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2005
ABSTRACT Mobile learning is new. It is currently difficult to define, conceptualise and discuss. It could perhaps be a wholly new and distinct educational format, needing to set its own standards and expectations, or it could be a variety of e-learning, inheriting the discourse and limitations of this slightly more mature discipline. This paper is a preliminary attempt to address this issue of definition and conceptualisation, and draws on recent research examining case studies from the UK and elsewhere.
2005 •
Abstract In this paper we challenge current definitions of mobile learning and suggest that the direction of progress, both in theoretical/applied research as well as its role as a tool that serves social transformation and development, will be determined and even dictated by the availability of an adequate definition.
Progressio
Mobile Learning: The Philosophical Challenges, Problems and Implications of Defining and Theorising2018 •
This essay uses the popular and perennial topic of definition as a way to explore differing perspectives and expectations amongst the various communities whose interests and activities overlap in what has come to be called mobile learning, and to discuss the role and choice of theory in mobile learning. The purpose of the paper is to add to the academic foundations of mobile learning. These communities continue to make progress and continue also to make mistakes; the researchers continue to provide ideas and examples for practitioners, policy-makers, activists and developers, but often on assumptions, logic and inferences that are not transparent or robust. This is the problem being addressed. Here we seek to add greater critical rigour to the language and expectations being deployed. The essay is by nature not definitive, but seeks merely to expose some of the lack of clarity when mobile learning is discussed and promoted.
2007 •
"The volume features a selection of research papers presented at a symposium on mobile learning which was organised by and took place at the WLE Centre on February 9th 2007 and brought together leading researchers and practitioners in the field from the UK and Continental Europe. Unlike many other events on mobile learning, the symposium deliberately focused on learning, rather than on technology, and contributions came from invited speakers, rather than through an open call. The symposium attempted to take stock of where mobile learning was at as a field of research as well as to start to delineated a future research agenda, which is exactly what the various contributions to this volume, in their different ways, attempt to do. This is particularly important in view of the considerable challenges that confront research into mobile learning such as: the relative breadth of possible definitional bases, the rapid obsolescence of relevant technologies, its temporal and geographical distributedness, the lack of appropriacy of traditional research paradigms or the complex ethical issues involved. The symposium as well as this publication testify to the fact that the field of mobile learning has outgrown its infancy and is a maturing field in research terms as well as in terms of its conceptualisation."
Farley, Helen and Murphy, Angela and Rees, Sharon (2013) Revisiting the definition of mobile learning. In: 30th Australasian Society for Computers in Learning in Tertiary Education Conference (ASCILITE 2013): Electric Dreams, 1-4 Dec 2013, Sydney, Australia.
Revisiting the definition of mobile learning2013 •
Mobile learning is increasingly seen as a boon to universities and educators as a means of enabling learning anywhere, anytime and at the convenience of the learner. Even though the field of mobile learning is in its infancy, there is no common understanding of what mobile learning is. Previous attempts at defining mobile learner have either been overly inclusive or exclusive, and have focused on characteristics of the mediating technology, the learner, or the nature of the learning activity. Inspired by Wittgenstein's theory of family resemblances, this paper explores the attempt to create a new definition of mobile learning that will be dynamic, drawing from a collection of characteristics that may change over time rather than just supplying a single, unchanging definition. The revised definition will be used to support the development of a Mobile Learning Evaluation Framework by clarifying the attributes and features to be included in a robust and flexible definition of mobile learning. The outcome may be of value to researchers in the mobile learning field and educators considering incorporating mobile learning initiatives into current pedagogical strategies.
2015 •
This Article is brought to you for free and open access by the Teaching & Learning at ODU Digital Commons. It has been accepted for inclusion in Teaching & Learning Faculty Publications by an authorized administrator of ODU Digital Commons. For more information, please contact digitalcommons@odu.edu. Repository Citation Traxler, John and Crompton, Helen, "Mobile Learning in the UK today: Successes, Failures, Future" (2015). Teaching & Learning Faculty Publications. 30. http://digitalcommons.odu.edu/teachinglearning_fac_pubs/30
The article seeks to clarify the meaning of mobile learning by applying its key concepts to learning experiences in post-school education. In other words, it seeks not to discuss one fixed meaning of mobile learning but to disassemble the basic components and provide an interpretation of the model in the context of higher education. The article argues that in order to comprehensively understand and define mobile learning, we should from the outset separate its key components and arrange them under three different concepts. The first concept relates to the mobility of the technology. The second concept hinges on increased learner mobility. The third concept examines the mobility and dynamism of the learning processes and the flow of information. The article concludes that knowledge in the modern world is transformed by the development of revolutionary technologies in society.
British Journal of Educational Studies
Mobile Learning. A Handbook for Educators and Trainers - Edited by Agnes Kukulska-Hulme and John Traxler2009 •
2011 •
This publication has been written and edited for the education community in UK higher education. It highlights a small number of the significant mobile learning projects currently underway in the UK, for schools, and tries to draw out their significance specifically for the education community. The introduction provides a working definition of mobile learning and then tries to identify the meaning and the limitations of the projects described specifically for a readership working in education. A hard copy can be requested from ESCalate (while ...
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