1. Mobile Learning: Challenges and Opportunities in K-12 Education
                                    
                                
Phyllis H. Hillwig, Ed.D.
Words & Numbers
See myself as setting the stage for a larger discussion which we will have with the broader audience.

2. A Bit About Me I’m not: a mobile learning expert
a programmer or engineer
a technology product provider
an educational psychologist
I am:
an educator
a business person
a parent
a technology consumer
a believer
OK take a survey – How many people are there and just want to focus on applications and ideas, and pratical discussion, use and implementation?
How many people are still on the fence, may not know, how it applies?
How many are beginners, want just a brush up of what this is all about? Never used a mobile phone, and need a Intro 101 level? Need to be convinced?
Unlike any other presentation you will go to, Turn ON your Phones 
Now, just for fun, I want you to raise your hand if you have an iphone. Find someone who has one. Now, go to the ap store, click on categories on the bottom, scroll to education, to Top Free, and choose one to download for free. If you don’t know, go to Read Me Stories…
If not, go to the istore and download something for free from the internet browser.

3. My Company Has Done Work With….
One Step Ahead.
Educational Content Services.
My Company Has Done Work With….
We’ve worked with a variety of publishers, traditional and non-traditional, print and online. So, we understand the large cross-section of instructional materials for this market.
Our work for them include writing lessons from scratch, developing scope and sequences, performing competition analysis, aligning S&S to multiple states, creating test items, and managing full-service creation from nothing to the bound book. We have also created interactive lessons to align with video and other digital products.
We push through approximately 100,000 pages of content a year.

4. Personal Experiences
The Learners Y Factor is an opportunity to showcase the innovation and ingenuity being demonstrated amongst young learners using mobile, gaming, social media or other popular technologies in their formal or informal learning. Contestants are individuals or teams of up to 4 presenters aged between 6 and 16 who will present their work to a panel of judges and a live audience. Everybody wins but whoever, in the opinion of the audience and the judges, demonstrates the most "Y" factor will be given the opportunity to present in the main conference.

5. Opportunities

6. What Do They Think? 299,677 K-12 Students 38,642 teachers
In fall of 2009, Project tomorrow, which is part of the Speak Up National rsearch Project (leading education nonprofit dedicated to stduents preparedness to be tomorrow’s innovators. They record views since 2003, 1.85 million K-12 studnents, teachers, administrators, representing over 23,000 schools in 50 states. It represents the largest collection of authentic, unfiltered stakeholder data o input on education, technology, 21st century skills, schools of the future as well as math and science instruction. surveyed in addition to the data:
1,987 pre-service teachers
3,947 administrators representing 5,757 schools and 1,215 districts, 97% public schools, 3% private schools. 38% urban, 31% rural and 32% rural communities, ½ the school were title 1, and 42 percent had > 50 minority population.
26,312 parents

7. The Student
IN 2006, IN PARTNERSHIP WITH THE US DEPT. OF EDUCATION CONDUCTED RESEARCH ASKING STUDENTS WHY THEY FELT SO DISENGAGED IN MATH AND SCIENCE AND HOW TECHNOLOGY COULD BECOME AN ENABLER TO MOTIVATE THEM IN THESE AREAS. IN A NUTSHELL, STUDENTS STATED THAT THEY WANTED TO BE CONNECTED BEYOND THE SCHOOL WALLS, HAVE ACCESS TO CURRICULUM WITH REAL WORLD APPLICATIONS, ACCESS TO SOCIAL NETWORKING TECHNOLOGIES AND UTILIZE MOBILE DEVICES (HANDHELD DEVICES).

8. What types of devices to students have access to?
Source: Speak Up 2009: Creating Our Future: Students Speak Up about their vision for 21st Learning

9. If allowed, how would students use a mobile device to help with schoolwork?
Source: Speak Up 2009: Creating Our Future: Students Speak Up about their vision for 21st Learning

10. If allowed, how would students use a mobile device to help with schoolwork?
WITH SMART PHONES ONE CAN ACCESS THE WEB, WIKIPEDIA A TOPIC, TEXT A QUESTION OR GATHER INFORMATION FOR A TEAM PROJECT, CALL A REFERENCE, CALCULATE A MATH EQUATION, BALANCE A CHEMICAL FORMULA, DISCUSS LITERATURE WITH STUDENTS FROM ANOTHER COUNTRY, ETC.
Source: Speak Up 2009: Creating Our Future: Students Speak Up about their vision for 21st Learning

11. The Parent

12. Parents’ Views
Good chunk of them see the value of mobile devices for instructional purposes.
Source: Speak Up 2009: Creating Our Future: Students Speak Up about their vision for 21st Learning

13. If your child’s school allowed the use of mobile devices for educational purposes, how likely would you be to provide one for your child?
62% would be willing to provide one, which also assumes limited costs and options as well. Given the family plans that kids are already on, perhaps you are leveraging dollars in a good way to increase student/teacher/parent engagement beyond the walls.
Source: Speak Up 2009: Creating Our Future: Students Speak Up about their vision for 21st Learning

