What is Mobile Learning? STIPULATIVE DEFINITION: All learning is mobile.

Finding Traxler’s definition too confining, my stipulative definition is very broad: all learning is inherently mobile. I think our brain and bodies are our ultimate mobile learning devices. Anthropologically, we want to extend our learning by adding McGyver-like extensions to our brains and bodies to supplement meeting our needs and interests. Excellent point.

Mobile devices? – I say YES!

I think all humankind technology has endeavored to be mobile technology. I think books are a type of mobile technology assisting our mobile brains. I think ships and airplanes are mobile technology, extending the mobility of our bodies.  

Traxler’s definition apologetically tries to graft on mobile learning definitions to another technology – brick and mortar schools. Higher learning institutions, like a university, are a type of technology because they are man-made creations to “host” our learning. Further, a designated physical location is a type of a technology. This physical technology (school) is supported by other systemic technologies, or “software.” Bureaucracy is the software to make schools function. Bureaucratic software technology are such things as degree programs, administrative procedures, and academic standards. Traxler’s article presupposes that mobile learning should be incorporated into higher learning institutions and that higher learning institutions are a foundation of learning. In his article he implicitly positions the institution/teacher/class before the learner. I question whether higher learning institutions are the best model for learning.

Do schools exist for learners? Or do learners exist for schools? I think these are important questions that need to be asked because I see schools as, in fact, a type of technology. Schools and higher education are solutions for education (not necessarily learning) in an industrial society. I see schools of the past 100 years as obsolete. I would venture that schools and learning institutions of the past 100 years or so are aberrations in overall history, just as Todd Rundgren states that our modern music industry is an

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Are we trying to fit mobile learning into an archaic technology?

aberration in the history of music.

Is it time to liberate the learner from the classroom? Is it safe?

Rundgren, T. (2008). Time for the Music Industry to Evolve. The Entertainment Gathering 2008 Monterey, CA, Dec 13th, 2008. Video 26 minutes on Fora.tv. Retrieved on January 18, 2009 http://fora.tv/2008/12/13/Todd_Rundgren_Time_for_the_Music_Industry_to_Evolve .

Traxler, J. (2007). Defining, Discussing, and Evaluating Mobile Learning: The moving finger writes and having writ… . International Review of Research in Open and Distance Learning, 8(2).

 

OSTENSIVE DEFINITION: Mobile learning requires particular critical literacies and creates particular information and social challenges. 

For an ostensive definition, I turn to Henry Jenkins’ white paper on “Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.” Instead of focusing on the technology, he focuses on the societal elements of learning and the requisite skills to be literate within a world of volatile technological learning apparatuses. As a businesswoman and an IST grad student, I find his categorization more helpful (and hopeful) than the Traxler theoretical discussion on the dissemination of mobile learning within the preexisting higher learning order. Jenkins categorizes problems that learners, educators, families, citizens and leaders are having with the accelerated adoption of participatory culture. His categorizations speak strongly to me as an educator and reflect the problems I witness in my classes, as well as personally in my professional development and graduate student roles. Good.

 In short I would emphasize Jenkin’s categorizations as a starting point for my mobile learning definition. 

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Mobile learning’s legacy to learning and learning theory could be to set discourse limitations to develop a political and pedagogical framework to address three problems within participatory culture:  

The Participation Gap the unequal access to the opportunities, experiences, skills, and knowledge that will prepare youth for full participation in the world of tomorrow.

The Transparency Problem The challenges young people face in learning to see clearly the ways that media shape perceptions of the world.

The Ethics Challenge The breakdown of traditional forms of professional training and socialization that might prepare young people for their increasingly public roles as media makers and community participants.”

From Jenkins 2006.  

Additionally, mobile learning can start obsoleting itself into a regular definition of “learning” by encouraging additional literacies (beside textual) to be included in the definition of what it means to be a critically literate person in today’s world. This definition would always be redefining itself as certain literacies have limited lives. 

