Citation 1:
Clough, G., Jones, A. C., Mcandrew, P., & Scanlon, E. (2008). Informal learning with PDAs and smartphones. Journal of Computer Assisted Learning, 24(5), 359-371.
Summary:
This article is a study from a web-based survey conducted by the authors that investigated the use of mobile devices for informal learning. The study analyzed informal mobile learning practices of mobile users, specifically those using PDAs and Smartphones. The authors sought to develop a functional mobile learning framework reflecting current and potential mobile learning practices and scenarios made possible with handheld technologies.
The authors utilized the mobile learning functional framework of Patten et al. that categorized seven functions of mobile learning applications: collaborative, location aware, data collection, administrative, referential, interactive and microworld. Patten et al.’s functional framework contrasted with the activities reported by the participants of the survey. The study found that learners seldom used pre-designed mobile learning applications when learning individually or collaboratively within a specific context. The authors created a new informal mobile learning framework that reflected the natural engagement of the participants on their PDAs and Smartphones. They categorized six activities and (five qualifiers):
Referential—e-books, dictionaries, synchronizing with a PC, podcasting, etc. (individual/collaborative),
Location Aware—global positioning, individual location for future visit, whenever a question of any topic arose, information to share with others, etc. (situated),
Reflective—reflecting on a phenomenon or artifact encountered, following up notes written with an internet search, participating in forums and updating blogs, etc. (individual, collaborative, distributive, interactive),
Data Collection-taking pictures of diagrams, models and participants from a workshop/seminar, of electronic components showing connection layouts (individual),
Constructive—individual and collaborative/distributive knowledge construction, recording lectures using voice recorder (individual, collaborative, distributive)
Administrative—support of personal organizational needs (individual).
The authors found enough evidence to reveal that users who own PDAs or Smartphones do adapt existing mobile device features to suit their personal informal learning interests.
Review:
This article provided detailed information of the various activities conducted by actual users of PDAs or Smartphones. This information alone proves valuable for those seeking to write a research paper on mobile device activities or design and develop an instructional design for mobile devices relevant to informal learning tendencies of users. Useful applications of the functional framework are noted as well. I recommend instructional technologist to review this article, especially for suggested activities and applications for designing mobile learning experiences.
Citation 2:
Chen, C. M., & Chung, C. J. (2008). Personalized mobile english vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2), 624-645.
Summary:
This article presented the authors’ very thorough design of a personalized mobile English vocabulary learning system that was based from Item Response Theory (IRT) and learning memory cycle. The mobile learning design intended to inherit the advantages of e-learning and overcome the limitations of learning time and space limited by current web-based learning systems. English language learners were the targets of this design. The personalized mobile English vocabulary learning system adapted to individuals’ learning abilities and learning memory cycles.
The article described in detail the system design and the experiments conducted. The system design described the system architecture and personalized vocabulary scheme based on IRT and learning memory cycles of the individual learners. The authors described how they measured difficulty parameters for the 8032 English words utilized in the mobile English vocabulary learning system. Factors to determine word difficulty included use frequency, length and pronunciation of the word. Bayesian estimation schemes were utilized as well.
The English vocabulary learning system consisted of a remote management server, a data-synchronizing agent, and a client mobile learning system. Components of the client mobile learning system included vocabulary recommendations agent, testing agent, and learning performance assessment agent. Microsoft Visual Basic.Net 2003 was the development tool used to create the mobile English vocabulary learning system.
Fifteen participants, ages 21-23 and students training to become elementary English teachers, participated in the study. A two-hour training course was given before the experiment to familiarize the participants with operating the PDA and using the proposed English vocabulary learning system. The overall study revealed that the proposed mobile English vocabulary learning system enhanced learner English vocabulary abilities and promoted learning interests.
Review:
I recommend this article for its thoroughness of information. Formulas displayed in the article to categorize each English vocabulary word at first were intimidating. However, when designing an authentic learning system, it is very necessary, especially when the learning system is to adjust itself accordingly with the learners’ learning ability and memory cycle.
Citation 3:
Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3), 217-228.
Summary:
This article presented three studies in mobile learning conducted in Japan and introduced two types of materials developed for studying English as a Foreign Language (EFL) on mobile devices: Learning on the Move and Vidioms. The first study consisted of polling 333 female Japanese university students, ages 18-21, regarding their use of mobile devices. The authors sought to determine how many owned mobile phones and what mobile phone feature was used the most. It was discovered that 100% of those polled owned a mobile phone and sending and receiving e-mail was the most used feature.