14. A Few Case Studies

15. In the US Using Cell Phones to raise 9th Grade Math scores
2,500 Middle School Students Will Receive Free Cell Phones and Earn Minutes and Text Messages through Achievement in School
Using Cell Phones to raise 9th Grade Math scores
Project K-nect:
The North Carolina Department of Public Instruction, Digital Millennial Consulting and Qualcomm Incorporated (Nasdaq: QCOM), a leading developer and innovator of advanced wireless technologies and data solutions, today announced the joint distribution of 100 Smartphones to four high schools in three school districts across the state of North Carolina.
 (instant messaging, blogging, assessment, student performance data tools, remote monitoring tools were used. Used Drexel University’s Math Forum for content and development) 
The project aims to increase math achievement as measured by proficiency in state testing and improved classroom performance by improving the academic involvement of harder-to-engage students who have struggled with math. It also seeks to dramatically impact the current digital divide by providing supplemental learning through mobile Smartphones with high-speed wireless connectivity to students who to otherwise might not have access to a computer at home.
"The project represents a new and emerging trend towards the utilization of smaller portable devices to assist students in achieving their core academic goals," said Shawn Gross of Digital Millennial Consulting and Project K-Nect director. "We are excited about the launch of Project K-Nect and its effects on the engagement of students in math. The strong, positive support from teachers gives them a new look toward futures in STEM (Science, Technology, Engineering, and Mathematics) careers.“
Augmented Reality:
The MIT Teacher Education Program, in conjunction with The Education Arcade, has been working on creating "Augmented Reality" simulations to engage people in simulation games that combine real world experiences with additional information supplied to them by handheld computers.
The first of these games, Environmental Detectives (ED), is an outdoor game in which players using GPS guided handheld computers try to uncover the source of a toxic spill by interviewing virtual characters and conducting large scale simulated environmental measurements and analyzing data. This game has been run at three sites, including MIT, a nearby nature center, and a local high school. Early research has shown that this mode of learning is successful in engaging university and secondary school students in large scale environmental engineering studies, and providing an authentic mode of scientific investigation.
Million Motivation Campaign – goal is to connect education and success. Phones used to communicate directly with students by teachers and administrators.
Although discontinued due to funding, here was an example of large scale, and working creatively to engage, motivate, and set goals for things they value.
The Sesame Street Podcast is a series of free portable video episodes featuring Murray Monster and all your other favorite Sesame Street Muppets. In this third series of Word on the Street podcasts, celebrity guests and fuzzy friends explain the meaning of words like "habitat" and "nature." Sign up to get new weekly episodes automatically delivered to your computer, video iPod, or other media player, and easily turn any moment into a learning moment for your child. It engages young people directly.
Abilene Christian University – received in May 11, 2010, 1.8 million to expand their mobile learning initiative. They have several initiatives to conduct research and training around mobile use in teaching and learning. They have done this for a few years now and considered a pioneer in the movement. With respect to K-12, focus will be training K-12 teachers around the world in new media use of mobility for teaching and learning.
ACU has K-12 Prof Dev Initiative to potentially help 20 million students
Augmented Reality games on Handhelds and using GPS technology
Sesame Street has several projects (Podcasts, Pockets of Potential Report)

16. Leverage Lessons Around The World
ASIA
Korea - emphasis on
mobile learning nationwide
Taiwan – strong infrastructure,
lots of research
Japan – strong infrastructure,
EUROPE
UK - Clear leader in elementary and secondary schools with funds and government support
European Union – Funded mobile learning projects
                                            
                                      
                                
KOREA: The Ministry of Education has including mobile learning as one section of the nation-wide educational software context. Korean universities encourage the development of Internet learning that uses mobile technology and both elementary and secondary schools use mobile technology in learning.
TAIWAN:Taiwan is a small island, but very strong when it comes to mobile learning. The country already has a very good mobile telecommunication infrastructure, which is under continuous development due to the strong commitment of the government.
Schools and universities are picking up mobile educational services based on the highly developed telecommunication infrastructure. But not only the usage of these services is remarkable in Taiwan, but also the amount of research activities, carried out by various universities and research organisations. Example – partnership with National Central University,
UK:At level 1, there can be no doubt that the United Kingdom is the leading provider. The United Kingdom has at least 4 areas of provision: primary and secondary schools, universities, government departments and corporate providers.
Provision at primary and secondary school level is vibrant. This work began with Professor Mike Sharples, then of the University of Birmingham, working with primary school children who recorded and analysed data on PDAs. Hundreds of UK primary and secondary schools attended the Handheld Learning Conference in London in October 2007, and this gave the conference a noticeable school-level focus.
EU: Level 2 consists of countries in which there has been mobile learning activity mainly in the form of participation in European Commission funded projects.
These countries are: Austria, Bulgaria (notably the University of Plovdiv), Cyprus, Czech Republic, Denmark, Finland, Hungary (notably Corvinus University of Budapest), Ireland (notably Ericsson Education Ireland), Italy (many university and government research centre projects), Netherlands, Norway (notably NKI), Portugal, Slovakia, Slovenia, Spain, Sweden.

