MOBILE LEARNING: FAD OR NEW

Mobile Learning: Fad or New Learning Tool Principles of Training and Development 671 Fall 2012 Lauren Parker University of Maryland Baltimore County

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Abstract Mobile learning is a fast-changing strategic approach to learning and development that builds upon the principles of e-learning. The training and development community has held a healthy, yet skeptical view until recent years about the future of mobile learning as a legitimate format for education. With the rise of personal mobile devices like smartphones and tablet computers, the game has changed. In this paper, we consider what mobile learning is, the history mobile learning has made, how mobile learning is affecting learning, the impact on learning, and the challenges that lie ahead. Our purpose is to shed light on a vibrant, growing tool that can be utilized to enhance already successful training curriculums.

MOBILE LEARNING: FAD OR NEW Mobile Learning: Fad or New Learning Tool Mobile learning is viewed as trendy, threatening, and even promising. It has as many varying definitions as it does descriptors. Based on current research, it is influencing pedagogy

in remarkable ways, and the research often encourages classroom and the workplace educators to arm themselves with the skill sets amenable to the wired generation. There is an ongoing challenge to discover how to best utilize the potential and promise of mobile devices in the delivery and augmentation of quality education. Purpose Statement It is my purpose to enlighten the reader to the many possibilities of mobile learning in education and training, and to show that mobile learning precedes and also parallels personal computing. The same constraints and learning opportunities exist now as did with the dawn of PCs. And just as those learning constraints were overcome, digital mobile learning can be successfully implemented by converging current pedagogical tenets, best-practice e-learning considerations, and the strengths of learner mobility and the mobile devices. While the delivery tools for learning are rapidly changing, the pedagogical principles remain fairly constant as long as educators and trainers are adaptable to the changes. While John Dewey (1916) may not have anticipated the applicability of his thoughts in 1916 to present day, they are in fact still contemporary: A society which is mobile, which is full of channels for the distribution of a change occurring anywhere, must see to it that its members are educated to personal initiative and adaptability (Dewey, 1916, p.76). So, we know that mobile learning involves modification and change, but what is mobile learning? Is it learning delivered on laptops, personal computers, droids, tablets, smart phones?

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Does it have varying levels of practical use? The answers depend on who you ask. Most experts dispute the definition: Mobile learning is a proxy for wider changes in the educational landscape. Individuals and publications have cited everything from social constructivism to cloud computing in their justifications of the importance of mobile learning. Given the fragmented nature of the current mobile learning environment, there are multiple definitions of mobile learning (Belshaw, 2011, 2.ii.). Mobile learning, then, is more than simply the use of a certain class of technologies. Instead, it is a philosophical approach to the possibility of learning anytime anywhere knowing that you can find information when you need it. (Woodhill, 2011, p.184). For the purpose of this paper, we are defining mobile learning as any sort of formal or informal learning that occurs while the learner is not confined to a predetermined location, and the learning is a result of the learner using a mobile technology device to support, augment, or generate learning. There are various degrees of m-learning. Sharples, Taylor, and Vovoula (2007), describe four dominant perspectives. M-learning can be techno-centric where the learning is accomplished through the use of a mobile device. Mobile learning can also be an extension of elearning, where the learner uses the mobile device to discover, process or enhance existing data so that it is transformed into new information, or remixed to enhance learning. In these conditions, the mobile device enhances or supplements the learners own senses or processing abilities. Perhaps a learner uses a recording on his/her mobile device to reinforce concepts taught in class or read in the text. Mobile learning can augment face to face instruction within the classroom as well. For example, a teacher presenting a lesson asks students to Tweet

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questions or comments that they would otherwise be reticent to share. In this instance the mobile device is promoting interaction and inquiry but eliminating the student risk. And finally, if we consider mobile learning it from a learner-centered view, the focus would be that the learning is taking place by a mobile person. How does device assisted mobile learning compare to todays digital mobile learning? In the late 1980s after Sony had released the first Walkman, I recall recording my anatomy and physiology notes and walking with flashcards while listening to my recorded voice. This followed the basic pedagogical principle of reinforcing learning through multiple sensory inputs. Todays mobile devices, while much sleeker than an old Walkman, can meet similar learning objectives. Learners use mobile learning to capture, preserve, memorize, note, or even create information. As with mobile devices of the past, they can augment learning on the move, but are not the focus of the learning. History of mobile learning Mobile technology for learning started making its way into some classrooms back in the early 1960s with audio developments like reel to reel, 8-tracks, and audio cassettes. Our focus in our milestone recap will center on the progression of computer and mobile development that contributed to the gaining surge in technology-based mobile learning. See Figure 1 for a timeline depicting the highlights of mobile technology. The evolution of mobile learning computer technology emerged in 1968 with the development of Dynabook, a book-sized computer designed by computer scientist, Alan Kay. It was a concept well ahead of its time (Sharples, 2000 p. 177). Its design resembles todays iPad and was proposed as a personal computer for children of all ages (Kay, 1972). While the Dynabook was never manufactured, it laid the groundwork for todays notebooks and other