Henry Jenkins has identified and categorized the following skills as important for successful practice within a participatory culture. I think these are important literacies to develop, extend and co-opt when designing mobile learning solutions.Play the capacity to experiment with one’s surroundings as a form of problem-

solvingPerformance the ability to adopt alternative identities for the purpose of improvisation and

discoverySimulation the ability to interpret and construct dynamic models of real-world

processesAppropriation the ability to meaningfully sample and remix media contentMultitasking the ability to scan one’s environment and shift focus as needed to salient

details.Distributed Cognition the ability to interact meaningfully with tools that expand mental capacitiesCollective Intelligence the ability to pool knowledge and compare notes with others toward a

common goalJudgment the ability to evaluate the reliability and credibility of different information

sourcesTransmedia Navigation the ability to follow the flow of stories and information across multiple

modalitiesNetworking the ability to search for, synthesize, and disseminate informationNegotiation the ability to travel across diverse communities, discerning and respecting

multiple perspectives, and grasping and following alternative norms.

Framework for designing Mobile learning solutions

 

Jenkins, H. (2006) Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Retrieved on January 18, 2009 http://digitallearning.macfound.org/site/c.enJLKQNlFiG/b.2108773/apps/nl/content2.asp?content_id={CD911571-0240-4714-A93B-1D0C07C7B6C1}&notoc=1 )

 

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LEXICAL DEFINITION: Negotiate Your Definition via Your Role

While my initial lexical explorations sought to pursue a comparative positioning of several types of learning, I have re-aligned my lexical definition based on practicality. A lexical definition needs to be something workable, something that functions for me, the learner. But then I think of me, the instructor. And me, the instructional designer. My role influences my lexical definition. These are the definitions that have emerged thus far for me.

My view as a learnerMobile learning is that which occurs as I navigate my life and make sense of my environment.

My view as an instructorMobile learning is that which the learner receives, interacts and broadcasts in order to community build, communicate, and cultivate rich learning opportunities.

My view as an instructional designerMobile learning is that which is available through a portable device which pulls information "just in time" and connects the learner to a community of practice (shared learning environment).

Good. I can see your strong point of view.

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Mobile Devices & InfrastructureThe e-lecture of this material was very insightful for me. The categorizations really helped me identify where and what my own limitations and interests are in mobile learning.

I have no interest to be universal in my knowledge or use of mobile learning devices or solutions. Everything changes too fast; it is more important to know where to get quality information and know about credible resources. I try to follow a typical business approach – KISS - keep it simple. This means that I have systems that I use for learning, continuously check out new learning technology and pedagogy, and actively journal my lessons learned from implementing my core instructional products and incorporation of new ideas.

Since I work in South Korea and have chosen to focus on learners in a marginalized context, what is important for me is to identify what experience and devices my learners have and simultaneously let them explore better solutions for learning. I find that applications are those that have the most flexibility to meet the needs of my students. Yes. With a selection of applications which can be aggregated into a uniform space (I choose the social network of Ning), I can accommodate learners at many levels of mobile learning technology exposure. Good.

My DevicesMyloMylo or my life online is a mobile device I purchased this past summer, but am really only using as a MP3 player. It is a wireless device with a mini key board and touch screen. It has RSS, podcasting, Skype, Facebook, web, photo, video and camera. It is an integrated device with several widgets.

 

http://reviews.cnet.com/pdas/sony-mylo-2-black/4505-3127_7-32815250.html?tag=also

 

I thought it had camera with video (thus also recording audio) but it does not at this time. The camera doesn't take good quality photos. The wifi is unpredictable and slow.

 

For educational purposes, I think it can be used to download instructional videos and podcasts. It can receive RSS feeds for classes. The communication tools (Skype, Facebook, chats in general) help connect learners to others. The wifi web access can (in theory) pull any online content (from self initiated to checking in on Oncourse). OK. Tablet PCLightweight laptop, notebook, touchscreen pc, keyboard, wifi, webcam, microphone in, finger print id, dvd, pen, swivel screen, you name it you can connect it.

http://www.tabletpcreview.com/default.asp?newsID=1064

I introduce my laptop to everyone as my new boyfriend. I love the power and flexibility it gives me. But I think most important to me is OneNote. I can capture stuff from all over the web and my computer and it documents where and when it came from. I can organize in a manner that

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is convenient to me; it lets me easily cross reference and connect even when copy and pasting. I can take screen shots of anything and turn it into a jpg. I can audio and video record. It takes my hand writing with my pen device and can convert it automatically to text.

For educational purposes, this is a wonderful tool to push or pull info, create and communicate.

