Below is a preliminary list of sessions from the first call for papers. The presentation schedule will be finalized after the late-breaking call for papers is completed in September.


Program Tracks:

Contextual Learning
Emerging Technology Integration
Emerging Verticals
Global Development





Contextual Learning:

Title:  Learner Identity through M-learning; representations of disenfranchised students’ perspectives
Author(s):  Ruth Wallace

The potential of e-learning has been promoted for education internationally for many years. For disenfranchised learners, many forms of e-learning are just as alien as the educational systems they have already rejected. M-learning utilises technologies, activities and social systems that are already integrated into many people’s lives, included those who have had limited access to or rejected formal education systems. This paper discusses a project conducted in Northern Australia that explored a range of e-tools to support Indigenous students’ engagement and recognition of their knowledge and contexts. This approach challenges educational institutions to connect to students’ lives and contexts.


Title:  QR Codes, Cell Phones and a Graphic Design Scavenger Hunt
Author(s):  Leanne Elias

Graphic Design students used cell phones to engage in collaborative, exploratory research through the use of QR Codes and various social media tools (Flickr, Google maps). This project used inquiry-based learning with mobile devices to map and critique images of local signage.


Title:  Characteristics of Pervasive Learning Environments in Museum Contexts
Author(s):  Teemu H. Laine, Carolina Islas Sedano, Mikko Vinni, and Mike Joy

There is no appropriate learning model for pervasive learning environments (PLEs), and museums maintain authenticity at the cost of unmarked information. To address these problems, we present the LieksaMyst PLE developed for Pielinen Museum and we derive a set of characteristics that an effective PLE should meet and which form the basis of a new learning model currently under development. We discuss how the characteristics are addressed in LieksaMyst and present an evaluation of the game component of LieksaMyst. Results indicate that, while some usability issues remain to be resolved, the game was received well by the participants enabling them to immerse themselves in the story and to interact effectively with its virtual characters.


Title:  Going native – adventures in the mobile learning toolbox
Author(s):  David Parsons

As educators and technologists we have various views on what may constitute a useful mobile learning application, but this is typically from a teacher’s perspective. In this paper, we review some mobile learning applications developed by some digital natives, who were free to explore their own ideas about mobile learning. Reviewing the range of applications developed, and the mix of implementation technologies chosen, demonstrates that these learners’ perspectives go beyond simplistic categorizations of mobile technologies and associated learning applications, blending multiple technologies to meet the requirements of each learning context.


Title:  Understanding the Value of Mobility and Movement in Learning
Author(s):  Agnes Kukulska-Hulme

The paper reviews current understandings of mobility in relation to learning, noting that relatively little attention has been paid to how travel, and movement/displacement more generally, can affect readiness to learn. The methodology includes a ‘values review’ (to ascertain the value of mobility) in the form of a literature survey and a ‘discipline review’ seeking to broaden the perspective by identifying contributing disciplines. Outcomes include appraisal of evidence that movement and travel can have an impact on ‘state of mind’; an analysis of values ascribed to learning on the move; and a visual representation of disciplinary concerns and findings.


Title:  Mobile Learning for Deployed Military Students
Author(s):  Jeffrey Kissinger and Cindy Alderson

Headquarters Army Continuing Education System partnered with Florida Community College at Jacksonville to develop courses for delivery using an offline distance-learning model. The yearlong contract sought to preserve comparable academic rigor and learning experiences while addressing the disconnected nature of these challenged contexts. The presentation will highlight the background, design, development process, and recommendations for research.


Title:  Co-Designing mobile collaborative and tangible math activities
Author(s):  Daniel Spikol and Marcelo Milrad

In this paper we present the design challenges that pervasive and mobile technologies raise for supporting collaboration across different locations using mobile devices and PCs for middle schools in the field of mathematics. Learning geometry presents interesting opportunities for integrating traditional manipulatives and new ones that bring together mobile, web, and 3D tools. We want to promote and enhance collaboration by enabling learners to engage in mathematical activities across diverse settings. Our goal is to design and implement meaningful learning tasks supported by mobile and ubiquitous technologies that allow students collaborative explore, learn and visualize math.