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smart devices. The next momentous advancement came in 1973, when inventor, Martin Cooper, created the first cell phone, a Motorola Dyna TAC 8000x, which weighed about 2.5 lbs and was different from car phones in that it was a handheld device (Wireless on NBCNEWS, 2005). IBM led the next innovation in 1975 by offering the first commercially available portable computer. While the computer was in fact portable it consisted of two components and did not resemble the sleek design of todays portable laptop computers; however, it did enable the user to access information from any location. In 1984 Macintosh released a commercially successful personal computer that featured a mouse and graphic interface. Students, during the early eighties, began straying from typewriters and microfiche and leaning toward the personal computer for school and work. The innovations continue and then in 1996, Palm released Palm OS, which enabled learners to access learning and organizational software on their handheld devices. The next great impact on mobile learning came with wireless capability in the late 1990s and by the end of 2001, digital wireless users outnumbered analog subscribers (Wireless History Foundation, 2011). The International Telecommunication Union reports that in 2005 subscribers use more than 1.5 trillion voice minutes and send and receive more than 81 billion SMS messages. Wireless subscribership reaches nearly 208 million, which is approximately 70% of the total U.S. population. Then in 2007, iPhone launched, spurring dramatic handset innovation. In 2008, iTunes Application Store and Android Market open and in 2010 iPad is released As you can see, mobile technology advances are occurring prolifically. In this decade we have newly emerging cloud-based technology and unlimited information access options that make mobile learning convenient and accessible from virtually anywhere. The ability to network

MOBILE LEARNING: FAD OR NEW and share information provides learners with instant feedback and suggestions. The challenges now lie in making both formal and informal learning organized and retainable. Mobile learnings current impact on education/training The impacts of mobile learning are increasingly visible and viable solutions the more they are being utilized. When project management is conducted effectively, mobile learning projects allow trainers and educators to engage students in a distance environment that has not been achievable in the past. Even though the technology is an attractive feature of mobile learning, there are also tangible and strategic benefits that mobile learning can bring to both educators and learners. Trainer/educator benefits Mobile learning aligns well with many goals of training or educational department, including the ability to redesign curriculum easily and push it back out, increase digital literacy, reduce cost of training while enhancing assessment and feedback, widen participation, and improve student engagement and retention. Instructional designers using mobile learning formats have the ability to redesign curriculum easily when additional information is needed or another audience needs to be targeted. Being able to send out new information when that information is needed can change the way clients/participants communicate and participate. Digital literacy increases the more experience learners encounter with mobile learning devices and curriculum. This helps instructional designers foster this learning environment and

ensure support for future course development. The more mainstream digital literacy becomes the more open budget controllers will be to spending funds on mobile learning formats.

MOBILE LEARNING: FAD OR NEW Another benefit is mobile learning strategys ability to reduce the cost of training while enhancing assessment and feedback given by participants. In an article published by the Online Journal of Distance Learning Administration, thirty-two trends were identified as factors for designers and educators to consider from a strategic planning perspective. Of those trends, it was found that students are becoming more selective while shopping for courses. Learners

expect and require flexibility in the delivery method of training (Howell, 2003). Mobile learning is another means by which trainers can reach their target audience. The mobile learning approach therefore widens the amount of participation in learning. Participants satisfaction levels under mobile learning strategies show higher levels of approval than traditional delivery methods (Howell, 2003). Improved satisfaction has led to better student engagement and higher levels of retention. When learners feel connected to the environment created by the mutual learning experience learning retention also improves. Learner benefits The benefit to the learner is also incredibly evident when using mobile learning. Tangible benefits for the learner can be witnessed throughout the learning process including: the environment created, availability and process, and the style of learning implemented. Adult learners are often hindered by time constraints, availability of resources, motivation to learn independently, and so many other unique examples. Mobile learning eliminates the learners recognized limitations to learning, which makes learning more personal. Learning becomes available at the touch of a keypad or a click of a mouse at the convenience of the learner. So even before true learning begins, learners are more at ease with the environment created as it is one with which they are already familiar.