Cellphones in Korea

My students almost all have cellphones. They average 10-150 text messages daily. They also use the Korean to English (and vice versa) dictionary regularly. The students don’t necessarily have internet access as it is deemed too expensive especially when internet is ubiquitous here - labs, own computers, computer labs. Students also use their cameras frequently.

Top ways to connect learners to learning in my EFL environment:SMS, electronic dictionary, photos, video, audio, voicemail.

 

Activities or Tasks through cellphones SMS "telephone" game or scavenger hunt Would love to find a phone dictionary which keeps a history of daily words looked up,

which could then be uploaded to the instructor and I could incorporate these into online activities (puzzles, crosswords). Or better yet, they could be made into personalized practice materials by the learner to supplement their particular learning style(flash cards with photos, quizzes, stories, videos, mnemonic songs, riddles, word/pic journal).

Photos. Discovery events, capture pics, upload with written work to our www.Ning.com forum.

Video. Can be mixed with movie maker to make a story, an explanation, etc. Audio. Can record me in class, or record authentic use for further review, questioning of

content Voicemail. Opportunity to practice speaking, but with a "do over" component until they

get it right.

What I’ve learned from my peers.While it was interesting to read about the different technology, much of it was not useful to my context. An iPhone is not popular in Korea. Blackberries don’t exist – well, don’t work (http://www.blackberryforums.com/general-8800-series-discussion/118097-8830-south-korea.html ). What differs significantly is cost to access the phone and internet services from the US to South Korea.

Devices such as the Kindle are very interesting to me, but I choose to have integrated hardware and will wait until I can just download or purchase the software or application and run the services the Kindle provides on my tablet PC. It was helpful to find out about Sony's version , Netbook computers (ASUS Eeepc) and Adobe Digital Editions for e-reading. I have a list of websites which have EFL reading material. Additionally, I use the plethora of Internet text, video, and audio to create activities based on my learners’ interests. This “realia” is then scaled or scaffolded for them to connect the material to their zone of proximity through appropriate instructional tasks, problems, and projects.

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The Senteo entry was interesting to read about. It reinforced my experience that learning devices in class require a unique knowledge bank. I like that it provides immediate feedback to the student. However, I feel there are several classroom methodologies that would also provide this type of immediate feedback but with the important additions of people (teacher attention, peer awareness, cooperation, and collaboration) which are infinitely important to community building within the learning context of schools.

This is through and attentive.

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My Ideal Mobile Learning Devices & Environment

Webcam capture:

Webcam embedded in a baseball hat or tiara

Headphones & MicrophoneHeadphones – listening device

Microphone – capture or input device

Headphones are wireless and can be drop earrings that can be put into the ear.

Visual display screenGlasses – sunglasses, etc.

Rimless glasses like the ones in Tombraider 2

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Hard drive, usb connectionsPendant necklace

Wireless - GPS, microphone, visual touch screen, USB ports, pen input device, cell phone, alarm, calendar, to do list, playlists, RSS feeds, camera

Watch, arm warmer, or wrist band

Touch screen removable

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Portable key boardRings, gloves type on any surface for input

Http://www.nmcnews.org/jewelry/arm.html

Yes, that would be good!

Nice use of graphics.

Maria's Mobile WorldStudents would be able to capture images and sound.

Students would be able to access communities of learning and information through the internet.

Students could push or pull information in a timely and fashionable manner.

Students would be using the devices for personal creations & collaboration tools.

Students would be playing, performing, simulating, appropriating, multitasking, extending their mental capabilities through virtual and mobile tools, collaborating, judging, navigating transmedia, networking and negotiating. (Jenkins, 2006)

There would be public spaces that are designed as interaction areas – private for the user and to not invasive to others in the space.

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There would be “NO ACCESS” zones to limit use for public safety.

There would be “LIMITED ACCESS” zones for only noninvasive interaction (limits online voice and sound and perhaps some imaging).

OK.