Title:  Co-Design Practices for the Development of Mobile Open Inquiry-Based Learning for Ecology
Author(s):  Daniel Spikol, Heidy Maldonado, Roy Pea, and Marcelo Milrad

In this paper we present the initial phase of our LET´S GO! international project (Learning Ecology with Technologies from Science for Global Outcomes). In the coming three years, the project will develop the notion of “open inquiry” in the field of ecology for K-12 students, through the design of engaging collaborative learning activities supported by mobile and sensor technologies to take place in Sweden and the United States. We are developing these activities through a co-design process, where teachers, researchers, scientists, and developers work together in a highly facilitated, team-based process to design inquiry-based, collaborative science education interventions in schools.


Title:  Mobile Learning, a Charter High School, a Liberal Arts College
Author(s):  Richard Scullin

This paper presents two mobile learning programs, one for an English class at an arts and technology charter school, and one for a digital arts class at liberal arts college. Both institutions are located in Massachusetts (US). This paper-presentation describes the process, student content, and results of both programs currently in process this spring 2009. It will look to compare and contrast the experiences of the two groups. And, as a majority of the students at arts and technology charter school are first-generation college-bound students, this presentation will also pay specific attention to the use of mobile learning in the context of that demographic. Both mobile projects combine visual and language learning elements.


Title:  Enhancing Ubiquitous Learning Using Video-based Life-Log
Author(s):  Hiroaki Ogata

This paper proposes a personal learning assistant called LORAMS (Link of RFID and Movies System), which supports the learners with a system to share and reuse life-log data by linking movies and environmental objects. These movies are not only kind of classes’ experiments but also daily experiences movies. LORAMS can infer some contexts from objects around the learner, and search for shared movies that match with the contexts. We improved two functions of the previous version of LORAMS. One function is to compare the learner’s video with the video of a similar situation. By this function, the learner can notice her/his good and bad actions. The other function is to allow the learner to add video annotations. By this function, the learners can obtain information that it’s difficult for them to understand from only the video. We think that these videos are very useful to learn various kinds of subjects.


Title:  Roman Villa: exploring the impact of localization on children’s learning with mobile devices
Author(s):  Richard Joiner, Alex Gates, Josephine Reid, and Richard Hull

This paper reports a study, which looks at the effect of localization on children’s learning about a Roman Villa using context-aware mobile technology. The participants in this study were 31 children aged between 10 and 11 years old. Two context-aware programs were constructed on the topic of a Roman Villa, one designed for use at an actual Roman villa (a heavily localized version), the other was designed for use in an open field unrelated to the villa (a lightly localized version). The pupils were tested on their knowledge of the Romans before and after using the context-aware programs. The results of this study show that the children who used the heavily localized version had learnt more after the experience than children who used the lightly localized version. These findings are explained in terms of the greater authenticity of the heavily localized system.


Title:  The Role of Reading and Potential of Portable eBook Readers in Mobile Learning
Author(s):  Timo Kuula

In this work I want to examine reading and portable eBook readers from the perspective of contextual and mobile learning. It seems that eBook readers (such as Amazon Kindle) as mobile technologies for reading are not very often listed as technologies for mobile learning. The questions I am trying to answer are: what is the role of reading in mobile learning; are eBook readers technologies for mobile learning; and what could be the ideal scenario for eBook readers in mobile learning?


Title:  Personal Inquiry: Lessons Learned
Author(s):  Stamatina Anastopoulou, Michael Wright, Mike Sharples, Shaaron Ainsworth, Charles Crook, Bronya Norton, and Claire O’Malley

The paper describes a school trial carried out to support inquiry learning between formal and informal settings supported by personal mobile technology. The aim of the school trial was to explore how a first version of the PI Toolkit facilitates secondary school students in performing a personally relevant scientific inquiry both in a science classroom as well as at home. An analysis of classroom video and interviews has resulted in a set of incidents from which we have derived design guidelines and challenges for implementing technology-supported inquiry learning where personal technology is used and within which personally relevant investigations are conducted by students.