17. And More…
MILLEE (Mobile Learning for Literacy in Emerging Economies) –
Develops mobile games for teaching literacy to children in India
UNIVA (University Village Association) – Using cell phones to teach literacy and numeracy
University Village Association (UNIVA) is using mobile phones to teach new learners a variety of everyday skills. "We provide integrated flexible curriculum for our learners. The common contents include numeracy followed by writing. After learning to use the cell phone in sending text messages, students then apply the same principle of associating numbers with alphabets to master using their pin code to withdraw amounts of cash. The ATM lesson is very simple as we teach learners how to associate letters with numbers." Millee (Mobile Learning for Literacy in Emerging Economies)
The funding for the MILLEE project has come from a variety of grants, including one from the US National Science Foundation and a Digital Media and Learning award from the MacArthur Foundation. Matt said that the project recently received a grant from Verizon to look at using mobile phones to teach English to Spanish-speaking immigrants in the United States.
MILLEE, now in its 6th year, aims to realize this opportunity through a scientific approach. It adopts a human-centered approach to designing immersive, enjoyable, language learning games on cellphones, modeled after the traditional village games that rural children find familiar. It has won several competitive grants and seenIt was featured in the press in India (where the last 10 rounds of field studies took place), a Canadian Broadcasting Corporation television documentary and ABC News. We believe the “world language” challenge holds in many other developing regions and that the MILLEE approach has similar value with other languages. In addition to scaling-up the project in India, we are expanding MILLEE into rural China (Mandarin literacy), Kenya (English literacy) and elsewhere.

18. Some Examples of “Mobile Technology Tools”
Zirada Kallisto
Impatica
CTAD
Remember the milk – online to do list
Hot Lava, Cell Cast – training nuggets and tracking for the corporate training world
Has ability to deploy, track and within it create content for sales people as well as other mobile employees
Mobi 21, group that focuses on mobile technology for the education market has given seminoars
Mobile Chalkboard is a product that delivers multimedia-rich, tracked content to wireless devices.  The transmitted content, or "pushcasts," can include text, graphics, video, audio, click-to-call links, links and surveys.  The pushcasts are delivered to a dedicated inbox to keep them separate from other content on the user's BlackBerry .  Users can be added to a specified group or subscribe to updates themselves.    Mobile Chalkboard can sync with existing video and audio RSS podcast feeds.  Pushcasts can also be accessed from the Mobile Chalkboard desktop application.  
Guinti Labs- the online and mobile-learning content-management and digital-repository solution provider, very well known in Europe and in the corporate world.
Where do you begin??

19. Companies Transforming Content Development and Delivery
If you really want to create an push a entire digital curriculum, there are service providers that can do all of this for you - and many commercial content producers are doing this.
Having said that –

20. Something Fun.. http://www.youtube.com/watch?v=EhkxDIr0y2U
No need to build it yourself with tools, there are plenty of ready made tools.

21. And Then There’s..
iPhones sold since launch in 2007 to date: million
35 million iPod Touches
185,000 applications in app
store
4 billion downloads
1,000 educational apps
Apple has sold 50 million iPhones, and 35 million iPod Touches, bringing the total number of devices running on the platform to 85 million. There are now 185,000 applications on the app store, which have been downloaded 4 Billion times.
Source:

22. And Now…. The iPad 8.25 million sold in 2010
Truly effective and engaging e-book experience
Publishers developing educational applications

23. With so many education apps available, you can carry an entire library of reference materials with you anywhere. Apps help transform the way teachers teach and students learn. And there are apps for every subject and every stage of learning.

24. A Few Recommended Apps
GO to this site???
These are a few that have been recommended and tested by teachers, students, and even some schools. Hands-on stuff
Description: This page is specifically dedicated to how Apple/iPhone apps can be used in the classroom.
OK – who has an iphone?? Others, find someone close to you that has one. Go to (Look on phone for free education aps) decide on one, and download it. While it is downloading, I’ll continue. We will come back and play with it later.
Let’s take a minute and download an ap, and we will come back to play with this, a bit later on.
Sources:

25. Example: WildLab Features include:
1.) A map, with both user and eBird hotspots.
2.) A quick entry view to enter birds you already know; from this page you can enter any of 2055 species of birds.
3.) Facebook Connect to share sightings with others through your social network.
4.) Twitter integration, creating a real-time database of sightings tagged with #wildlab.
5.) Built-in functionality to share your sightings with birding groups and listserves.
6.) The ability to create Events and have others join them for collaborative birding.
7.) A sightings list, so if there is loss of service, users can upload the sighting later.
I like this one because it is Not just your traditional quick and dirty ap, but much more involved in weaving in real world data, stored data, and school work.