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Webcams would be fun for them to use but I know as a parent I'd be concern with my child using it and having internet access. - SheilaI believe that my ideal model fits with this concern. When I mention “communities of learning” this implies that an informed, reflective and ethical person would be joining peers that share their same ethical approach to the use of technology for learning purposes.Webcams can be used as capture devices; not just something that they talk "into". Webcams/internet access for children would be negotiated by the parents. Parental control software already exists. Parents, through churches or other organizations, have already established communities of practice. Technology would be just another area that the group can work together to guide their children through technology do's/don'ts. I also emphasize that we must be ethical in our use of technology. As our ethics differ from one another, so will our use/vision of mobile technology integration. We have to become active citizens to set boundaries, limits and frame mobile integration into our lives. Since mobile learning is such a private way of learning, our definition of privacy needs to be better understood especially when mobile learning allows individuals to interact with any community. Good point.New norms of credibility, safety, and responsibility will emerge (are already emerging) but no standard is used as a benchmark for inter-community stabilization or to build a critical literacy of what mobile learning is.

Pedagogical underpinningsConversation Theory

Students could:

Provide a shared space for conversation between learner vs. learner, learner vs. teacher, and teacher vs. teacher.

Give learners a tool to control their own activity.

Provide learners and teachers with a space and time to reflect on their learning and teaching actions.

Activity Theory

Students could:

Take into account socio-cultural differences from learners’ environments.

Provide learners with tools to address problems in their own context.

Provide learners with a way to clarify and transform their learning gains in their own context.

Situated Learning Theory

Include authentic activities in authentic contexts.

Provide opportunities to watch or listen to experts.

Provide learners a way to listen to or to experience various positions

Give learners chances to collaborate with other learners.

Give learners chances to reflect and articulate their learning gains.

Evaluate learners’ performances with more authentic methods.

ARCS Model

Assuming the learning is engaging in learning to solve or learn something for their context, then automatically the learner will filter materials by relevance.

If learning materials do not grab attention, or provide confidence or satisfaction, then they would not be as popular and not be used as often. Learners would be able to cut/paste from several different materials to “customize” a learning material suitable to their learning style. This assumes that materials are credible and that the learners have the literacies to source, identify, rank, prioritize, and judge materials that are useful.

Behaviorism

Simulated play and use of physical activities (learning to play tennis, flying an airplane) could be introduced through immersive virtual environments like Second Life or with a Wii.

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Environments or activities that cannot be “customized” to the learner are introduced through behavioristic methods, but the learner chooses the pace.

Provide learners with instant feedback.

Repeat learning activities, returning positive reinforcements to learners’ correct responses.

Cognitivism

This is an area that I think we need a lot of study to better enable learners. Movement from simple recall to in depth reflection, needs more consideration to develop social practices for learning, negotiate meaning in a public space, manage information input and output, and identify new social behavior rules to manage cognitive load sensitively when interacting with learners of differing cognitive familiarity.

Avoid providing too much information at once.

Provide learning content that fit learners’ pre-existing knowledge.

Provide learners with chances to understand or organize learning materials in advance.

Constructivism

My vision of mobile learning is totally constructivist in nature. The primary pedagogic goals of mobile learning should be to:

Provide realistic settings for learning.

Expose learners to multiple perspectives by letting them share their perspectives with others.

Help learners to interpret materials and to construct knowledge meaningful for them.

OK.

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Target learners and design issues

Learning StylesIt is very important to me to make English accessible to my learners by having several different ways to interact in English. Kinesthetic learning is very important to supplement the heavily auditory and text based elements of learning a language.

Can you describe four learner styles in Kolb’s model? Kolb’s model can be used as a tool when we design mobile learning. Having a handy model makes the procedure easier and more reasonable.

Active experimentation in language learning allows for learners to integrate the four skills of language (reading, writing, speaking and listening) in ways that offer textual and auditory experiences, of course, but also visual, musical, and kinesthetic. Learning by doing can be unpleasant when re-learning things we already know or trying to fit knowledge to pre-existing categories. The effort required to change or modify a skill in which we have developed sufficient independence and automaticity can disenchant the learner by the initial trials and errors in the learning process. Coupling learning activities to a task, where the learner can integrate several skills, not just language skills, helps to remove some of the learner's stress, while still maintaining sufficient challenge, keeping them within a zone of proximity for learning benefits. In ranking the categories of Kolb, initially I put reflective observation as second in line for my learners, but upon more reflection about my learners, those who are more successful language learners don't jump from AE to RO, but instead deal with the affective dissonance they experience when moving from English to Korean and back. By trusting their own feelings and assigning their own associations between cultural elements, learners are better able to categorize. Sometimes they need a little guidance to identify the elements to correlate, but this can be done through a hands-on activity. I see my successful learners displaying this following movement through Kolb's categories - AE to CE to AC to RO. The learner does, feels, thinks, and then re-engages through watching, reflecting or ending the learning experience for the next iteration. If I order learning methods to the successful learners I’ve reflected upon, then learners would follow an accommodator, converger, assimilator, and then diverger roles. In designing mobile learning opportunities, this set up would emerge: 

Learner groups

Learning modes

Preferred learning methods

 1 Accomodator

 CE and AE

 Role play, narration, and online peer interaction.

