1. Introduction Effective instructional design is not a haphazard affair. Careful attention must be paid to the selection of instructional strategies that fit with the objectives of the learning activities, and with the needs of the learners. This principle holds true in the case of mobile learning (mLearning). Mobile devices should not be used for their own sake. Rather, they should be drawn upon as a resource to facilitate a desired learning strategy such as Collaborative Situated Active mLearning. The selection of such a learning strategy must not simply feel like a good design choice. Strategic decision making must be based upon sound learning theory and evidence of efficacy from educational research. Collaborative Situated Active mLearning (CSAM) is just one of many learning strategies that employ mobile devices. It is grounded in such foundational work as Activity Theory, Flow theory, and Transactional Distance Theory. Guidance for strategic design decisions and the evaluation of instructional design can be found in the FRAME model (Koole, 2009), which draws upon these theories in a mLearning context.

Overview of QR Cache The QR Cache research project was carried out at College of the North Atlantic-Qatar. Learners used mobile RLOs designed with CSAM principles to access information on English-language terminology and basic facts about computer hardware devices and components. The aims of the QR Cache project were to determine the impact of the RLO designs on learning, as well as learner perceptions of using QR codes to access learning objects in situated contexts.

3. CSAM Research in the Gulf Region: QR Cache

Findings from QR Cache

2. Theoretical Grounding

Figure 4: The FRAME model (Koole, 2009, reproduced with permission)

Transactional Distance Theory (Moore, 1989, 1991)

5. Recommendations for Research and Practice

Mobile Learning Research in the Gulf Region to answer the following questions:

• How do Gulf students respond to SCAM strategies? Are they more appealing than other traditional or technology-augmented classroom approaches?

• Does the use of CSAM strategies have a positive impact upon student achievement? Do they successfully impart soft skills not directly related to the overt curriculum?

• Are CSAM strategies more effective in some subject areas than others? • Are CSAM strategies an appropriate approach in workplace learning contexts?

Recommendations for Practice:

• Heed the lessons learned from previous mLearning research and practice. • Apply the principles of Activity Theory, the zone of proximal development, Flow theory, and

Transactional Distance Theory. • Accommodate the three domains of the FRAME model. • Use CSAM strategies to ensure a focus on proven theoretical grounding and effective practice.

Activity Theory

Zone of Proximal Development

Flow Theory

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CSAM strategies create Flow.

An ideal mLearning strategy will provide just enough interest and challenge to keep the learner engaged, but not so much challenge that the learner will become overwhelmed (and give up)

Figure 2: The flow zone in Flow theory (Chen, 2006)

Figure 1: Using CSAM strategies has a positive effect upon the zone of proximal development

The FRAME Model

CSAM strategies are comply with FRAME

The Framework for the Rational Analysis of Mobile Education (Koole, 2009) focuses mLearning design on three critical domains: 1. Device Aspect 2. Learner Aspect 3. Social Aspect

CSAM strategies aim to reduce the distance between:

Learner ↔ Content Learner ↔ Learner

Learner ↔ Instructor

Subjects (learners) Interact with Objects (physical items, tasks, goals…)

To produce Artefacts (knowledge, products, etc…)

Try it Yourself!

How much do you know about these items? • What are they called? • What do they do?

Scan this QR Code to learn more about these items using an actual CSAM RLO from the

QR Cache Project!

http://tinyurl.com/qrcache_mem

Scan this QR Code to access the QR Cache Research Project Wiki (or go to http://qrcache.pbworks.com)

Scan this QR Code to learn more about these items using an actual CSAM RLO from the

QR Cache Project!

http://tinyurl.com/mrlos

The Create Your Own Mobile RLOs site is an example of a CSAM compliant mobile RLO designed to help instructors start integrating effective mLearning resources into their teaching and learning practice

4. Getting Starting Building Your Own CSAM RLOs Resources Include: • An overview of mLearning • CSAM design principles • Step-by-step guide to build simple

RLOs • Questions for self-reflection on

your mobile RLO designs • A forum for connecting and sharing

mobile RLO experiences

Scan this QR Code to learn more about the theoretical

foundations of CSAM!

http://tinyurl.com/csam-strategies

Contact Rob Power: robert.power@cna-qatar.edu.qa