

Devices that do not specifically support SDHC do not
recognise SDHC memory cards. Some devices can support
SDHC through a firmware upgrade. SDHC devices are
backward compatible with SD memory cards.

Microsoft Windows may need a hotfix to support accessing
SDHC cards.
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Appendix B: 2013 M-Learning Technical Standards
The proposed technical standards resulting from the incorporation of changes from
the 2012 M-learning review are outlined below. These standards are pending
ratification by the E-Standards Expert Group within their annual review of the Estandards for training, which will define the official stance for 2013.
All content formats listed below are expected to be applicable to desktop and mobile
devices unless otherwise indicated.
Notes:
As outlined in the ‘2012 M-standards review’ report, the increases in capability and
use of mobile devices has made it logical to seek to establish integrated m-learning
and desktop e-standards, particularly in terms of content formats. To that end, where
possible the file formats recommended for VET content are platform independent and
will function on the majority of mobile and desktop devices in the sector. The decision
to take this approach means that some platform specific formats utilised by lower-end
devices - particularly feature phones - have been removed and are considered
legacy formats. These legacy formats are listed in a separate section for developers
who wish to deliver to users of older technologies.
As of 2013 the VET E-standards will no longer recommend Flash (swf) as a content
format for delivery of learner content in the VET sector, because it can no longer be
deemed interoperable across the existing recommended devices. This means that
content developers need to transition to alternative methods of delivering accessible
interactive content, for example HTML/JavaScript.
Recommended Standard
Usage Notes
Web Content - File Format
XHTML 1.0 Transitional
Web content: should be optimised for a 1024x768 pixel
resolution, however all content should also be scalable and
designed to resize proportionally to the display size,
available screen area and resolution. This may be
accomplished through a responsive, liquid or fluid layout
that through the allocation of a percentage of space to
each element, results in images, text and spaces
proportional to display size.
When designing e-learning content for Learning
Management System (LMS) based delivery, you may need
to make an allowance for the inclusion of the LMS and/or
any content package player within the available screen
area and allow for scaling of the content accordingly.
Equally the design of content applicable for mobile delivery
should consider the impact of smaller screen dimensions.
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Given changes to the XHTML 1.0 specification since its
inception it is suggested that developers refer to the
XHTML media types second edition for additional information
about the implementation of XHTML 1.0
Note: HTML5 is not recommended at this time for use in
development of content intended for widespread use in the
VET sector because of the inconsistent implementation by
browser developers. Please see the E-standards for Training
2011 HTML5 Research report. If you choose to use HTML5
functionality, you should provide an applicable fall-back
mechanism for any element unsupported by the supported
browsers.
UTF-8 character encoding
Web pages should be encoded as UTF-8 and an encoding
declaration should be included in the page source, but we
strongly recommend that you avoid the use of a byte-order
mark, which may appear as  or a small rectangle or
Explanation of BOM
Controlling the BOM
Web Content - Style and Formatting
CSS 2.1
CSS 2.1 is the recommended standard for content
developed for cross-platform delivery.
CSS.3.0
CSS 3.0 may be used for content provided that it degrades
to CSS 2.0 until such time as all CSS 3.0 modules are
ratified and supported.
Some CSS 3.0 media queries will not render in Internet
Explorer versions 7, 8 or 9
Text documents (fixed display)
PDF
PDF documents should be readable in Adobe Reader 9.0
and above.
PDFs are not automatically accessible but they can be
considered accessible provided that they are correctly
tagged. See Adobe Acrobat accessibility for further
information.
Embedded fonts are recommended.
Text documents (editable):
RTF
DOCX
RTF and DOCX format compatible with Microsoft Office
2007. The MS Office Compatibility Pack allows document
editing in older Office versions
TXT
Plain-text alternatives for interactive web content may be
created as TXT files.
E-books
EPUB
Spread sheet formats
XLSX
Presentation formats
PPTX
PowerPoint is a cross-platform compatible presentation
application. Keynote and OpenOffice presentations may
also be converted to a PowerPoint format to extend their
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interoperability.