 2Converger

 AC and AE

 Simulations, selecting information sources, guest speakers, and application to the "real world."

     

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3Assimilator AC and RO Systematic approach, detailed directions, and computer-assisted instruction.

 4 Diverger

 CE and RO

 Independent study, web searches, receiving many examples, and self-diagnostic activities

From IU IST W505 E-Lecture: Target Learners and Design Issues by Dr. Nora Chong

Culturally this is not the best approach for my beginning level learners. Starting with role play or narration and especially peer interaction, in a non native language is too stressful. More appropriate would be assimulation, using a systematic approach to language (like they have experienced in the Confucian-organized classrooms), detailed directions, and computer assisted instruction allows learners to "play" in what is familiar before venturing out into a wider grammar or vocabulary usage. While my successful learners follow a AE to CE to AC to RO, a more mainstream approach that I think would be successful would be a path from assimilator to converger to accommodator to diverger.

After the assimilation process, transitioning learners into activities which simulate the “real world” allows them an opportunity to receive new information during the assimilation phase then connect it to their world or the project or task that simulates the real world use of the target learning. After this, learners would be more experienced with the target language, giving them the confidence for role play and peer interaction. In order to further move the target language into the learners long term memory, divergent methods would provide more practice and iterations to continuously use and “tweak” the language to be better able to use the language correctly and identify the contextual appropriateness of the language by a wide range of examples.

Technology & My LearnersEven now some of my freshman students don't have cell phones. My students come from Jeollanamdo and several students have not had access to cram schools or the latest technology. These students lag behind their more economically enfranchised peers in English language skills and technology skills. Last semester I even had a computer science engineering student who did not have his own email address.

What type of learners do you think your learners are? Can you describe their characteristics in terms of Kolb’s model?Above I identified successful learners and a more culturally sensitive approach to learning English language in a Korean context using Kolb’s model. Since many of the learners in my classroom have not been successful learning English in the past, I think the culturally sensitive model is more appropriate than the successful student model as a benchmark. The successful student already has a path of learning that works for them; less successful learners perhaps need more time to build confidence and shed motivational barriers before acquiring language in a more holistic manner especially if mobile learning methods are used. I see mobile learning as requiring a more experienced and mature learner in my context, since many of my students have not had access to English cram schools or updated technology for learning purposes.

By focusing specifically on technology for learning purposes as content, learners practice their English through the introduction, interaction and use of mobile learning technology.

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For example, in the initial assimilator role, learners can be brought to a computer lab to work on various computer games, social networks, and electronic resources such as the Internet or dictionaries. In this exploration, computer-assisted instruction can be similar to that of their experience with a textbook. The only thing that would be different would be the content generation coming from the web page graphics, audio or video instead of a text book. The learners can then transition to experience together and with a tutor how to access these web pages through a mobile device such as their cell phone. Surveys can also be answered about where they study, what wireless resources are available and then brainstorming can begin about how they can also study English using mobile methods in their target areas of study.

In this assimilation phase, instructions can be in English, yet they will have the immediate feedback of whether they understand the instructions by their success on the computer. Implicitly, these activities introduce the learners to mobile devices as learning devices in a scaffolded manner of computer assisted instruction.

Mobile Learning OpportunitiesMobile learning for my freshman students would include text messages for motivational purposes. Text messages would include "congrats" on performance & encouragement for just showing up ( I have huge absenteeism problems). These text messages I hope to move into a "telephone" style game where they have to keep passing the message or picture along to others. This would then be on a "test" when we get together for our scheduled class time.

Speaking on the phone in English is a high stress situation. Learners who are motivated can be encouraged to call me at set office hours to chat. Of course, I also keep office hours where students can drop by with questions and have regular "parties" in the English lounge to play board games or watch movies.

I also think that my learners will be able to take pictures with their phone cameras and make a story from this.

