New trends and some thoughts on
the future of mobile learning
Tom Brown
South Africa
Introduction
The keen adoption of m-learning in educational
environments and the number of pilot projects
show that m-learning is experiencing
exponential growth.
Constructivism has been the learning paradigm
during the past few decades… And m-learning
is thriving in social constructivist learning
paradigms.
However, ICT developments are impacting
educational practice and we will, in future,
experience shifts in learning paradigms!
• What will new mobile devices look like?
• What will new learning paradigms look like?
• What will the role of m-learning be in these new
learning paradigms?
Why is m-learning
thriving?
Why is m-learning thriving?
• “Around 62% of all adults across the major
European countries now use a mobile phone,
according to the research.
• Currently, 41% of European adults use SMS,
compared to 30% that use the Internet / email.
• SMS is particularly popular in the UK where 49%
of adults use it, compared to 39% who are online.
• In Germany, 43% of adults use SMS as opposed
to 29% of adults who use the Internet/email.
In France, 30% use SMS compared to 25% who
go online.”
Statistics from Gartner (2002)
Why is m-learning thriving?
•
•
•
•
•
•
“Over 50% of all employees spend up to half of their
time outside the office.
More than 525 million web-enabled phones will be
shipped by 2003.
Worldwide mobile commerce market will reach $200
billion by 2004.
There will be more than 1 billion wireless internet
subscribers worldwide by 2005.
Multi-purpose handheld devices (PDA and telephone)
will outsell laptop/desktop computers combined by
2005.
Most major US companies will either switch to or adopt
wireless networks by 2008.”
Statistics from Empowering Technologies Incorporated
cited by Keegan (2003)
Why is m-learning thriving?
• Desmond Keegan recently (2003) published his
latest book called: ‘The Future of Learning: From
eLearning to mLearning.’ In chapter four of his
book, Keegan presents and analyses no less than
30 m-learning initiatives across the globe in 2001.
• NKI Distance Education in Norway has 400 elearning courses. During 2003 and 2004 it
announced that it had made available mobile
learning versions of all its 400 courses. This
represents a massive introduction of mobile
learning.
Why is m-learning thriving?
• Exponential growth in wireless networks, services
and devices
• Learners are continually demanding more mobile
services and experiences
• Greater personalisation, flexibility and mobility
• Improved access anywhere, anytime
• Fills small gaps of time with useful learning events
(“stolen moments for learning” David Metcalf)
• M-learning enhances collaborative, co-operative
and active learning
• Mobile communication devices provide
opportunities for the optimising of interaction and
communication between lecturers and learners,
among learners and between members of COPs.
Why is m-learning thriving?
“For the first time in ICT history, we have the
right time, the right place and the right idea to
have a huge impact on education: handheld
computing.”
Soloway (2003)
Why is m-learning thriving?
“The mixing of distance learning with mobile
telephony to produce mLearning will provide
the future of learning.”
Keegan (2003)
Why is m-learning thriving?
“By 2006, data network access from
personally owned mobile devices will be the
leading problem facing higher education IT
managers.”
Gartner (2004)
Why is m-learning thriving?
“The mobile revolution is finally here.
Wherever one looks, the evidence of mobile
penetration and adoption is irrefutable: cell
phones, PDAs, MP3 players, portable game
devices, handhelds, tablets and laptops
abound. No demographic is immune from
this phenomenon. From toddlers to seniors,
people are increasingly connected and are
digitally communicating with each other in
ways that would have been impossible to
imagine only a few years ago.”
Wagner (2005)
What is the relation
between m-learning
and e-learning?
m-learning vs e-learning
• E-learning is the macro concept that includes
online and mobile learning environments.
• M-learning is a subset of e-learning.
• E-learning is in turn a subset of distance learning,
which is in turn a subset of flexible learning.