26. Example:
Simple user interface * Import right from the camera or photo library * Paintbrush, eraser, rectangle, filled rectangle,
oval, and filled oval tools * Select tool - double tap to select all * Text tool - annotate your photos and drawings * Many preselected colors to choose from * Adjustable drawing width * Cut, copy, paste, and delete * Undo function * Duplicate frames * Scroll through frames or view as grid
Another example of an interesting software application tool used to help with creativity.
GoKnow's Mobile Learning solutions turn cell phones, netbooks, and other mobile devices into 21st century educational tools, making it easier for students to connect with their studies. And, through one of GoKnow's network service providers, schools can avoid maintaining extensive Wi-Fi networks because students have "24/7-everywhere" access through GoKnow Mobile Learning.
GoKnow Benefits Include: High Test Scores More Parent Involvement Differentiated Lessons One-to-One Learning Affordable Implementation Safe Connectivity-Everywhere Leadership Development 21st Century Learning

27. Summary

28. Summary of Opportunities
The market is there and ready.
There are a lot of good case studies, examples,
and lessons learned.
There are opportunities to define new learning.
Affordable
Technology advancements

29. Challenges

30. What Exactly Is A Mobile Device?
Are we defining it the same way? Too many devices that are considered mobile, wide diversity in technologies and tools, makes dots difficult to connect

31. Lots of Choices Physical limitations and diversity
Restricted text entries, small screen size, limited battery
pictures of devices (phone specs, sizes, plans, etc)
Slowly changing:
Different platforms are consolidating (mobile operating systems like windows, mobile, iphone, symbian, and android, aps no longer cost prohibitive
Google Android ( First open and fully featured mobile platform, enables developers to create their own mobile devices and applications at lower costs
Touch Screen ( projected to be 5 billion dollars in 2009
Gestural Input ( like Nitendo Wii, measures acceleration and reaction forces)
Physical limitations and diversity

32. The Teacher
Not just teachers, but administrators, supervisors, leaders, etc.

33. Teachers’ Views
 I LOVE THE BARRIER QUESTION, 1. PROFESSIONAL DEVELOPMENT, 2. TEACHERS WILLINGNESS TO GIVE UP SOME CONTROL IN THE CLASSROOM, 3. INFRASTRUCUTURE, 4. COST
Source: Speak Up 2009: Creating Our Future: Students Speak Up about their vision for 21st Learning

34. Larger Issues Safety Who are students connecting with?
What are they doing on the
phone?
Who is using or has access to the data?
Safety: Who are they connecting with not real-names, adults, predators, etc..
= bullying, predators, chatting inappropriately,
Data is being used, sold, shared, etc..
Ethical:
What are they doing? Anything illegal? Sending answers back and forth? Are we enabling them?
access to harmful or illegal content (i.e. violent or sexually explicit images)
bullying (e.g. distribution of abusive or compromising messages and photos amongst children)
grooming (e.g. strangers "making friends" with children with a view to meeting them) 
risks to the privacy of children 
and the risk of unexpectedly high expense
Other: Increasing screen time
Growing acceptance of text slang/negative in child’s writing
Privacy issues and vulnerability to advertisements and other unsolicited engagements
Ethical
Is it easier to cheat with mobile?
Do kids with better phones have
an academic advantage?
Health Debates
Can phones cause brain damage?

35. Reality Check Do the benefits of mobile outweigh the risks?
Are these issues unique to Mobile, or are they simply realities of today’s world?
Do the benefits of mobile outweigh the risks?
How can we proceed with caution?
If they have access to a computer, this is no different. Yes, you can outweigh this and discuss this.
Proceed with caution, knowing what is there is a start. There is always a danger to a benefit.
Do you talk with your students? Child about the potentials issues?

36. Is there a Pedagogy Specifically for Mobile Learning?
A Lack of Mobile Learning Theory
J. Taylor, M. Sharples, et al. Towards a task model for mobile learning: a dialectical approach
Most theories of pedagogy fail to capture the distinctiveness of mobile learning. This is because they are theories of teaching, predicated on the assumption that learning occurs in a classroom environment, mediated by a trained teacher.
Any theory of mobile learning must embrace the considerable learning that occurs outside the classroom and is personally initiated and structured. It must also account for the dynamics of learning. A relevant theory of learning must embrace contemporary accounts of the practices and ontogeny of learning. Learning is a constructive process, involving the active construction of knowledge.
Thus, theories of learning must be tested against the following criteria:
• Do they account for both formal and informal learning?
• Do they analyse the dynamic context of learning?
• Do they theorise learning as a constructive and social activity?