Title:  Mobile Technologies in Lifelong Learning: Best Practices
Author(s):  Marco Arrigo, Agnes Kukulska-Hulme, Inmaculada Arnedillo-Sanchez, and Gabor Kismihok

MOTILL, which stands for “Mobile Technologies in Lifelong Learning: best practices”, is a one year project. It is funded with support from the European Commission within the National Lifelong Learning Strategies (NLLS) - Transversal programme - Key Activity 1: Policy Cooperation and Innovation of the Lifelong Programme 2007-2013. The project began on 1st March 2009. The project focuses on the use of mobile technologies as a key factor to develop flexible LLL frameworks for education and training. Moreover, as long-term the MOTILL aim to involve policy makers that should sustain the strategic plans and learning activities based on the results of the project, and promote an increase in the rate of people involved in training programs.


Title:  MuseumScouts – students' use of mobile devices to create teaching resources following a museum visit
Author(s):  Jocelyn Wishart and Pat Triggs

The MuseumScouts project ( involved teachers, teacher educators, students and researchers from five European countries: Germany, Lithuania, Portugal, Austria and the UK working with museums of different kinds including science centres and historic buildings. During a ‘museum’ visit students (10 - 19 year olds) researched specific artefacts, using a range of devices from pencil and paper to Smartphones to gather information in the form of notes and photographs. They then worked in teams using their notes and images to create interactive multimedia presentations about the artefacts to inform and quiz their peers. This paper reports the project evaluation that was carried out with both teachers and students.


Title:  The Important Factors Involved in the Development of Mobile Learning Contents
Author(s):  Yuki Watanabe, Hiroshi Kato, and Akinori Nishihara

This paper is a report on the findings of a study based on empirical research on mobile learning. We conducted concrete and theoretical research on the modern problem of mobile learning considering the learning environment. Although lifestyle and transportation differ in each country and area, we used an audio-visual test of contents, questionnaire surveys, a performance test in train and room environments and then we had experiment for media comparison. As a result, the questionnaire survey revealed that many learners tended to regard the room environment as suitable for study. On the other hand, a significant main effect was detected in the contents with the caption in the performance test. But, in experiment for media comparison, we don’t have main effect for everything. We reflected on the problems of the modern mobile learning study and performed a substantial study of the theory of mobile learning that considers the learning environment.


Title:  Mobile Game Based Learning for Peer Educators of the Males having Sex with Males Community in India
Author(s):  Anupama Roy, Catrin Evans, Mike Sharples, and Steve Benford

Peer education is a worldwide strategy for HIV prevention especially amongst the ‘hard to reach’ vulnerable groups such as Males having Sex with Males (MSM). In India, it is one of the main components for the national HIV/AIDS control initiatives. Despite its growing popularity, little is known about the processes of peer education and the problems or difficulties faced by the Peer Educators (PE). This research examines peer education in the MSM community and aims to explore how mobile game based learning may contribute towards enhancing the knowledge and skills of the PE. In this context, the research aims to develop and evaluate a Short Message Service (SMS) based game on mobile phones to increase collaboration and skills of the MSM PE.


Title:  Implications of utilising PDAs in computer programming
Author(s):  Suzaan Le Roux

This paper presents a preliminary study conducted on the use of mobile handheld devices (PDAs) in an undergraduate computer programming subject. This study, based on Action Research, investigates the wide reaching implications of utilising PDAs for teaching undergraduate programming to predominantly previously disadvantaged learners. This study explores learners’ views and perceptions of the educational value of PDAs, the possible advantageous alternatives PDAs can provide to traditional programming instruction, and the potential barriers to its use. This study was conducted mainly within the qualitative paradigm. Learners’ responses and activities were collected by means of questionnaires, interviews and video-observations to evaluate learner satisfaction, the usefulness and usability aspects of PDAs as a learning tool in a programming subject, as well as how learners interact with these devices. This paper concludes with a review of current progress and an outline of achievements and challenges so far.