“M-learning is e-learning through mobile
computational devices”
Quin (2001)
m-learning vs e-learning
Flexible Learning
Contact Learning
(residential/face-to-face)
Distance Learning
E-learning
Online
Learning
M-learning
Paper-based
Distance Learning
Diagram 1: The subsets of flexible learning (Brown, 2004)
Approaches to m-learning
Approaches to
the use of m-learning
technologies
Content
approach
Communication
approach
Focus on communication
“Communication is the source from which
m-learning emerges. ”
Nyiri (2002)
Current m-learning
activities and projects
Current activities and projects
The use of mobile phones and SMS:
Administrative learning support:
• Bulk SMS for administrative information
• Access to examination and test marks via mobile
service number or m-portal
• Access to financial statements and registration
data via mobile service number or m-portal
Academic learning support:
• Communication and interaction (bulk SMS / IVR)
• Assessment (MCQs / Quizzes)
• Feedback on assignments and tasks
• Motivational and instructional messages
Current activities and projects
•
•
•
•
•
Integration of m-learning with established elearning environments:
M-portals and SMS-gateways (SMS-portal
integrated with the LMS/LCMS [e.g. WebCT])
Mobile tutoring
Mobile blogging
M-assessment (e-assessment on mobile devices)
Collaborative learning, discussion groups
Wireless environments:
• Pilot wireless classrooms
• Hot spots and wireless LANs on campus
Current activities and projects
The use of PDAs, smartphones and Pocket
PCs:
• Classroom “tools” (note taking, scheduling, etc)
• Beaming (via bluetooth) in classrooms (sharing
notes, handing in assignments, etc)
• Assessment: assessing performance and providing
automated results and feedback
• Coursework, scheduling and assignments in
wirless environments
• JIT on-the-spot information for field workers,
brokers, salespersons, etc
Current activities and projects
• Language learning through SMS
• JIT on-the-spot (e.g. medical) resources on PDA
• ME-learning (personalised, appreciation for own
learning process)
• Mobile composing (music composition on PDAs)
• Contextual and locational awareness (e.g. at
museums)
• Mobile tutoring
• Mobile blogging (moblogging)
• Courseware and multimedia on PDAs (including
distribution and streaming)
• Assessment
• Experiential learning and fieldwork
• Collaborative learning, discussion groups
Noteable EU-funded projects
• MOBIlearn
(context awareness, adaptive human interfaces,
mLCMS, mobile media delivery, collaborative
learning, etc)
• M-Learning Project
(platforms & systems, learning materials for small
screens [various devices], collaborative tools, etc)
• Ericsson Leonardo Da Vinci project
(mLCMS, courses and courseware, tools, etc)
Latest and future developments
•
•
•
•
•
•
•
•
•
•
Moblogging (mobile blogging)
Instant messaging (IM)
Wireless Google
Collapse-to-Zoom and Popouts
Ambient technology and intelligence
Personalised learning with dynamic adaptation of
learning resources to individual preferences
Text to speech & speech recognition for mobile
devices
Multi-user applications and resources
Multi-technology interaction
Podcasting (broadcasting of audio to iPods)
What will m-learning
environments look
like in 2010?
2010 envisaged
• Wireless is “big” and mobile devices are “small”
• Ambient technology and intelligence
• Always-on wireless connections and ubiquitous
computing
• Wearable mobile technologies
• Bio-informatics a commercial reality
• New methods and approaches to learning and
collaborating with ICT
• Personalised learning with dynamic adaptation of
learning resources to individual preferences
• From courseware to performanceware
• m-LMSs and m-LCMSs
• Platforms supporting multi-user interaction on
software, applications and equipment
2010 envisaged
2010 envisaged
2010 envisaged
2010 envisaged
2010 envisaged
2010 envisaged
2010 envisaged
2010 envisaged
1GHz
20GB hard drive
256MB DDR RAM
800 x 480 W-VGA 5" display
8mb video RAM
Bluetooth
802.11b wireless
4-pin FireWire (1394)
USB 1.1
2010 envisaged
What will future
learning paradigms
look like?
Example of EU plans
The European Union’s aims
for 2010:
From PC centered to ambient intelligence:
• personalised and for all users
• surrounding environment is the interface
• technology is almost invisible
• infinite bandwidth and full multimedia
• almost 100% online community
Focus on maximizing the learning process
and its impact
Oliveira (2003)
Example of EU plans
The European Union’s aims
for 2010:
Innovations in learning:
• personalised and adaptive learning
• dynamic mentoring systems
• integrating experienced based learning into the
classroom
• research on new methods and new approaches to
learning with ICT
Oliveira (2003)
Example of EU plans
The European Union’s aims
for 2010:
Learning resources:
• dynamically adapt learning resources to individual
needs and preferences
• digital learning resources and professional learning
for work
• platforms supporting collaborative learning
Access:
• mobile learning and interface technologies
Oliveira (2003)
Supported inquiry
• Supported inquiry (guided research)
[my version: facilitated and supported inquiry]
• From courseware to performanceware
''Inquiry into authentic questions generated from
student experiences is the central strategy for
teaching''
Soloway (2003)
Focus on:
• Collaboration and discourse
• Learning in context and task-sensitive
• ICT an integrated part of learning process
Rise of the knowledge economy
• According to Gartner (2003) the new knowledge
economy is merely in its emerging stages. The
knowledge economy will only reach maturity from
2010 onwards.
