Learner-Centric Design of Digital Mobile Learning

Abstract

Mobile devices such a mobile phones, PDAs and iPods can have more processing power, slicker displays, and more interesting applications than were commonly available on desktop machines ten years ago, and educators are quickly realising their potential to be used as powerful learning tools. However, the application of mobile technologies to learning contexts must take into account a number of factors. Above all other things, we must consider how mobile learning can be used to provide learners with better opportunities and enhanced learning outcomes. This position paper will suggest a foundation of good practice in mobile learning with a strong pedagogical basis underpinned by characteristics of both situated and networked learning, using the following structure: (1) A differentiation between learning and technology as the driver for mobile learning approaches. (2) Exploration of a situated, networked and distributed educational design approach to mobile learning, with references to social constructivist principles of learning, and how these can be supported by, and support, a mobile learning approach; (3) The classification of mobile learning activities, using the themes “Record, Recall, Relate and Reinterpret” (the “Four R's” of Mobile Learning), providing specific examples of practical teaching and learning activities utilising this model; (4) The construction of parallels between computer-based and mobile learning, demonstrating parallels in technological considerations (such as screen size, processing power, memory and storage capacities) as well as human considerations for implementation; (5) A summary of considerations for designing, developing and delivering mobile learning for high-quality learning outcomes.