A scavenger hunt where they take photos of places I want them to visit (library, English Lounge, Storybook Center) can be uploaded to our online social network, Ning.

I hope eventually to get the students to make their own videos using MovieMaker. These can then be uploaded to our Ning site, Gom or Youtube for a "Gwangju University Video Channel."

 

Me & Technology 

I use technology a lot but I draw boundaries. It is easy for me to get sucked into enormous amounts of time online and in interaction with computers for learning. This is stimulating and fun, but stressful and agitating as well. In order to process what I learn cognitively I need to move - walk and think, play tennis and think, do yoga and breathe. I find that I cannot manage my emotional health well if I am always multitasking with technology. I make time especially to "decompress" from my wired lifestyle. I also set time limits for online research and play as well as socializing online in facebook, skype or email.

 

Technology & My ContextAs for my context here at Gwangju University it is decidedly nontech, by choice and by skill

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set. My colleagues tend to shy away from technology for the classroom, mainly because these tenured professors don't have robust enough technology skills and there is no program, support or plan to help them develop these skills or incorporate more technology into their course plans. My university offers online classes but these are simply correspondence courses which happen to be online - lectures, papers and multiple choice tests are the standard format.

Korea is one of the most wired countries in the world, yet I work in a province where many people have inadequate access to technology especially for learning purposes. I see it as one of my implicit duties to help my colleagues and my students to use technology to help them reach their goals whether personal or professional. I spend a lot of informal time fielding questions and sharing knowledge about "how" to do things and "where" to find things.

 

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Limitations of Mobile LearningFine motor skills - typing, keying, inputting control, voice, pen, touchMy LimitationI have poor fine motor skills. Keying in on a phone for text messaging or using my tiny key pad on my Mylo is time consuming and error ridden. I have to expend too much energy to do something that I am much more proficient at with a laptop or computer.So to me, assessment of input skills needs to be studied and addressed when designing mobile classes. How facile are my students at entering text messages in English compared to Korean? How savvy are they at taking photos/videos with their camera, uploading to Gom, Youtube, or our Ning website?With PDAs that are specifically designed for class interaction, like in the HP case we looked at, I really like the GUIs that provide a calculable input in a simple framework. With a button choice, answers can be aggregated for teachers to make instructional adjustments to help reach the students.Human computer action studies probably have some ergonomic design rectifications such as the Siftables blocks for creative flow with technology and kinesthetic movement. OK.My Learners’ LimitationsMy students don’t have this same limitation. Keying on a phone is a regular physical task that they complete daily and with comfort. Their automaticity can be celebrated as an expert skill compared to my novice keying. By helping me, or giving me pointers, my learners can become the teacher, seeing that we can work collectively to help each other improve our weak points and also benefiting from the organized success of everyone working to their strengths and then sharing and interacting as a team.

Cognitive Load & Information ProcessingTesting, assessment, and evaluations that are quantifiable in their method are helpful to find out where a student is in relationship to their own learning and the expectations of where they should be, as well as the instructional goal of where they are expected to be, and how they are doing compared to their peers. However, traditional use of these types of testing as filters, grades, expertise assignment, need to be thrown out as the goal of the administrator, teacher, or standardization organization. This type of assessment is only a snap shot in time and should be used as such to fine tune the next learning steps in managing cognitive load and further information processing.Additionally, I feel that certain types of learning, especially for beginner or novice level, repetition is key to building cognitive retention and categorization as well as confidence of skills. Having testing mechanisms as a learning tool for the learning to target their weaknesses, bounce them to key knowledge to help them review and further master the material, or more similar practice activities, or to help learners step back through a previously learned segment of information that has not solidified into long term memory are critical customizations that should be available at a student’s chosen pace.Implications for My Learners