Rise of the knowledge economy
Rise of the knowledge economy
• According to Gartner (2003) the new knowledge
economy is merely in its emerging stages. The
knowledge economy will only reach maturity from
2010 onwards.
• A doubling of the world’s knowledge (Bontis,
2002):
1930  every 30 years
1970  every 7 years
2010  every 11 hours
Rise of the knowledge economy
• According to Gartner (2003) the new knowledge
economy is merely in its emerging stages. The
knowledge economy will only reach maturity from
2010 onwards.
• A doubling of the world’s knowledge (Bontis,
2002):
1930  every 30 years
1970  every 7 years
2010  every 11 hours
• We already experience enormous challenges in
coping with the current overflow of available
information. It is difficult to imagine what it will be
like when the knowledge economy is in its prime...
Future learning paradigms
Paradigm shifts?
knowledge
adoption
knowledge
production
information
gathering
information
generation
constructivism
social
constructivism
teaching
learning
facilitation
Beyond constructivism?
Exploring and anticipating learning paradigms beyond constructivism
Past
Present
Knowledge Adoption
Knowledge Production
learn = study
learn = research
rote learning
active and productive learning
behaviourism
constructivism
Knowle
learn = e
navigating, e
problem solvi
navigation
social
constructivism
teaching / instruction
learning facilitation
mentori
guided research
/ supported
inquiry
The teacher is the primary source
of knowledge [source of
the WHAT]
The teacher is one of the sources of
knowledge [source of the WHAT and
assisting with the HOW]
Knowledge creation is for some elites
and knowledge is already in place
Knowledge creation is the central
issue
The focus of learning is on gaining
knowledge
The focus of learning is on creating
knowledge
The teacher is
competencies
[source of the
Knowledge cre
issue. The cen
to navigate wit
knowledge exp
The focus of le
in the ocean of
Beyond constructivism?
Exploring and anticipating learning paradigms beyond constructivism
Past
Present
Knowledge Adoption
Knowledge Production
learn = study
learn = research
rote learning
active and productive learning
behaviourism
constructivism
?
?
Knowle
learn = e
navigating, e
problem solvi
navigation
social
constructivism
teaching / instruction
learning facilitation
mentori
guided research
/ supported
inquiry
The teacher is the primary source
of knowledge [source of
the WHAT]
The teacher is one of the sources of
knowledge [source of the WHAT and
assisting with the HOW]
Knowledge creation is for some elites
and knowledge is already in place
Knowledge creation is the central
issue
The focus of learning is on gaining
knowledge
The focus of learning is on creating
knowledge
The teacher is
competencies
[source of the
Knowledge cre
issue. The cen
to navigate wit
knowledge exp
The focus of le
in the ocean of
Beyond constructivism?
Exploring and anticipating learning paradigms beyond constructivism
Past
Present
Future
Knowledge Adoption
Knowledge Production
Knowledge Navigation
learn = study
learn = research
learn = evaluate / navigate
rote learning
active and productive learning
navigating, evaulating, integrating,
problem solving and communicating
behaviourism
constructivism
navigationism / evaluationism
social
constructivism
teaching / instruction
learning facilitation
mentoring and coaching
guided research
/ supported
inquiry
The teacher is the primary source
of knowledge [source of
the WHAT]
The teacher is one of the sources of
knowledge [source of the WHAT and
assisting with the HOW]
Knowledge creation is for some elites
and knowledge is already in place
Knowledge creation is the central
issue
The focus of learning is on gaining
knowledge
The focus of learning is on creating
knowledge
The teacher is the source of skills and
competencies required to navigate
[source of the HOW]
Knowledge creation is a side/implied
issue. The central issue is to be able
to navigate within the enormous
knowledge explosion
The focus of learning is on navigating
in the ocean of available knowledge
Beyond constructivism?