37. (At least, as of November 15, 2010)
There are characteristics as we noted above
Personal
Informal and formal learning
Dynamic context of content
Social and constructive
User-driven
Ubiquity
Mobility
Without this, it is difficult to

38. Uniqueness of Mobile Learning
Personal
Informal and formal learning
Dynamic context of content
Social and constructive
User-driven/Self Directed
Ubiquity
Mobility
There isn’t really a good one. According to a well known mobile learning expert, Mike Sharples:
A Lack of Mobile Learning Theory
J. Taylor, M. Sharples, et al. Towards a task model for mobile learning: a dialectical approach
Most theories of pedagogy fail to capture the distinctiveness of mobile learning. This is because they are theories of teaching, predicated on the assumption that learning occurs in a classroom environment, mediated by a trained teacher.
Any theory of mobile learning must embrace the considerable learning that occurs outside the classroom and is personally initiated and structured. It must also account for the dynamics of learning. A relevant theory of learning must embrace contemporary accounts of the practices and ontogeny of learning. Learning is a constructive process, involving the active construction of knowledge.
Thus, theories of learning must be tested against the following criteria:
• Do they account for both formal and informal learning?
• Do they analyse the dynamic context of learning?
• Do they theorise learning as a constructive and social activity?
Account for mobility of learners?
Significantly different than current theories of class/work/and lifelong learning?
Does it analyze learning as a personal and situated activity mediated by technology?
SOURCE: J. Taylor, M. Sharples, et al. Towards a task model for mobile learning: a dialectical approach

39. Learning Spectrum Informal Formal Self -Directed
                   
                                         
                                           
                                               
Formal
Self -Directed
Learning occurs more outside of formal education than not, there is also life long learning. Mobile enters the arena of informal learning, with virtual experiences.
Informal

40. Let’s Talk About Learning
So to address this, mobile learning theory, then let’s refer back a bit to we know.

41. Pedagogical Perspectives of Mobile Learning
Behaviourist – Stimulus and Response
Multiple Choice Questions with Feedback
General Practice
Quizzes and Tests
Language learning
Examples: Students were sent vocabulary words, they text message back answers
Answers are collected, aggregated and displayed
For language learning, students can review, listen, practice speaking and provide live coaching
SOURCE: NESTA Futurelab Series Report 11: Literature review in mobile technologies and learning

42. Pedagogical Perspectives of Mobile Learning
Constructivist – Construct new ideas based on previous experience
Games and Simulations Mobile tools have facilitated the collection of data that can be analyzed and shared
Constructivist learning is an active process in which learners construct new ideas or concepts based on their current and past knowledge (Bruner, 1966). Within a constructivist learning framework, instructors should encourage students to discover principles for themselves. In order to transform learners from passive recipients of information to active constructors of knowledge instructors must give learners an environment in which to participate in the learning process, and the appropriate tools to work with that knowledge.
Mobile devices provide a unique opportunity to have learners embedded in a realistic context at the same time as having access to supporting tools. Each learner carries a networked device which allows them to become part of the dynamic system they are learning about.
Case studies[1]:
Games (PDA): participatory simulations where learners play an active role in the simulation of a dynamic system or process.
Handheld games (Pocket PC): where context-sensitive data (raw data) and social interactions (interviews with ‘virtual’ experts) are used to supplement real world interactions.
[1] Futurelab
SOURCE: NESTA Futurelab Series Report 11: Literature review in mobile technologies and learning

43. Pedagogical Perspectives of Mobile Learning
Situated Learning – Immersion in a situation, where experts and apprentices work together
Use devices to take photos, write notes, upload, and share data with others
The situated learning paradigm (Lave et al., 1991) holds that learning is not merely the acquisition of knowledge by individuals, but instead a process of social participation. Brown et al (1989) also emphasise the idea of cognitive apprenticeship where teachers (the experts) work alongside students (the apprentices) to create situations where the students can begin to work on problems even before they fully understand them.
Situated learning requires knowledge to be presented in authentic contexts (settings and applications that would normally involve that knowledge) and learners to participate within a community of practice.
Case studies:
Mobile devices for natural science learning[1]: use PDA to support field studies, e.g. taking observational notes, taking photo, querying networked database and comparing data, etc
Mobile devices for Geography: use iPods to support field-based activities, e.g. listen to pre-loaded instructions, taking photos and observational notes, record students own reflections, etc. (University of Gloucestershire & Kingston University[2])
Multimedia museum[3]: use Pocket PC to provide an interactive audio-visual tour, allowing visitors to view video and still images, listen to expert commentary and reflect on their experience by answering questions or mixing a collection of sound clips to create their own soundtrack for an artwork.
[1] Futurelab
[2] Applications to be implemented by IMPALA partners – information achieved by visits
[3] Scanlon, E., Jones, A. & Waycott, J. (2005). Mobile technologies: prospects for their use in learning in informal science settings.
SOURCE: NESTA Futurelab Series Report 11: Literature review in mobile technologies and learning