The second study consisted of introducing Learning on the Move in which 44 Japanese university students were e-mailed 100-word English vocabulary lessons at timed intervals. The authors research found that distributed practice of foreign language words, used in complete sentences, at spaced intervals helped learners recall vocabulary words. Three times a day, the researchers e-mailed short mini-lesson of less than 100 words of text to the participants cell phones. Lessons defined five words per week. Pretests and posttests were administered in two-week cycles to determine the number of words learned. Questionnaires administered to the students evaluated this “push” learning strategy, revealing that 71% preferred receiving these lessons on mobile phones rather than engage the same material on PCs.
The third study of this article consisted of creating a series of web pages that contained “vidioms” (videos of idioms) to help students understand the context of various idioms used in the English language. Each web page contained a video of an idiom that explained 1) the idiom’s meaning in the students’ first-language, 2) a computer animation illustrating the literal meaning of the idiom, 3) a presentation of the idiomatic meaning as presented in the English language with live-action video showing the meaning, and 4) a final quiz to assess student understanding. Students evaluated the vidioms website and gave positive comments, especially as being helpful for study, and negative comments, mainly the audio being poor and the screen size being too small.
Review:
I recommend this article for teachers of English as a Foreign Language to consider, especially the Language on the Move project. This study showed that student pretest and posttest score were significantly improved from this engagement with pushed mobile e-mail messages at timed intervals.
Citation 4:
Colley, J. & Stead, G. (2004). Take a bite: Producing accessible learning materials for mobile devices. Retrieved July 8, 2009, from Learning with Mobile Devices: Research and Development – A Book of Papers
Web site: http://www.lsnlearning.org.uk/search/results.aspx?searchstring=learning%20with%20mobile%20devices%20research%20and%20development
Summary:
This paper discussed a project created and developed by the authors that sought to make the most out of a mobile learning experience for learners by designing basic skills materials for mobile devices. Mobile phones and the iPAQ personal digital assistants (PDAs) were the main platforms selected by the authors for this project. They selected mobile phones to target young adult learners between the ages of 16-24. The iPAQ was selected because it provided greater computing power to support multimedia applications designed and developed for this project.
The authors discussed two phases of the project: Phase One – they developed themed learning games, activities, complex learning objects, and scaled-down quizzes, Phase Two – they extended phase one developments. The authors also discussed how materials can be developed for peer collaboration and for evaluating the learner’s progress in learning, especially motivation and changes in attitude.
Technologies used by the authors to deliver content for this project included SMS, MMS, VoiceXML, J2ME, and WAP. They suggested that combining these technologies provide an engaging and beneficial mobile learning experience.
Review:
This article isn’t a peer-reviewed article. However, design and developers can benefit from reading this article as the authors discussed the development of mobile content for various mobile platforms using collaborative and situated learning theories, as well as the technologies used to implement their project.
Citation 5:
Dawabi, P., Wessner, M., & Neuhold, E.. (2004). Using mobile devices for the classroom of the future. Retrieved July 8, 2009, from Learning with Mobile Devices: Research and Development – A Book of Papers
Web site: http://www.lsnlearning.org.uk/search/results.aspx?searchstring=learning%20with%20mobile%20devices%20research%20and%20development
Summary:
This paper presented an approach that integrated Personal digital assistants (PDAs) mobile devices into the face-to-face learning environment. The authors reported natural communication such as gestures, mimicry, body language, common focus, and direct awareness of current activity as advantages and benefits of face-to-face learning. The authors reported structuring the learning process, increasing participation, evaluating student interaction, integrating the interaction, and others as advantages and benefits for using the PDAs.
The PDAs were installed with ConcertStudeo, a software that provided tools for interaction (brainstorming, quizzing, voting, etc.), and they were utilized as the face-to-face learning supports.
The authors discussed the ConcertStudeo software that runs on the electronic board (like aSMART Board), the Windows-based PC or laptop, and the PDAs. They provided screenshot illustrations of the ConcertStudeo learning content as well. They also provided detailed interaction and cooperation designs when using the face-to-face learning supports in a face-to-face learning scenario.
ConcertStudeo was implemented at the Fraunhofer Institute for Integrated Publication and Information Systems IPSI in Darmstadt, Germany and in a university course. Positive results were reported by the authors.
Review:
This article provided information relevant to integrating mobile devices into the face-to-face learning environment. I would recommend this article to teachers and instructional technology specialist to consider, especially if their school has invested in PDAs. The authors of this article provided detailed information on how they implemented ConcertStudeo into the face-to-face learning environment. Ideas for implementing PDAs with the SMART Board and PC/Laptop can be extracted from this article. This article is not peer-reviewed.
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