VOL. 24, No. 3
Mobile learning: Transforming the delivery of education and training edited by Mohamed Ally offers valuable information about how to use mobile technology to support learning. Ally begins by discussing the current trends in the use of mobile technology, and the benefit of using wireless mobile technology. He points out that, while the first book on mobile technology was published four years ago, mobile devices have become far more sophisticated since then. Most notable is that this book clearly articulates the differences between the more popular mode—e-learning—and the relatively new mode—m-learning. E-learning uses traditional computers with hardware and software specifically designed for formal education. In addition to using a variety of technology, m-learning includes the use of portable electronic devices, allows for more flexibility in learning, which can also be used in informal settings.
A brief summary of the three main parts in this book are discussed, including Advances in Mobile Learning, Research on Mobile Learning, and Application of Mobile Learning. Generally, the chapters in the text follow the same format. Each chapter is written by a different contributing author(s), and includes an introduction of the topic, in depth discussion of the topic followed by a summary or conclusion.
The first section, Advances in Mobile Learning includes two chapters. The first chapter discusses the Current State of Mobile Learning by John Traxler. This is followed by A Model for Framing Mobile Learning by Marguerite Koole.
The second section, Research on Mobile Learning, includes four chapters. It begins with Mobile Distance Learning with PDAs: Development and Testing of Pedagogical and System Solutions Supporting Mobile Distance Learners by Torstein Rekkedal and Aleksander Dye. This chapter is followed by Using Mobile Learning to Enhance the Quality of Nursing Practice Education by Richard Kenny, Caroline Park, Jocelyne Van Neste-Kenny, Pamela Burton and Jan Meiers.
Because I am a faculty member in a School of Nursing, I was especially interested in the applications that relate to clinical practice in nursing that are found in this chapter. All of the contributing authors to this chapter are working in post-secondary education in Canada, with a focus on education or nursing. There is tremendous potential for the use of technology in the clinical setting. For example, voice recognition software could dramatically reduce the time nurses spend charting. Appropriate use of mobile technology could also enable access to best practice guidelines and new treatment options, thereby ensuring up to the minute evidence-informed practice. Furthermore, m-learning could decrease the amount of time nurses presently spend going to the unit resource centre to look up information on, for example, a new drug. Rather than a hard copy text book that would have the necessary information, a mobile device could quickly bring relevant information to the nurse’s (or nursing student’s) fingertips. In response to the increasing work demands placed upon nurses in Canada, it is essential that we develop strategies to maximize our use of the limited number of qualified nurses.
The last two chapters in this second section include Informal Learning Evidence in Online Communities of Mobile Device Enthusiasts by Gill Clough, Ann Jones, Patrick McAndrew and Eileen Scanlon. Bringing closure to this section is a chapter on M-Learning: Positioning Educators for a Mobile Connected Future written by Kristine Peters.
The third section focuses on Applications of Mobile Learning. There are six chapters all of which discuss practical application of m-learning. Chapter 7 discusses Practitioners as Innovators: Emergent Practice in Personal Mobile Teaching, Learning, Work, and Leisure by Agnes Kukulska-Hulme and John Pettit. This is followed by Design and Development of Multimedia Learning Objects for mobile Phones by Claire Bradley, Richard Haynes, John Cook, Tom Boyle and Carl Smith. Chapter nine takes the reader from E-learning to Mobile Learning: New Opportunities by Michelle Pieri and Davide Diamantini. Chapter 10 discusses MobilED — Mobile Tools and Services Platform for Formal and Informal Learning by Merryl Ford and Teemu Leinonen, followed by Exploring the Challenges and Opportunities of M-Learning within an International Distance education Programme by Jon Gregson and Dolf Jordaan.
Discussion then moves to Using Mobile Technologies for Multimedia Tours in a Traditional Museum Setting by Laura Naismith and Paul Smith. In addition to examining how m-learning can be used in formal learning environments including specialty areas, this book offers perspective on how m-learning strategies can be used in everyday situations. The benefit of using m-learning tactics in everyday situations is that m-learning becomes something beneficial to the general public, and provides people who are not enrolled in formal education environments with valuable learning experiences. The last chapter includes the Use of Mobile Technology for Teacher Training by Jocelyn Wishart.
This book provides evidence that m-learning has tremendous potential, if it is used appropriately. There are eight suggestions listed at the end of the book which are described as a list of lessons that were learned by the contributors to Ally’s book. These suggestions are made for future growth and implementation of m-learning in business and education, however it is noted that more research is needed on how to use mobile devices to provide support in education with reference to devices being used as communication tools. Despite the need for further researchers, the contributing authors feel that there is value in m-learning in educational organizations and stated that educators need to be convinced that m-learning is an effective form of knowledge acquisition. Furthermore, the contributing authors emphasize the need to disseminate any knowledge around the subject of m-learning so that this method of learning can be more efficiently implemented. Given the significant amount of research cited in this book, it will hold particular appeal for post-secondary educators including those with particular interest in mobile devices for support of learning. Based on the descriptions of various devices described by Ally, it is highly evident that every mobile device is different from the next; additionally, it is difficult to generalize about the uses of these devices. What we can generalize about, however, are the concepts of m-learning and a new culture of learning. Most significantly, this new culture of learning which includes mobile devices has prompted the development of a new culture of teaching.
One concern raised in this book is the idea of constant access to the Internet and other people. While this level of access can be viewed as something positive in the sense that there is no “lost time,” it can also be overwhelming in that people may feel they never get a break and/or that they are always “available” for work. This lack of structure would require educators to clearly define and adhere to specific “work hours” and “off hours” in order to maintain a healthy balance of work and leisure. Contrarily, in situations where mobile technology is used in informal ways such as for entertainment, 24-7 access represents important personal opportunities.
A possible limitation to m-learning is the cost associated with mobile devices and roaming charges for using the Internet via a hand-held device. If we are considering using m-learning strategies in formal learning environments, we must also consider that the average student is not likely to have the funds required by this type of learning. At the same time, m-learning may save money in other ways including such as eliminating the need to purchase hard copy textbooks. Another advantage of m-learning is that it reduces the need to print hard copies of textbooks, which, depending on the nature of the content, may be quickly obsolete. Additionally, as with all technology, m-technology will require continual upgrades for both software and hardware. The cost, technical skills associated with upgrading software, and continuous technological advances may be a barrier for some learners.
Overall, Ally’s book to be an interesting read as it highlighted the shift from e-learning to m-learning which, from my perspective, is a relatively new form of learning. However, a number of questions remain in my mind. As an educator, I am eager to know how many learners presently use mobile learning as compared to traditional learning. How many students use e-learning and are not aware of m-learning? Should educators consider using teaching strategies that would include a combination of these two different modes of learning? Another issue is that learners are likely to require both a general support system as well as supports that are device-specific. Who is available to help learners ensure that mobile devices are being used to their maximum capacity?
In closing, the possibilities of m-learning and how some students may be using it are comprehensively described in this book. For those of us who maintain that we must understand our learners before we can effectively support their learning and who believe that m-learning is here to stay, Mobile learning: Transforming the delivery of education and training is a valuable resource.
Robyn Gorham is a Nurse Practitioner working at Laurentian University in the School of Nursing. E-mail: rgorham@laurentian.ca