44. Pedagogical Perspectives of Mobile Learning
Problem-Based Learning – Provide an ill-defined problem and allow students to explore.
Case Studies in medical education, business training, nursing, Army training, etc
Very popular in corporate, military, and healthcare training. Problem-based learning (PBL) (Koschmann et al 1996) aims to develop students’ critical thinking skills by giving them an ill-defined problem that is reflective of what they would encounter as a practicing professional.
Throughout the process of exploring a problem, students are encouraged to identify the areas of knowledge they will require to understand the problem. The group then collects these learning issues, along with data, hypotheses and plans for future inquiry in a structured manner, which can be facilitated by shared information resources (e.g. physical or electronic whiteboard), and uses the collected information to develop a plan for the next iteration of problem formulation, solution, reflection and abstraction.
Case studies[1]:
Medial education
Business administration
Nursing
[1] Futurelab
SOURCE: NESTA Futurelab Series Report 11: Literature review in mobile technologies and learning

45. Pedagogical Perspectives of Mobile Learning
Others….
Context Awareness Learning – multimedia in museums and galleries
Social-Cultural Theory of Learning – learning takes place in social context
Collaborative Learning – sharing of information in group settings
Conversational Learning – conversations with others and interactions with systems
Activity Learning – Activity, subject, and tools used
Context awareness means gathering information from the environment to provide a measure of what is currently going on around the user and the device. Activities and content that are particularly relevant to that environment can then be made available. Mobile devices are especially well suited to context-aware applications simply because they are available in different context, and so can draw on those contexts to enhance the learning activity. Context-aware mobile devices can support learners by allowing a learner to maintain their attention on the world and by offering appropriate assistance when required. Context awareness is being explored not just as a way to deliver appropriate content but to enable appropriate actions and activities, including interactions with other learners in the same or similar contexts.
Case studies:
Multimedia museum and gallery[1]: provide additional information about exhibits and displays based on the visitor’s location within them.
Pre-class podcasts: Contain news/issues related to the subject, books/journals/films reviews, explanation of key concepts/terminologies, background information about the subject, links to make wider connections, questions students should be thinking about before the class, etc. (University of Leicester[2], University of Gloucestershire & Kinston University[3], Duke University[4], University of Mary Washington[5], Charles Sturt University[6])
Sociocultural theory of learning
Taylor, J. Pedagogy in the mobile learning environment. The Open University
The sociocultural theory of learning views that learning takes place in a social context (Rogers, 2002), and the forming and re-forming of concepts need not necessarily take place only at the level of the individual, but that collaborative group work and sharing with peers (and others) can be a powerful way of confronting one’s own conceptions (pre-conceptions), contributing to the need to restructure one’s cognitive schemas. So learning is perceived as being as much about communication as it is about content. Of course, communication is not confined to peer-to-peer. It can involve teachers, experts, experienced colleagues, workmates, friends and family.
The mobile environment can make a significant contribution to this process. By facilitating the rapid access to other users any time/any place, sharing content, knowledge, experience and gossip, learners can develop ‘communities of practice’ (Wenger, McDermott and Snyder, 2002) as well as informal discussion groups, as and when needed to optimise their learning processes.
Collaborative learning
NESTA Futurelab Series Report 11: Literature review in mobile technologies and learning
J. Taylor, M. Sharples, et al. Towards a task model for mobile learning: a dialectical approach
M. Sharples. Disruptive devices: mobile technology for conversational learning
There is a specific focus on the use of mobile technologies to promote, facilitate and enhance interactions and collaborations between students. Both the capabilities of mobile devices and their wide context of use contribute to their propensity to foster collaboration. Mobile devices can easily communicate with other devices of the same or similar type, enabling learners to share data, files and messages. They can also be connected to a shared data network, further enhancing possibilities for communication. These devices are also typically used in a group setting, and so interactions and collaboration will tend to take place not just through the devices but also at and around them as well.
Conversational learning
Conversation theory (Pask, 1976) describes learning in terms of conversations between different systems of knowledge. Learning is a continual conversation with the external world and its artefacts, with oneself, and also with other learners and teachers. The most successful learning comes when the learner is in control of the activity, able to test ideas by performing experiments, ask questions, collaborate with other people, seek out new knowledge, and plan new actions.
The most compelling examples of conversational learning occur when mobile technology is used to provide a shared conversation space. Effective learning occurs when people can converse with each other, by interrogating and sharing their descriptions of the world.
A mobile learning device can assist conversational learning by integrating learning descriptions across different locations, for example by making connections between exhibits in a museum, and by holding the results of learning actions for later retrieval and reflection. It can also provide tools to support learning in context, such as electronic measuring instruments, maps, and reference guides.
Mobile computer supported collaborative learning (MCSCL) system[7]: teacher’s handheld device (Pocket PC) is used to distribute activities to a mobile network, students work in collaborative groups (students have to come to agreement before the answer can be submitted), teacher collects students works through Pocket PC.
Activity theory
E. Scanlon, A. Jones and J. Waycott (2005). Mobile technologies: prospects for their use in learning in informal science settings.
Activity theory builds on the work of Vygotsky (1978, 1987) and is a way of considering learning using three features – involving a subject (the learner), an object (the task or activity) and tool or mediating artefacts. Its central tenet is that human behaviour is situated within a social context that influences their actions. The meanings of actions are mediated by the rules of their community and the division of labour within the community influences the ways in which we behave.
The emphasis that Activity Theory places on tools, including computer based tools in the way activities are mediated is very helpful. This shifts our attention away from simply the interaction between computer and to the activity as a whole. Activity Theory is a productive way to evaluate learning environments that are rich in technology.
Museum Art Gallery exhibit[8]: the PDA contained background information in a variety of media about works on display, in addition to games, opinion polls and the possibility of communication with other visitors via standard text messages.
The PDA introduced many possibilities to the activity of learning in the museum. The main possibility – the use of multimedia content appeared to enhance the activity, expanding the type of information available to visitors (Waycott, 2004 p.215).
[1] MOBIlearn
[2] Edirisingha, P., Salmon, G., & Fothergill, J. (2006). Profcasting: a pilot study and a model for integrating podcasts into online learning. A paper proposal for the EDEN 2006 research conference in Barcelona
[3] Applications to be implemented by IMPALA partners – information achieved by visits
[4]
[5] Campbell, G. (2005). There’s Something in the Air: Podcasting in Education. EDUCAUSE Review 40 (6),
[6] Chan, A. & Lee, M.J.W. (2005) An MP3 a day keeps the worries away: Exploring the use of podcasting to address preconceptions and alleviate pre-class anxiety amongst undergraduate information technology students. In D.H.R. Spennemann & L.Burr (eds.) Good Practice in Practice: Proceedings of the Student Experience Conference (pp ). Wagga, NSW, September 5-7.
[7] Futurelab
[8] Scanlon, E., Jones, A. & Waycott, J. (2005). Mobile technologies: prospects for their use in learning in informal science settings.
SOURCE: NESTA Futurelab Series Report 11: Literature review in mobile technologies and learning, Taylor, J. Pedagogy in the mobile learning environment. The Open University