Title:  Mobile learning activities to reach out for young marginalised people
Author(s):  Ilse Marschalek, Claudia Magdalena Fabian, and Elisabeth Unterfrauner

This paper deals with new opportunities for re-integration of young marginalised people into learning processes with modern mobile learning activities. It presents first results of the ongoing European commission funded study ComeIn in which a comprehensive desktop research, expert interviews with academics and youth-practitioners and focus group discussions with marginalised youth were carried out. The project sets up a mobile online community with two main learning features: Learn to learn and entrepreneurship. Based on a needs assessment the team has worked out characteristics of such a platform for marginalised youth. A pilot study with a hundred marginalised youths in the UK and in Austria will explore possibilities and limits of mobile learning activities for marginalised young people with their personal mobile phones, work out how they could be motivated to participate in learning activities and if they could also gain additional skills and improve their personal situation.


Title:  Using Mobile Learning in Reading
Author(s):  Lucianne Brown

The focus of this study determined whether using mobile phones as the medium for student learning with appropriately designed materials could increase educational achievement and motivation for these learners. In this research frontloading vocabulary designed for mobile phones improved comprehension, and produced a significant difference between United States ninth-grade average reading students who used mobile phones versus students in a traditional non-digitized delivery. It also examined whether motivation increased by students using mobile phones. Findings revealed an increase in vocabulary comprehension and motivation to learn when students used appropriately designed vocabulary frontloading techniques delivered via mobile phone.



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Emerging Technology Integration:


Title:  Supporting Communicative English Class Using Mobile Devices
Author(s):  Noriko Uosaki and Hiroaki Ogata

This paper describes a student-interactive speaking-listening support system using mobile devices. This system makes use of PDAs(Personal Digital Assistants) as a recording tool. Peer-to-peer interviews and interviews with international students were conducted in communicative English class of 20 university sophomores. The students uploaded the recorded files of interviews to the LMS(Learning Management System) and shared the files by listening and made summary reports which was also uploaded to LMS. Advantages and disadvantages of the system are discussed. In conclusion, though some weaknesses are pointed out, its usability, mobility, novelty, and especially its recordability contribute to the making of successful communicative English class and a combination of PDA and LMS helps make efficient use of class time, and provides effective support for evaluation.


Title:  mlessons
Author(s):  Ian Watkins

A pocket pc program for students in Year 7 and 8 at Highvale Secondary College was introduced in 2007. This paper will present developments in the program since last year's presentations at 2008 mlearn and handheld Learning conferences. An important feature of this initiative is the development of tailored software that integrates the school's Teaching and Learning model with the pocket pc. A set of thinking curriculum tools termed mLessons has been developed. This paper presents these mlessons and discusses their application across all learning areas. The session will also analyse the progress, challenges and successes of these mlessons and their future development.


Title:  Mobile Web 2.0: from Pilots to the Mainstream
Author(s):  Thomas Cochrane

This paper presents an evolving mlearning implementation plan for a tertiary education institution. Following an introductory mobile web 2.0 project in 2007, five small projects in three different disciplines were launched in 2008. Following the success of the 2008 projects, a series of wider scoped projects are planned for 2009. Drawing on these previous experiences, and those of similar mlearning projects at other institutions, a support and implementation plan has been developed. This paper briefly discusses identified critical pedagogical success factors, and key strategies for moving from mlearning pilots to mainstream implementation in 2009.