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Often my learners study to pass an exam and then promptly forget the information that they have memorized. This is a successful method in their Korean context. However, this does not enhance their acquisition of the English language for productive use of spoken English. What I do to combat the memorization/testing habit, is to give learners an assessment every class for their work attempted and completed. This daily assessment allows the learner to forget about memorization to pass a test, and focus on task completion. I order and sequence tasks so that the learners can improve, extend and correct their language acquisition study in class. Over the time of the semester I move my implicit approach to explicit lessons of how they can be more independent learners by balancing their information processing study time. Poor Modular Paradigms for Learning integrationTechnology is emerging to be more ergonomically intuitive for users. However, educational, instructional and training personnel, programs and paradigms have had to restructure learning into a brick and mortar classroom (even for things like flight or yoga). We now need to think of mobile learning as not a supplement to existing educational technology (classrooms, universities, learning centers), but as a key tool for workplace internships, field trip learning experiences, and home based community building.Implications for My LearnersMy students do a lot of learning outside of the classroom and via mobile devices but don’t label it learning. Learning is thought of as classroom learning and library study. Fieldtrips and “fun” games are not painful, thus they are not real learning. Raising their awareness and integrating reflection habits would allow my learners to transition successfully from traditional learning paradigms to maximizing and valuing their mobile learning experiences. Capture organizationMethods are needed to capture and track knowledge without additional awareness of documenting what resources are being used actively. Time should be spent assessing and analyzing the credibility of the knowledge that is being referred to; but referencing should be an automated activity so attention and learning can be focused on higher level functions.Implications for My LearnersCapture technology that references and identifies sources would be very welcome to my learners. I think they don’t reference because of the lack of awareness about academic citing procedures and practices and the transactional cost of doing this type of referencing. However, with social networking and online reputations associated with work accomplished, I think that my learners’ will see a direct benefit to them when they can be cited by others as experts. Better capture techniques will value a voice, even their own, making them more sensitive to referencing others. Lack of Awareness about Mobile LiteracyWe are not raising sufficient awareness about learner independence/autonomy & learner goals/objectives. With power changing from the institution/teacher to that of each individual learner, a definition of mobile literacy should be a negotiable but transparent element in learning situations.

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Technology is not as important as the learning objective which is supported with mobile technology. Mobile learning depowers traditional technology structures such as schools, government, and market economies. With mobile learning, bottlenecks of bureaucracy are eliminated. While bureaucracy is the bane of many innovators and users, it does play an important part in the industrial, hierarchical power structure by slowing down decision making to be more equitable and fair to the community that it serves (at least ideally).Implications for My LearnersMy learners don’t necessarily see connections between mobile literacy and how it benefits them. It appears as a “fun” thing to do, but not as important as other status raising literacies such as where you study and how you look. Networking literacies like who you know are more important than what you know in my learners’ eyes. While my learners readily accept that education is important for them, it is the certificate or degree that is important, not necessarily the knowledge that that piece of paper confirms. Raising mobile literacy seems an almost impossible task for me to accomplish in my classes because of the cultural and contextual supremacy of my learners’ worldview. The only thing I can do is to raise awareness about how we all have different knowledge and that knowledge is a type of literacy. Then to lead them to connections about mobile literacy and power and let them make their own associations for further reflection. Ethical & Community ImplicationsWhile our class is about the limitations of the technology aspects of mobile learning, in fact, what I think is more important for us as trainers, teachers, educators, or learners is to not let mobile learning be a totally individual act. This may sound very unAmerican, but instilling a sense of community and connectivity to communities of practice is an important element for the reason why we communicate in the first place - to connect with others. Yes. If mobile learning devices, methodologies, and learning systems only further isolate and alienate people from other people, then we are doing a disservice and a psychological fracturing of our human collective psyche or our collective knowledge bank, if you will.Implications for My LearnersKorean culture is a community based culture valuing the group above the individual. Ethical and community limitations arise within my learners’ context in that there is immense social change occurring which has significant impact on the community-mindedness of my learners. Generational alienation and individuality are growing social problems in Korea. While, as an American, identifying individuality as a social problem may seem extraordinarily strange, I label it such because individualism in Korea substantially undercuts the social structures, familial, educationally, publicly, and politically, which have given strength to the moral code and community-mindedness of technology access and use. Community boards are an important element of Korean life, yet anonymity of voice and cruelty of comments have led to issues such as suicide and loss of reputation without sufficient justification, just second hand online gossip. So even in Korea, a community culture, ethical and community issues affect my learners significantly.

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This is an interesting angle. . It would be nice too if you apply it to your own context. Can you explain what limitations you may encounter, if you design and implement mobile learning with your learners in your teaching context?

Overall good work. No need to change the structure. Just add your answers to my questions and upload a revised essay in your Drop Box. I will wait to get your revised essay before grading and passing you on this assignment.

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