Web graphics (non-animated)
GIF
GIF is recommended for images comprising flat or solid
areas of colour.
JPEG
JPEG is recommended for photographs and other images
with smooth variations of colour (gradients). See JPEG Typical Usage for further information.
PNG
PNG can be used for both the bitmap image types
described above, and has the additional option of a
transparent (alpha) channel. (JPEG will often produce a
smaller file size, but with a quality trade-off).
Specify image size (both width and height as percentage of
parent element) in web page mark-up for all images.
Audio formats
MP3
The purpose of the audio content and intended delivery
platform should be taken into consideration when choosing
an audio format.
Content developers should maintain a balance between
sound quality and the size of the MP3 file. Minimise the bit
rate and sampling frequency where possible to ensure the
MP3 file is not unnecessarily large.
Refer to MP3 - Audio Quality for further information.
Video file formats
MPEG 4 (H.264)
The delivery platform is the primary consideration in
deciding the format of video content; however, the H.264
codec has the broadest application and support.
Content developers must balance quality with data rate
while maintaining clarity and meaning.
The H.264 codec is recommended for both SWF and MP4
formats for broadest forward compatibility.
Note: 3GP video container format (.3gp) may be used for
playing (lower quality) standalone video files on mobile
devices: 3GP_and_3G2
Interactivity
JavaScript as implemented by JavaScript and AJAX may be considered to be
supported browsers
accessibility supported technologies provided they are
used in an accessible manner and there are WCAG 2.0
sufficient techniques that support the use. If no WCAG 2.0
sufficient techniques exist to test the conformance then
WCAG 2.0 conformance cannot be claimed.
QR Code (2D barcodes)
2D barcodes
RFID
Typically 13.56/125 KHz, and should be compliant with
ISO standard relevant to
application. http://rfid.net/basics/186-iso-rfid-standards-acomplete-list
Legacy mobile specific
formats
Usage Notes
Web Content - File Format
XHTML 1.1 Basic Profile (W3C
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2008)
WML 1.3
Web Content - Style and Formatting
CSS 1.0
External CSS Level 1 (W3C 2006)
Link to external CSS with LINK, not @import
Interactivity
Java Platform Mobile Edition
(Java ME)
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Appendix C: Glossary
AIFF:
Audio Interchange File Format. An uncompressed audio file
format.
AJAX:
Asynchronous JavaScript and XML. A programming technique
used in web application development.
AMR:
Adaptive Multi-Rate. A digital speech compression format used
widely in mobile phones.
AVI:
Audio Video Interleave. AVI files contain both audio and video
data in a standard container that allows simultaneous playback.
Bitrate:
The number of bits (information) processed per unit of time,
referring to the rate of transfer of information or connection
speed.
Bluetooth:
Provides a way to connect wirelessly and exchange information
between devices using a short-range radio frequency.
Browser:
Browsers are built-in software that allow users to access web
resources. Browsers can support different transfer protocols
such as WAP, i-mode and HTTP (web).
Codec:
Compression-Decompression. A program or device that encodes
a stream or signal for transmission, storage or encryption and
decodes it for viewing or editing.
Connectivity:
The flow of a network through which we communicate.
Container:
Holds data in the form of a software data file (e.g. .avi, .mp3).
Data via 3G:
3rd-Generation (3G) technology provides the ability to transfer
simultaneously both voice data (a telephone call) and non-voice
data (downloading information, email) allowing users access to
full motion video, high-speed internet and video-conferencing.
Data via Bluetooth: Bluetooth is an industrial specification for wireless personal area
networks (PANs). Bluetooth provides a way to connect and
exchange information between devices like smartphones, mobile
phones, laptops, PCs, printers and digital cameras via a secure,
low-cost, globally available short-range radio frequency.
Data via EDGE:
Enhanced data rates for GSM Evolution (EDGE) is a digital
mobile phone technology which acts as a bolt-on enhancement
to 2G and 2.5G GPRS networks. It can carry data speeds up to
384 kbit/s in packet mode and will therefore meet the
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International Telecommunications Union's requirement for a 3G
network.