Title:  Mobile Game-based Learning (MGBL): “Best Practice Modules for Online Teaching”
Author(s):  Dan Lim

This presentation will focus on the design and delivery of seven Mobile Game-Based Learning (MGBL) modules on the best practice in a series of online teaching topics: real-time chat, discussion forum, presenting contents online, online course communication, managing online assignments, designing online learning games, and online testing. New online faculty members will access these MGBL modules and take the assessments via the ANGEL Learning System. Upon satisfactory completion, they will get their first online teaching assignment. The MGBL modules may be displayed in multiple gaming formats: Jeopardy-like, Challenge, and Clue, playable via Flash-enabled mobile devices. It is the intention of the presenter to model for the new online faculty the paradigm shift to using mobile game-based learning pedagogy in online curriculum design. The presenter will discuss lessons learned and the experience in preparing new online faculty for the world of online education.


Title:  Mobile Delivery – Towards Portable Cloud Computing
Author(s):  Henry Van Zyl and Ann Boland

How do you migrate up to 16,000 students (almost all fully employed) to mobile delivery of various course elements? Thomas Edison State College in Trenton, NJ, is rolling out their mobile learning initiative in July 2009. Using Hot Lava Software, they converted content for delivery to any Web enabled cell phone, trained all staff to coach and mentor students in mobile delivery and built enthusiasm for meeting student needs to learn “anywhere/anytime.”


Title:  Designing a 3D User Interface for a Flashcard System with Android
Author(s):  Markus Feisst and Andreas Christ

Flashcards are a well known and proven method to learn and memorise. Such a way of learning suits perfect for “learning on the way”, but carrying all the flashcards could be awkward. In this scenario, a mobile device (mobile phone) is an adequate solution. The new mobile device operating system Android from Google allows to write multimedia-enriched application.


Title:  Ethics for Mobile Learning Research – the Wider Context
Author(s):  John Traxler

We revisit here the ethics of mobile learning research. Previously these ethics have been explored in a narrow academic context, to tease out the implications for this research of such core ethics topics as liability, consent and confidentiality. Ubiquitous, universal and diverse mobile devices are now changing the nature of many societies, specifically changing the ideas of identity and community; conversation and discourse; space, place and time; knowledge and information. Here we move outside this earlier context to explore the relevance of these changes to the ethics but also the methodological rigour of future mobile learning research, and provide examples and illustrations.


Title:  A Collaborative Story Building Game Based on a Flashcard System
Author(s):  Markus Feisst, Razia Sultana, Mitra Mosslemi, and Andreas Christ

The idea of this game is to use a flashcard system to create a short story in a foreign language. The story is developed by a group of people by exchanging sentences via a flashcard system. This way the people can learn from each other without fear of making mistakes because the group members are anonymous.


Title:  An Electronic Engineering Mobile Remote Laboratory
Author(s):  Olivier Pfeiffer, A.Y. Al-Zoubi, Sabina Jeschke, and Jarir Nsour

A new architecture for the development of a wireless remotely controlled laboratory with focus on educational applications in electronics engineering is presented. The Internet is used as the communication infrastructure to enable remote students to access experimental equipment via mobile devices. The remote lab aims to support access of clients running on PCs or Personal Digital Assistant (PDA) devices while the server implementation was based on LabVIEW programming language. Experimental tools were created to allow users to collect data and information about the experiments, giving encouraging initial results where students are able to undertake simple engineering remote experimentation. Further experiments are envisaged and international collaboration is underway.


Title:  Text in the City – Competing “Translations” in a Metropolitan University
Author(s):  Peter Bird, Mark Stubbs, and Nicola Whitton

It is well understood that introducing mobile learning technologies into Higher Education is not without issues. M-Learning has the power to be highly disruptive to the way in which university courses are delivered and raises issues not only about how people teach and learn but also has the ability to challenge the culture and structure of the educational institute itself. Introducing a scheme where lecturers’ announcements in a VLE (Virtual Learning Environment) are directed to students via SMS would appear to be straightforward, given that it doesn’t increase the tutors workload, and almost all students have suitable devices. However, even with this apparently simple upgrade to a VLE, there are competing solutions, divergent requirements, data protection and software integration issues. The paper looks at experiences in a current trial project and analyses some of the issues using Actor Network Theory (ANT). It also suggests changes in organisational practice that might help to solve these conflicts and unify requirements and solutions.


