IntroductionMobile learning has instigated a paradigm shift in education where the roles of educators and learners are being redefined. Within mobile learning, the Bring Your Own Device movement is currently the trend. Educators no longer need to depend on their institute to provide them with technology, nor on IT technicians for IT related support. ContextMobile learning is currently being integrated in some IEP classes in the English Language Center of the University of Sharjah. Students were invited to use their own mobile devices as tools inside and outside the classroom. Communications, assignments, projects, and assessment were designed to be carried out through mobile devices as an integral part of the course.

Current Trends in Education:

(Salmon, 2012)

Mobile Learning is education that involves the use of mobile devices to enable learning anytime and anywhere. Mobile Devices are digital, easily portable, and can enable or assist any number of tasks including communication, data storage, video and audio recording, global positioning, and more. (UNESCO, 2012)

Implementing mobile learning in higher education does not mean merely integrating new technology into teaching; it requires a paradigm shift in the way students learn.

Survey Generalizations1. Students already own one or (more mobile) device.2. The main use preference is connectivity, followed by keeping a journal.3. Students are more engaged but rather not do extra homework.4. The majority of students are showing more independence.5. The general perception is that the advantages of mobile learning out-weigh the disadvantages.

Instructor’s Observations1. Improved attitude towards classes2. Increased engagement3. More language practice outside the classroom4. More entrees in the writing journal (on Blogger)5. Publishing blog posts encouraged better writing6. Higher rates of project/assignment completion7. Improved interaction and rapport with students

Limitations of this Studya. Type of students: all femaleb. Number of Students: for classes onlyc. Time on study: 8 weeksd. Mobile learning activities: more needed (especially collaboration activities)e. Constraints on Instructor: a heavy load led to limited time for preparation of more activities

Research Question:Has incorporating a degree of mobile learning in some Intensive English Program classes shown:! more engagement?! more achievement?! better communication? Students were involved in a number of activities, then took a survey for the purpose of evaluating the results.

Mobile learning and BYOD: implementations in the Intensive English Program

Feedback from Students - Time  of  survey:  mid-­‐semester  break    -­‐      Notification through: Edmodo, Twitter, SMS - Responses: 79%

Part 1: General Questions about Mobile Ownership and Use

BYOD is the consumerization of IT. In education it means allowing what is trending in the consumer market to spread into educational institutions.

Device Neutral Assignments (DNA)Lessons and assignments that can be completed on any device.

How  to:

Recommendations for Further Research

Mobile Learning and Cultural IntelligenceThe nature of mobile learning and the openness on the 21st century learning need to be investigated against the cultural background of society in the United Arab Emirates. Online connectivity and communication between instructor and students need to be studied to find the best practices that respect the cultural uniqueness of the region. Similarly, requiring students to create and share videos or even pictures need to be carefully considered to avoid inappropriateness. Publishing on the web means further exposure and that must be done with caution as to what is deemed culturally acceptable in such situations.There is a need to draw clear lines and describe successful practices that are considerate of students’ culture. Finding out the parameters within which instructors can maneuver would ensure better implementation on mobile learning in the region.

Part 2: Using Mobile Devices for Class Work and HomeworkThe results show that students like to be connected and stay informed, they are more engaged, but only half of them are willing to let their engagement and interest drive them for more production.

Part 4: Disadvantages• The  General  Percep>on  among  students  is  that  the  

advantages  of  using  mobile  devices  for  learning  outweigh  the  disadvantages.  

• The  main  reason  that  might  make  using  mobile  devices  not  easy  was  weak  Internet  connec>on.  

Part 3: Learner Independence

The  results  are  clearly  showing  an  increased  degree  of  learner  independence.  Students  are  able,  through  their  mobile  devices  to  access  informa>on  and  manage  it  independently  of  their  instructor

(Campo,  2013)

Rasha Al Okaily University of Sharjah

Some References:

Campo,  S.  (2013,  April).  Device  Neutral  Assignments:  DNA  for  BYOD.  Retrieved  March  20,  2013,  from  hIps://www.smore.com/:  hIps://www.smore.com/r0um-­‐device-­‐neutral-­‐assignments?ref=lboard

Hockly,  N.  (2012,  October).  Tech-­‐savvy  teaching:  BYOD.  Modern      English  Teacher,  21(4),  pp.  44-­‐45.  Retrieved  from  hIp://www.academia.edu/2065524/Tech-­‐savvy_teaching_BYOD

Johnson,  L.  A.  (2013).  NMC  Horizon  Report:  2013  Higher  EducaGon  EdiGon.  Aus>n,  Texas:  The  New  Media  Consor>um.nuhr

Salmon,  G.  (2012,  July  10).  Tech  for  teaching:  five  trends  changing  higher  educa>on.  The  ConversaGon.  Retrieved  April  7,  2013,  from  The  Conversa>on:  hIp://theconversa>on.com/tech-­‐for-­‐teaching-­‐five-­‐trends-­‐changing-­‐higher-­‐educa>on-­‐7617

UNESCO.  (2012).  Mobile  Learning  and  Policies:  Key  Issues  to  Consider.  UNESCO. AcknowledgementSpecial thanks to Ahmad Salih and Rajaa Ibrahim for all their support, and to all my students.

The written paper:For the unpublished draft of the paper (under consideration by LTHE): bit.ly/17gwuJ7

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