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The availability of learning creates an influence that was not as prevalent in past learning experiences. In the case study of Savant Systems, Chris Kiggins explains how converting training to be available in a mobile format made a direct increase in training participation. As a result the sales team became more efficient and educated on the latest product updates (2012). Personal motivation to succeed can be achievable when the proper tools are readily available, such as mobile learning courses. Receiving updates used to be a hassle and an added responsibility for the sales team. Before attending meetings valuable time was spent ensuring all updated materials were available. But with the automation put into place after the mobile learning training all employees have access to updates to material at the moment the update has been made. Even the portability of the device creates a visible advantage compared to a traditional classroom structured learning environment. The style of learning allows learners to pick up their mobile device while commuting, waiting for a meeting to begin, or even on a lunch break. The bite-sized resources make learning modules simple and directive, which is especially useful for basic skills or work-based learning. Current issues and trends To consider the issues and trends surrounding the growing use of mobile learning, we must consider how people are using mobile learning devices. The ELearning Guild Research report on mobile learning concludes that mobile devices are used in three main organizational IT areas of a company: formal learning, social learning, and performance support. All these areas of learning are supported by a number of systems and programs. Mobile learning is the cloud that has the potential to connect deliverables to all the learners utilizing these systems beyond the desktop.

MOBILE LEARNING: FAD OR NEW Another analogy is that mobile device learning is the cherry on top of the learning ice cream sundae. Although it may not be seen as vital or even necessary at times, it gives the full experience to the consumer. Mobile learning creates a user experience that is memorable and long lasting. Trends within mobile learning are constantly changing as the market, platforms, infrastructure and tools change across the technology industry. The mobile market has exploded within the last five years with the development of multiple brands of smartphone devices, sometimes releasing products multiple times a year.

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These multiple releases have effectively driven down the cost of similar older product models. A majority of smartphones can be received for free when enrolling in a two year contract agreement with a leading cell phone company. As the market expands the number of platforms available change as well. Platforms are the language in which programs are written in for mobile devices. This is what gives websites, applications, and user interfaces their appearance and structure. In the past, the market debated which platform would dominate. The choice was narrow between HTML5 and Adobes Flash. The clear winner has been HTML5 after Apple Inc. decided not to support Flash software on any of its tablet or smartphone devices. Since then, Adobe has stopped development of flash for mobile devices. The competition in the market has built stronger, more flexible platforms that provide space to build smarter mobile learning environments. Trends in infrastructure have improved over the evolution of technology growth. As WiFi and faster phone networks have become more available mobile learning has become a more acceptable learning solution. Challenges in mobile learning

MOBILE LEARNING: FAD OR NEW The ELearning Guild conducts annual research to track the progression of mobile learning within the industry. Eight hundred nineteen Guild members were surveyed between

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February 2011-February 2012. Those members consist of a wide variety of professional roles, in distinctive industries and experiences. Only completed answers were used in the survey summary. Of all the information that came out of these survey findings the future challenges of mobile learning emerged the most prominently (Quinn, 2012). See the figure 2 for mobile learning barriers listed. The two challenges to be discussed in this article will be the ability to design content for mobile learning and finding managerial support for mobile learning initiatives. Barriers to rapid mobile learning uptake Designing mobile learning content Of the Guild respondents, 48.1% believe that content already developed will not work with the learning platform to support mobile learning (Quinn, 2012). This obstacle can be real if the correct resources are not available. As previously mentioned, the preferred platform is now HTML5. Courses in HTML5 development are now plentiful and reasonably affordable for trainers and designers. Typical uses for mobile learning curriculum are for pre-work or posttraining additional content and include video, graphics, and text. Mobile learning has limited content and is usually utilized where interruptions are expected; so forth the development is not as complicated as e-learning development. Gaining management support Manager resistance is another large barrier to introducing mobile learning into their institution or organization according to 36.6% of Guild respondents (Quinn, 2012). To make the argument of bettering performance management, trainers and designers today need to be able to defend mobile learning as a valuable supplement to training requirements. One must only look

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to the technology news to see that mobile is the future of learning. Large companies like Google Inc., Apple Inc., and many enterprise software companies have changed their strategic approach to the market with a mobile first mindset. At the launch of the original iPhone in 2006, Steve Jobs proclaimed that mobile phone sales outsold PCs, MP3 players, cameras, and gaming systems combined. This forward momentum with mobile technology has only increased over time. Traditional means of teaching are becoming outdated in a business world that requires an information now perspective. Potential opportunities for mobile learning As the use of mobile devices continues to grow the use of mobile learning strategies will improve when the return on investment can also be evaluated accurately. Figure 3 from the ELearning Guilds research showing respondents idea of the return on investment found from their experience using mobile learning curriculums. In the future, integration into current systems usage should give better output as to results in improved performance metrics. Conclusion In conclusion, mobile learning is an emerging trend that should not be ignored by educators and trainers alike within the training and development community. This paper has gathered and presented the terminology surrounding mobile learning, its unique history and progression into current usage, then discussed trends, challenges, and future opportunities for growth. The abundance of advantages and benefits mobile learning strategies present will surely be further supported in years to come as it integrated technologies and curriculums align.

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Figure 1

gure 2

Note: This timeline displays the progression of technological advances that have helped to fuel the current growth trend in mobile learning. Figure 2

MOBILE LEARNING: FAD OR NEW Figure 3

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MOBILE LEARNING: FAD OR NEW References

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