Title:  Innovative mobile learning device: Greek and French students’ perceptions
Author(s):  Doina Stoica and Vassilis Komis

In this article we investigate how university students are using handhelds and laptops for learning in formal and informal context and which will be the ideal mobile learning device. By conducting an exploratory research we focussed on students’ perceptions related to the use of these mobile devices. The results of our research indicate that students would like to have a device which should be a perfect combination of both a PDA (personal digital assistant) and a laptop so that it can adapt to various learning contexts: at home, at university, at the library and on the go.


Title:  Projecting Knowledge: Mobile Projectors, Space, and Collaborative Learning in Museums
Author(s):  Rolf Steier

This paper explores how emerging projector technologies may be used in conjunction with mobile phones to enhance collaborative learning interactions in museum spaces. Building on the notion of the screen as a spatial feature and mediating tool, the study is conducted through a series of design workshops.


Title:  Using Darwin Information Typing Architecture (DITA) as a Format for Mobile Content
Author(s):  Kris Rockwell

In this paper we will discuss the use of the Darwin Information Typing Architecture (DITA) eXtensible Markup Language (XML) schema for use in the delivery of content to mobile devices. The flexibility of XML and the simplicity of the DITA architecture make it an ideal candidate for rendering across the wide range of mobile devices.


Title:  CellCast Mobile Library Simplifies Just-in-Time Training for Mobile Enterprise Workers
Author(s):  Robert Gadd

OnPoint Digital worked with leading content publishers from the learning industry to design, develop and deploy the market’s first multi-vendor content library providing individuals and enterprise customers alike with ready access to mobile-friendly titles they can use to improve their business acumen, accelerate performance and improve organizational practices. The CellCast Mobile Library provides business professionals just-in-time access to helpful, thought-provoking content for anytime, anywhere learning and performance support. Subscribers /purchase/view content from their desktop using an innovative and flexible Web 2.0 portal, then download it to their smartphone or access via virtually any mobile phone. Users who complete assignments can give ratings and offer written or spoken word comments providing rich social interactions for all participants.


Title:  On-the-Go Peer-Mediated Resources: An Approach to Affective Mobile Learning
Author(s):  Francisca Yonekura, Zachary Barry, Barbara Truman, and Ian Turgeon

In today's increasingly technological world, people everywhere are using mobile devices to perform tasks, consume information, create content, and learn without being tied to a desk. Furthermore, emerging technologies in areas such as massive multiplayer games, wikis, and Web 2.0 Internet applications have shifted public expectations for applications and systems to become increasingly social. These emerging technologies have resulted in a growing dissatisfaction between the expectations of learners and the reality of schools and universities. A team of developers and instructional designers from Course Development and Web Services at the University of Central Florida is interested in combining the unit's online learning mission with the opportunities innate to mobile platforms and the benefits of social networks. In this regard, the team poses the following question: How can we engage learners and support both the cognitive and affective domains in the learning process in a mobile environment?


Title:  An exploration of interleaved learning and psycho-affective theories in mobile language learning
Author(s):  Stephen Butler and Mark Knowles

This poster session explores a wide-angle view of mobile devices in the context of Lifelong Language Learning (LLL) and argues for their potentially powerful effect. We contrasts the block-style pedagogies of traditional methodologies with what Simon & Bjork (2001) call interleaved learning activities that they claim are higher predictors of learning. Furthermore, we explore the tension behind such findings with recent research on the psycho-affective variables that highlight less satisfaction with interleaved pedagogies vis-à-vis traditional pedagogies. We apply these theories and draw attention to our initial evaluations of currently available language software for the iPhone platform. Finally, we provide a representation for how secondary language acquisition, psycho-educative pedagogies, and new ubiquitous tools may experience synergistic learning outcomes through well-designed LLL curricula and mobile devices that can help break the deadlock between greater efficacy in interleaved learning and the lack of satisfaction with its use.