46. Some Examples

47. Virtual School Apps Description
Review and practice Algebra I topics anywhere, anytime! K12 Algebra I Study & Review includes diagnostic tests for identifying what you need to practice; quick study guides and reference sections for reviewing definitions, formulas, and procedures; and practice questions for trying out your skills and seeing worked solutions.
K12 Timed Reading Practice lets readers in levels K-4 practice fluency by reading short, timed stories. Improving fluency allows readers to read smoothly and quickly so they can focus on comprehension rather than on decoding words.
FLVS – mini-review lessons, focus interact with math, and reviewmasters
have attached screenshots…you can pick what jazzes you.
meStudying is a set of mobile apps for review and reinforcement of content. We align with our courses, but build so they are marketable outside FLVS.
meStudying: Algebra I - Choose a topic and interact with Algebra questions on the iPhone, Android, or iPad. The iPad version has a nifty scratch-pad to work out problems with a stylus or your finger. Available at: iTunes or Android Store
meStudying: Reading for College Success – We started to deliver some content through this app. There is audio “podcasts” in the app
Revu4U is a testing and review app that can help users gain a mastery of various subjects. We built this as a learning project. It has in-app purchases so the user downloads one program, then can add on content packs for the purchase price. It has a leader board with a timed feature so students can practice being proficient and quick on their toes to prep for exams. This is iPhone only at this point.
While this is basically a review program, we have concentrated carefully on the feedback, making sure we teach students why the distracters are incorrect in the answer selections.
    * pre-Algebra (free)
    * AP English
    * AP Microeconomics
    * AP Psychology
Pilots:
We are working on content delivery to compliment our courses. We are piloting Emantras Mobl21, and looking at building out apps for the k-4 market. We are working on a pilot of an iPad app to deliver our content in a native app format.

48. Virtual Coaches Applications to Education? Functionalities
Knows where you are
Can set personal goals
Customizable Information
Communicate with the larger group
Can set training based on a personal or group need
Functionalities
GPS Technology
Heart Rate
Multiple Displays of Information
Custom and “Best Practices Training
Compare results to others

49. Virtual Adventures Applications to Education? Functionalities
Students are given various missions based on location and skill level
Students find, calculate, and process data
Students in control of learning
Functionalities
Mission is to solve mysteries
Students work together using clues from mobile devices
Enter data from field and information gets processed for next clues
Students control next move
Imagine a hidden theme park attraction with no line and no building, one that lasts as long as you want and changes each time you visit.
Debuting Wednesday, Jan. 28, at Epcot in Walt Disney World, the Kim Possible World Showcase Adventure blends an old-fashioned treasure hunt with high-tech spy gadgetry in an interactive game similar to geocaching or orienteering.
“These play patterns are as old as human history,” said Jonathan Ackley, producer of the Kim Possible theme park game. “We’re just finding a new application that people enjoy. The game uses a lot of technology without feeling technical.”