Exploring and anticipating learning paradigms beyond constructivism
Past
Present
Future
Knowledge Adoption
Knowledge Production
Knowledge Navigation
learn = study
learn = research
learn = evaluate / navigate
rote learning
active and productive learning
navigating, evaulating, integrating,
problem solving and communicating
behaviourism
constructivism
navigationism / evaluationism
social
constructivism
teaching / instruction
learning facilitation
mentoring and coaching
guided research
/ supported
inquiry
The teacher is the primary source
of knowledge [source of
the WHAT]
The teacher is one of the sources of
knowledge [source of the WHAT and
assisting with the HOW]
Knowledge creation is for some elites
and knowledge is already in place
Knowledge creation is the central
issue
The focus of learning is on gaining
knowledge
The focus of learning is on creating
knowledge
The teacher is the source of skills and
competencies required to navigate
[source of the HOW]
Knowledge creation is a side/implied
issue. The central issue is to be able
to navigate within the enormous
knowledge explosion
The focus of learning is on navigating
in the ocean of available knowledge
Paradigm shifts in education
Past
Present
Future
 knowledge adoption
 knowledge production
 knowledge navigation
 behaviourism
 objectivism
 cognitivism
 constructivism
 navigationism
 instruction
 learning facilitation
 coaching and mentoring
 information gathering
 information generation
 information navigation
 knowledge provision
 knowledge management
 knowledge facilitation
Paradigm shifts in education
Past
Present
Future
 knowledge adoption
 knowledge production
 knowledge navigation
 behaviourism
 objectivism
 cognitivism
 constructivism
 navigationism
 instruction
 learning facilitation
 coaching and mentoring
 information gathering
 information generation
 information navigation
 knowledge provision
 knowledge management
 knowledge facilitation
Paradigm shifts in education
Past
Present
Future
 knowledge adoption
 knowledge production
 knowledge navigation
 behaviourism
 objectivism
 cognitivism
 constructivism
 navigationism
 instruction
 learning facilitation
 coaching and mentoring
 information gathering
 information generation
 information navigation
 knowledge provision
 knowledge management
 knowledge facilitation
Role Changes in education
Role Player
Past
Present
Future
Knowledge
Adoption Era
Knowledge
Production Era
Knowledge
Navigation Era
Learner
 knowledge
adoption
 knowledge
production
 knowledge
navigation
Teacher
 instruction
 learning facilitation
 coaching and
mentoring
 design of learning
facilitation and
learning activities
 re-/configuration of
knowledge
 design of coaching
and navigation
activities
 configuration of
navigation tools
 information
configuration
 knowledge
management
 information
facilitation
 knowledge
facilitation
 design of
Instructional
instruction
Designer
 reduction of
content
Information
Specialist
 information
gathering and
provision
 knowledge
provision
Role Changes in education
Role Player
Past
Present
Future
Knowledge
Adoption Era
Knowledge
Production Era
Knowledge
Navigation Era
Learner
 knowledge
adoption
 knowledge
production
 knowledge
navigation
Teacher
 instruction
 learning facilitation
 coaching and
mentoring
 design of learning
facilitation and
learning activities
 re-/configuration of
knowledge
 design of coaching
and navigation
activities
 configuration of
navigation tools
 information
configuration
 knowledge
management
 information
facilitation
 knowledge
facilitation
 design of
Instructional
instruction
Designer
 reduction of
content
Information
Specialist
 information
gathering and
provision
 knowledge
provision
Role Changes in education
Role Player
Past
Present
Future
Knowledge
Adoption Era
Knowledge
Production Era
Knowledge
Navigation Era
Learner
 knowledge
adoption
 knowledge
production
 knowledge
navigation
Teacher
 instruction
 learning facilitation
 coaching and
mentoring
 design of learning
facilitation and
learning activities
 re-/configuration of
knowledge
 design of coaching
and navigation
activities
 configuration of
navigation tools
 information
configuration
 knowledge
management
 information
facilitation
 knowledge
facilitation
 design of
Instructional
instruction
Designer
 reduction of
content
Information
Specialist
 information
gathering and
provision
 knowledge
provision
Future learning paradigms
“I believe that the real literacy of tomorrow will
have more to do with being able to be your own
private, personal reference librarian, one that
knows how to navigate through the incredible,
confusing, complex information spaces and feel
comfortable and located in doing that. So
navigation will be a new form of literacy if not the
main form of literacy for the 21st century.”
Brown (1999)
The role of m-learning
in future learning
paradigms
The future role of mobile devices
•
•
•
•
•
•
•
•
In general:
Access to information and knowledge
Ambient connectivity to people and resources
Communication and interaction
Navigation tools to deal with the abundance of
information and knowledge in the knowledge era
In education:
NOT the delivery of content per se
Communication, collaborative learning and
learning (navigationism) support
Tools to improve effectiveness and efficiency
Navigation tools to optimise learning activities
Current approaches to m-learning
Approaches to
the use of m-learning
technologies
Content
approach
Communication
approach
Paper vs PDA content
Why (contemporary) learners prefer content on
paper rather than on a PDA:
• Internal memory is limited and sometimes causes
the PDA to be too slow.
