Mobile Technology -for Adult Learning providers

Agnes Kukulska-Hulme (2005) states that mobile learning has a range of attributes that might contribute to its definition: it can be spontaneous, personal, informal, contextual, portable, ubiquitous and pervasive.

Why should we consider using handheld devices for teaching adults?

Cheaper than laptops

Many handheld devices are cheaper to purchase compared to desktop computers so are appealing alternatives to a laptop, however it would be unwise to think that handheld devices have exactly the same functionality and capacity of a desktop computer. The procurement of the devices however is an issue and the organisation would have to take some considerations into account. There are additional costs e.g. staff training, insurance, and cost of security. The costs are explored further within the FAQ section.

Learner Empowerment

Empowerment is about encouraging the learner to take ownership of his/her learning and so how can ownership be achieved? Should the organisation purchase learner sets or issue one device per tutor? If learning sets are purchased there is an implication that a long-term loan of a device to each learner might be more manageable.

One option is to use the personal devices that learners bring to the class. If learners use their personal devices then they are likely to be readily available at all times, in their pocket, jacket or handbag. After all it's the learners who are mobile when they are using the devices. 'A personal device for personalised learning'

Martini effect

A portable device can allow access to repetitive or reinforcement learning so learners can revisit new learning to avoid the chance of forgetting between sessions. A personal and portable device is such a trendy way to take your learning around with you 'anytime, anywhere, anyplace'. Someone who is 'wired for sound' with headphones and a trailing cable to their pocket could well be reviewing phrases in Spanish or French, listening to a lecture or tutor notes or watching a presentation or demonstration.

'It's like having a personal tutor in my pocket!'

Mobile devices can be used anywhere, anytime, including at home, on the train, in hotels - this is invaluable for work-based training. www.aclearn.net

The In Practice section shows practical examples of how the devices can be used anytime, anywhere.

Size matters

A PDA is light, small and highly portable. Consider how easy it would be to carry a set of 12 into a class or when out and about in the community. Projects that have taken PDAs into traveller sites have found the size of the devices a great advantage so the tutors can carry them easily and inconspicuously onto the sites.

Not IT

Reluctant learners might be hesitant when introduced to a computer, keyboard and mouse for the first time. A PDA, or a mobile phone, is perhaps seen as less-threatening - a more 'cool' way of learning. The user can just touch the screen or use the stylus to navigate around the programmes and screen. Learners can be encouraged to develop more traditional IT skills as their confidence grows at handling and using technology.

Collaborative work

Handheld devices can provide the opportunity to be involved in problem solving situations, to work collaboratively to create a document or to share sound recordings or images for an end product. Some devices allow for text messages (SMS) to form the basis of a shared communication.

Any activity, which encourages cooperation and collaboration, allows learners to come together to identify common interests and problems, and seek solutions that reach beyond what any one of them could accomplish on their own.

For the support and and management of learning

Short Messaging Service (SMS) or text messaging has been available for a number of years and it has now become one of the most popular ways of communication. There are many creative ways of using SMS for learning as well as to support the learning journey. See Using SMS for ideas and suggestions. Personal Response Systems or voting devices engage learners otherwise dis-engaged with learning - see JISC PRS report and video clip. Mobile phones and PDA/phones however can be utilised in a similar way to voting devices and capture learners' imagination and interaction.

Privacy of use

The portable nature of the devices offers the learner the chance to privately reflect, carry out self-evaluation and capture their thoughts on the device either in text or verbal recording. The device can be a method to review the Individual Learning Plan, Records for Recording Progression or their personal learning diary.

Leonard Low's Blog discusses learner-centric mobile learning. Most people involved in the m-learning arena are keenly focussed on ways for exploiting mobile digital devices for learning; but this mode of thinking may blinker us to less technological means of achieving equivalent learning outcomes. For more from Leonard's Blog

'Careful consideration needs to be taken as relatively few teachers and learners have experience of working with mobile technology. Those that are fascinated by the devices and find them fun and exciting might also find that eventually there is little or no impact on adding value to their teaching and learning.' Josie Taylor's 'A Task centred approach to evaluating a Mobile learning environment' considers pedagogical soundness in using the devices.

The In Practice section shows examples of how handheld devices can be used in teaching and learning.

In Practice

Examples and ideas showing practical ways to use the different devices in the classroom and out and about

Choose the Right Device

What to look for when buying the devices, reviews and suggestions

Technical Tips

Troubleshooting, software and hardware solutions

FAQs for Organisations

Issues and questions that organisations experience

Making it Accessible

Ways to use the technology accessibly

The Future

The changing world of handheld devices

Glossary

An a-z glossary of mobile technology terms