Data via GPRS:
The General Packet Radio Service (GPRS) is a non-voice
service that allows information to be sent and received across a
mobile telephone network, such as the mobile web. GPRS data
transfer is typically charged per megabyte of transferred data.
Data via HSCSD:
High-Speed Circuit-Switched Data (HSCSD) is a development of
Circuit Switched Data (CSD), the original data transmission
mechanism of the GSM network. HSCSD uses different coding
methods and even multiple time slots to increase data
throughput. It allows maximum transfer rates (using four time
slots) up to 57.6 kbps. The user is typically charged for HSCSD
at a rate higher than a normal phone call (e.g. by the number of
time slots allocated) for the total period of time that the user has
a connection active.
Data via Infrared: With infrared users can exchange data with notebooks, printers,
smartphones or other phones wirelessly via invisible infrared
light at close distance and in direct visibility. Expected to be
replaced by Bluetooth.
Data via USB:
Universal Serial Bus (USB) is a plug-in cable connecting phones
and media players (and other devices) to PCs, and is useful for
quickly transferring files or for synchronising address book and
calendar information with a computer application such as
Outlook. Most devices require (and come supplied with)
proprietary USB cables to connect to a PC.
Data weight:
The amount of data is an indicator of file size; the higher the data
weight, the larger the file.
Datamatrix:
Datamatrix symbols are made up of square modules arranged
within a perimeter finder pattern. It can encode up to 3,116
characters from the entire ASCII character set (with extensions).
The symbol consists of data regions which contain square
modules set out in a regular array. Datamatrix codes are used
widely in manufacturing to identify components. They require a
scanner in order to read the encoded information.
Dimensions:
The size and volume of the device.
Display size:
The size of the display is shown in pixels (e.g. 128 x 128). Some
basic phones use alphanumeric displays, where the size is
shown in characters and lines (eg five lines). The size of the
display can also be shown in millimetres if available (e.g. 27 x
27mm).
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Display type:
Mobile device displays vary widely. Some are colour or
monochrome and can be alphanumeric or graphic. Alphanumeric
displays can show only symbols with a constant size, while
graphic displays can show fonts of different sizes and
animations. Colour displays can be STN, TFT, TFD or OLED,
with TFT being most popular to date.
DRM:
Digital Rights Management. Technologies used by creators and
publishers to control access to and availability of digital materials
on digital devices.
Games:
Some companies provide in-built games that run only on specific
device models. Other games are downloadable from a range of
company sites and often are developed using Java. Applications,
like games, can also run on a range of devices (eg world clock
converter) using Java.
GIF (or GIF98a):
A Graphics Interchange Format which uses the 256 web safe
colour palette to maintain high quality graphics (not suitable for
photos).
GPRS:
General Package Radio Service, a data service for mobile
phones used for WAP, SMS and MMS.
GPS:
Global Positioning Systems via satellite navigation that can
pinpoint locations via the transmission of signals to GPS
receivers.
IMS:
IMS Global is an international organisation involved in
developing e-learning specifications such as IMS Content
Packaging and QTI.
JPEG:
Method of compression of photos, standardised by the Joint
Photographic Experts Group (JPEG), and using the file
extension (.JPEG or .JPG).
Memory cards:
Some devices accept memory cards for storage expansion.
Usually a small card is included in the standard package (e.g. a
64MB memory card); bigger capacity cards can be purchased
separately and are similar to memory cards available for digital
cameras.
Network:
A dual-band phone supports both GSM 900 and GSM 1800
networks and tri-band usually supports GSM 900/1800/1900.
Universal Mobile Telecommunications System (UMTS) is one of
the 3G mobile phone technologies available (also marketed as
3GSM).
PDF:
Portable Document Format, such as those produced by Adobe
Acrobat and Open Office.
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Proximal:
A device which activates in response to another device in close
range (a few inches to a few metres) without necessarily making
physical contact.
Px:
Pixels, single points or samples in a graphic or image.
QR code:
Quick Response code. A two-dimensional bar code, the content
of which can be decoded at high speed. Widely used to track
manufacturing materials and manage inventory in many
industries. QR codes can be read via a camera phone using
software that decodes the barcode information.