Title:  Creating iPhone Applications for Learning
Author(s):  Tom Atkinson

This presentation describes the process for creating and implementing iPhone applications for instruction using simulation software.


Title:  Results from using a Tablet-PC based pedagogy in an Introductory Statistics classroom
Author(s):  Alexandre Probst

This paper will explore a Tablet-PC mediated, multi-tasking, classroom intervention in an introductory statistics classroom. Software designed for this research project focuses on the specific educational needs of students born after 1982 (Millennials). The use of the Tablet-PC in the classroom is a key component in a complete pedagogical redesign of the traditional classroom experience. Using Tablet-PCs in an instructor-led classroom allows students to take notes on each slide with a virtual “pen” while having active content so that students have immediate access to supplemental materials. The immediacy requirement of Millennials suggests that access to additional materials during the lecture will prove invaluable to mastering course content. A discussion area associated with each slide encourages in-class peer to peer collaboration. Pre/Post test results collected from a traditional classroom demonstrated only partial learning while data collected from a Tablet-PC enhanced classroom demonstrated improved learning.


Title:  A VoiceXML-Based Mobile Learning System and Its Caching Strategy
Author(s):  Wang Jinghua, Zhang Long, Zhang Jun, Duan Xiping

Employing the technology of the Voice eXtensible Markup Language (VoiceXML), an open VoiceXML-based Mobile Learning System (VMLS) is constructed, its hardware and software system structure design is achieved. Aiming to the network delay, the key problem existing in VMLS, an adaptive Markov prefetching algorithm shared by multi-users and a more efficient caching replacement strategy are provided, which can improve the forecasting accuracy rate and the overall performance of cache system. The research results could not only be used in VMLS, but also could be used in other voice-based application system.


Title:  An event-based hub for mobile access to teaching and learning resources in a VLE
Author(s):  Ursula Donnelly, Philip Turbitt, Sylvia Alexander, and Andy Jaffrey

The University is developing and evaluating a mobile hub for its VLE. This hub provides a central access point for all mobile users allowing students and staff to check for new items of interest in the following: mail, announcements, exam results and calendar events. Users are able to connect to the VLE as they normally would from a computer using a handheld mobile device, keeping up-to-date with the most recent changes to their teaching and learning portfolio. The mobile hub contains device-sensing capabilities; to provide each user with the richest interface experience possible for the device they are using and to connect disparate learning-based resources in one point of access.


Title:  Enhancing Student Communication via SMS mobile technology
Author(s):  Ursula Donnelly and Philip Turbitt

A two-way SMS system incorporating a plugin to WebCT is currently in development and will be implemented to allow staff to instantaneously contact students and receive replies. The system will improve communication with students, in a personalised and time effective manner. It will help foster better student/staff relationships, improving class/seminar attendance while providing Administrators with an easy method of monitoring student attendance records. Using innovative SMS technology, that students are familiar and comfortable with, will improve communications between students and staff in all Faculties and departments within the University. Supporting at risk students, in all courses, by enhancing interactivity within the classroom will ultimately improve student retention figures.


Title:  Current Research Practice in Mobile Learning: A Survey
Author(s):  Anna Wingkvist and Morgan Ericsson

In this paper we present a survey of published research in mobile learning. We investigated 76 papers from mLearn 2007 and 2008, and classified them according to two dimensions: research purpose and research method. Research methods and purposes are an important part of how we conduct research. Unfortunately, opinions and approaches towards research differ greatly. The classified papers are evenly distributed among the more common research methods, with one exception- Basic research. In terms of research purpose, Description was very well represented while there was a lack of Evaluation. Papers describing both Basic research and research done to evaluate are important since they help all research fields to mature and also help researchers to avoid repeating known mistakes. This maturity, in turn, will lead to better scalability and sustainability for future research efforts in the community of mobile learning.