50. Nugget Supporters Anagram for “Look”, UK-based organization
Provide Access to Every Object in Every Venue
Allows for uploading content from various sources (museums, zoos, gardens, historical sites)
Share and create presentations and stories
Works with schools and school partners
iPhone and other smart phones,
                                  
Our mission is simple:
TO PROVIDE ACCESS TO EVERY OBJECT IN EVERY VENUE ON THE PLANET
It's a big ask. We're just getting started and we have to remind ourselves that even Wikipedia started with one page.
Why is this goal important? for two reasons:
1. Venues hold a lot of knowledge, but it is mainly hidden from view unless you can make a visit to site. True, if you want to find out more about the Mona Lisa then you can go and see it or there's lots of information online already. National treasures in national venues are not the focus. The focus is the millions of great objects that lie in the thousands of venues around the world that don't have the exposure or budgets of the the Louvre. By aggregating objects across venues we enable users to follow their interests or passions more effectively than if all those objects are sitting in individual venue websites. Our message is 'bring us your objects' and we will increase awareness and interest in your collection.
2. Many venues are free to visit, but they are not free to operate. They are often run on a shoe-string with a mix of full time staff, volunteers, students, part-timers and friends. While funding can be found for buildings and collections, operational budgets are very tight and lack of technical staff can be real problem. Digitising a collection can also take up a lot of time and effort,and the use of new technologies is challenging. So our aim is to provide a platform that helps venues to generate revenues / recover costs, promote their site and increase satisfaction.
If you like the ideas behind OOKL, but would like support in building your own learning platform or mobile solution please contact us at
Go on, get OOKLing now!
Where does the word OOKL come from? It's an anagram of LOOK - and we hope people will look at the world around them with the same sense of wonder and excitement that children do.
On the OOKL website, pupils can: - undertake research at any of the participating venues. - upload content from most input devices (mobile phones and digital cameras). - store multimedia content and create digital stories that can be exported to powerpoint. - access their created content on any computer with the internet (at school or at home).
More than 1,100 schools are already enjoying the benefits!

51. How Do I Get Started?

52. Five
Recommendations
OK, let’s take it down a notch to reality and say what can I do today? And yes, we will spend time discussing and aps that we find.

53. 1. Play
Try A Few
We will do this now. Raise your hand if you have an iphone. Find that person! Organize in groups.

54. 2. Study Learn from Others
Lots of reference materials and companies to browse through and really understand the space. I hope to have captured just a but of that.

55. Meet Others Who Share Your Interests
3. Connect
Meet Others Who Share Your Interests
Talk to those doing it, form a committee in your organization, etc..

56. For each traditional activity, give a mobile option
4. Give Options
For each traditional activity, give a mobile option
Social Studies: Give an example of exercising “Free Speech”
- Traditional Write a report - Option Record short video
Mathematics: Describing 2-dimensional shapes
- Traditional Draw, cut out shapes - Option Send in Pictures of Everyday Shapes
General: Get ready for a test or quiz
- Traditional do practice items - Option text and quiz your friends

57. Whatever level, just begin
5. Start
Whatever level, just begin

58. 20 Ideas in 20 Seconds Set homework alarms and study alarms
Text reminders for quizzes, things to return
Writing notes
Use to record fieldwork (camera, audio, video)
work on speaking and writing skills
Review questions with a classmate, teacher, friend
Make a podcast (using GarageBand or Audacity)
Review/watch a lecture or experiment video
Create a portfolio album
Create a survey and send
Use GoogleMaps and MapQuest for direction
Raise spatial awareness and positioning
Play an educational game
Use the calculator or graphing tool
Look up directions
Compare sources of information
Perform basic and advanced research
Compare temperature and weather conditions
Convert metric to English system
Learn a new language
Check your calendar and time
Talk to someone
How many have you tried???

59. Last Thoughts: What works?

60. NomoPhobia.com Mobile Phone Anxiety Advice Center for
Those “In Fear of Being Out of Mobile Phone Contact”

61. Chief Operations Officer
Thank You!
Phyllis H. Hillwig, Ed.D.
Chief Operations Officer
Words & Numbers
(410) ext 273

62. References
Scanlon, E., Jones, A. & Waycott, J. (2005). Mobile technologies: prospects for their use in learning in informal science settings.
Applications to be implemented by IMPALA partners – information achieved by visits
Chan, A. & Lee, M.J.W. (2005) An MP3 a day keeps the worries away: Exploring the use of podcasting to address preconceptions and alleviate pre-class anxiety amongst undergraduate information technology students. In D.H.R. Spennemann & L.Burr (eds.) Good Practice in Practice: Proceedings of the Student Experience Conference (pp ). Wagga, NSW, September 5-7.

63. References
Mobile and Immersive Learning for Literacy in Emerging Economies, works to develop mobile phone games aimed at teaching literacy to children in I