QTI:
Question and Test Interoperability. An IMS specification for
question and test data for cross-platform, interactive digital test
content.
Resolution:
The level of detail (quality) of a display device, an image or an
audio file.
RFID:
Radio Frequency IDentification is a technology that allows
automatic identification of objects, animals or people by
incorporating a small electronic chip on its "host". Data is stored
on this chip and can then be "read" by wireless devices, called
RFID readers.
RSS:
Rich Site Summary or Really Simple Syndication feeds content
summaries from subscribed sources (eg news sites, weblogs)
and presents it in a readable view.
SCORM:
Sharable Content Object Reference Model is a specification for
packaging web based learning resources. It communicates
between different platforms (like learning management systems)
and uses XML and Zip formats to package and transfer content.
Wi-Fi:
Wireless Fidelity is based on a Wireless Local Area Network. It is
a localised network that businesses and institutions use to
systematically store, share and retrieve information digitally and
is often password-protected.
Wireless:
Any type of electronic operation that can be performed without
using a hard wired connection, usually relying on an energy
frequency like radio, light waves or infra-red..
WLAN:
See Wi-Fi or Wireless.
Information on specifications and glossary terms sourced from:



Wikipedia: http://en.wikipedia.org
GSM Arena: http://www.gsmarena.com/
The Gadgeteer: http://www.the-gadgeteer.com/
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Appendix D: Topics and questions to start the
planning process
The following list of topics and questions is derived from the ADL Mobile Handbook.
Objectives
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Why do you want to implement a mobile learning project?
What unique result do you want to achieve?
How will you know when you have achieved your goals?
What do you really want to do?
Internal Forces
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Is the use of mobile devices increasing?
Is the average age of learners decreasing?
Are there training needs that are not being met for the mobile audience?
Does important information change frequently?
Is there sufficient support from IT and content owners?
External Forces
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Are mobile devices in use by the targeted audience?
Are others leveraging mobile devices for learning?
Who currently administers mobile devices?
What future developments for mobile learning are on the horizon?
Instructional Strategies
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Is the proposed mobile learning project for formal learning programs, informal
learning or performance support?
What kind of user interface will be used?
What content creation tools will be used?
What interactions will be used?
Who owns the rights to content?
Implementation
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Who is going to produce the content?
What content product standards will be employed?
What devices will be used/supported?
What actions or activities need to be tracked?
Does the content currently exist in another form?
Audience and Stakeholders
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For whom is your mobile initiative intended?
National VET E-learning Strategy
New Generation Technologies for Learning
incorporating E-standards for Training
Page 55
2012 M-learning Standards Teacher Guide
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Who are your major stakeholders?
What will your stakeholders need to be successful?
Is there a champion in management that can help promote mobile learning?
Have you involved both legal and IT?
Technical
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Where is the content going to reside?
What content distribution methods will be used?
Who will provide the service?
What network will be used for distribution?
Evaluation
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How will you evaluate your effectiveness?
How will you assess learning?
What reports will be generated and for whom?
Do you have a core group available for testing and evaluation?
Challenges
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What do you need to get the project done?
How are you going to fund it?
Who is going to pay for the equipment, the network and service charges?
How will this new opportunity be communicated/marketed?
How long will you be able to sustain it?
Opportunities
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Is there a specific initiative that will benefit from mobile learning?
What current content can be repurposed for mobile distribution?
Is there an additional audience for your content?
Security
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What security mechanisms will you have in place?
What training on securing devices will be available?
Support
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What user support do you need to provide?
What user support will you provide?
Will users need training on the use of the devices?
National VET E-learning Strategy
New Generation Technologies for Learning
incorporating E-standards for Training
Page 56
2012 M-learning Standards Teacher Guide
More Information
National VET E-learning Strategy
Email:
enquiries@flexiblelearning.net.au
Website:
flexiblelearning.net.au
New Generation Technologies for Learning
Email:
e-standards@flexiblelearning.net.au
Website:
e-standards.flexiblelearning.net.au
National VET E-learning Strategy
New Generation Technologies for Learning
incorporating E-standards for Training
Page 57