• Making notes on the PDAs is an effort and the
keyboard is too small.
• Reading a document requires too much scrolling.
• Pictures in the .doc or .pdf documents are not
always of high quality.
• It takes too much effort and more time to read
documents on a PDA.
• A printed version of the documents is easier to use.
Wentzel, P. et al (2005)
Could be a different story when future sophisticated PDAs offer similar functionalities as laptops or PCs.
Future approaches to m-learning
Approaches to
the use of m-learning
technologies
‘Navigation’
approach
Communication
approach
The future of m-learning
“Whether we like it or not, whether we are
ready for it or not, mobile learning represents
the next step in a long tradition of technology
mediated learning. It will feature new
strategies, practices, tools, applications, and
resources to realize the promise of
ubiquitous, pervasive, personal, and
connected learning. It responds to the ondemand learning interests of connected
citizens in an information-centric world.”
Wagner (2005)
Our challenges
A navigationism paradigm
• Institutions should move away from providing
content per se to learners. We should focus on
how to enable learners to find, identify, manipulate
and evaluate existing knowledge, to integrate this
knowledge in their world of work and life, to solve
problems and to communicate this knowledge to
others.
• Teachers and educators should become the
source of HOW to navigate in the ocean of
available information and knowledge. We should
become coaches within the knowledge economy.
Brown (2005)
Challenge 1
Our first challenge as educators…
…is to design and develop appropriate learning
environments, based on sound pedagogical /
didactical principles that will ensure the
optimisation of learning in new learning
environments.
Challenge 2
Our second challenge as m-learning and
educational technology experts…
…is to keep abreast of developments in learning
theory and to identify and anticipate shifts in
learning paradigms to be able to adopt and adapt
educational technologies that will ensure the
optimisation of learning in the knowledge era.
Thank you
References
Bontis, N. (2002). The rising star of the Chief Knowledge Officer.
Ivey Business Journal, March/April 2002: 20 – 25.
Brown, J.S. (1999). Learning, Working & Playing in the Digital
Age. Paper delivered at the 1999 Conference on Higher
Education of the American Association for Higher Education,
March 1999, Washington, USA.
Brown, T.H. (2004) The role of m-learning in the future of elearning in Africa? In Distance Education and Technology:
Issues and Practice. Hong Kong.
Brown, T.H. (2005) Beyond constructivism: Exploring future
learning paradigms. In: Education Today, issue 2 of 2005,
Aries Publishing Company, Thames, New Zealand.
Gartner (2002). SMS bigger than email in Europe. In Nua
Internet Surveys, November 11, 2002. Cited in TAD
Consortium Dec 2002 Information Update No. 4, Telematics
for African Development, Johannesburg, South Africa.
References
Gartner (2003). Emerging Technology Scenario. Paper
delivered by Gartner analyst Nick Jones at the Gartner
Symposium and ITxpo, 4 – 6 August 2003, Cape Town,
South Africa.
Gartner (2004) Predicts 2005: Higher Education Evolves,
Gartner Inc, Stamford, USA.
Keegan, D. (2003). The future of learning: From eLearning to
mLearning. Hagen: Fernstudienforchung, Germany.
Moore G.A. (1991) Crossing the chasm. Marketing and selling
high tech products to mainstream customers. Harper
Business.
Nyiri, K. (2002). Towards a philosophy of m-learning. Paper
delivered at the IEEE international workshop on wireless and
mobile technologies in education. August 29-30, 2002, Växjö
University, Sweden.
References
Oliveira, C. (2003). Towards a knowledge society. Keynote
address delivered at the IEEE international conference on
advanced learning technologies (ICALT). July 2003, Athens,
Greece.
Quin, C. (2001). mLearning: Mobile, Wireless, In-Your-Pocket
Learning. LiNE Zine [On-line], Fall 2002.
Soloway, E. (2003). Handheld computing: Right time, right
place, right idea. Paper delivered at the IEEE international
conference on advanced learning technologies (ICALT). July
2003, Athens, Greece.
Wagner, E.D. (2005) Enabling Mobile Learning. EDUCAUSE
Review, vol. 40, no. 3 (May/June 2005): 40–53.
Wentzel, P. et al (2005) Using Mobile Technology to Enhance
Students’ Educational Experiences. Case Study from the
EDUCAUSE Center for Applied Research, Boulder,
Colorado, USA.
The adoption curve
The technology adoption lifecycle (Moore, 1991)