Title:  The mPortal: Supporting Collaboration to Develop mLearning Strategies for Educational Transformation
Author(s):  Laurel Dyson and Andrew Litchfield

This paper proposes the establishment of an online portal to influence and support best practice in mLearning. With the growing interest in mLearning to address the learning styles of a generation of students who have grown up with digital technology, and the adoption of mobile technology by Indigenous peoples and in developing countries, there is a need for an accessible body of knowledge of mLearning principles, teaching strategies and case-studies. An mPortal would foster collaboration between researchers and educators and inform emerging national and international approaches to using mobile technologies at all levels of the education sector and across all disciplines.


Title:  Tablet Pc's, DyKnow and collaborative learning: Developing mathematical problem solving skills
Author(s):  Trish Andrews

Teaching mathematical problem solving skills to large undergraduate classes involves many challenges and attrition rates in these courses can be high. Students from diverse backgrounds can struggle to achieve successful outcomes in such teaching and learning environments particularly in trans-disciplinary, concept-dense areas of study such as Engineering, Maths and Science (EMS). Large classes in these disciplinary areas, create particular challenges for lecturers to move beyond passive forms of teaching and provide little opportunity to engage students.


Title:  Linking different learning contexts through the use of mobile technologies to enhance competency
Author(s):  Trish Andrews

Increasing student numbers together with limited workplace clinical placements in specialty areas such as “Voice Disorders”, have necessitated the introduction of innovative models of practice education. One such innovation is a standardised patient program, whereby actors are carefully trained to portray a patient or an aspect of a patient’s condition according to educational need. Integral to practice education is evaluation of “what” and “how” students are learning and the creation of opportunities to extend learning beyond the scheduled clinical sessions.



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Emerging Verticals:


Title:  Process and Problems of Developing a Cell Phone delivered College Course
Author(s):  Mark Geary

This short paper will explain the processes being used to develop a online college credit course for delivery via cellphones. While the course is still in the process of being developed for delivery in Summer of 2010, the paper will address course modification requirements, ion of Web 2.0 applications, cellphone specification requirements, and application of the "Quality Matters" distributed learning review rubric to a course modified for delievery via the cellphone.


Title:  Creating Mobile Learning and Performance Aids for the Next Generation of Learners
Author(s):  Ernest Bright

Captivating the attention of today’s learners is a well-known struggle within the simulation, training, and education industries. Current and future generations learn differently than previous generations. By delivering products and researching best practices to deliver content on mobile platforms, the presenter will discuss successful implementations and lessons learned from the Military, Government and Academic sector. Additionally, the presenter will discuss the latest technological advances in mobile performance support tools, examples of language and culture portable education, Sign Language education, and how the medical community is looking at leveraging these devices for high fidelity treatment/patient simulation. In terms of medical portable trainining, imagine being able to perform a 3D fully interactive Crichothyroidotomy from a device carried on your hip. That is revolutionary and that is how the next generation will learn.


Title:  MobileMath: A Mobile Learning Application for Learning of High School Mathematics in the Caribbean
Author(s):  Vani Kalloo and Permanand Mohan

This paper presents MobileMath, an m-learning application designed to motivate high school students to perform better in Mathematics. Failure rates in Mathematics in the Caribbean are very high and it is important for students to pass Mathematics in order to pursue higher education or take up a job. MobileMath has several features to encourage the learning of Mathematics. These include Lessons, Quizzes, Fun Facts, Examples and a Game that can be played between two students on different mobile phones. The results of a preliminary study with MobileMath are positive and reveal that students are very pleased with the application. The students indicated that they would use the application on a regular basis when it became available. The paper also discusses future research and development with MobileMath as a vehicle to improve the performance of high school students in Mathematics.



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Global Development:


Title:  Online Mobile Communities to Facilitate Social Inclusion of Young Marginalised People
Author(s):  Elisabeth Unterfrauner and Ilse Marschalek

The paper seeks to provide first results of an ongoing international project which aims at including marginalised young people through mobile learning applications. This seems a promising approach since this population is difficult to reach within formal educational setting as many are neither engaged in education nor employment. Although the access to Information and Communication Technologies such as the Internet is limited among this population in comparison to non-marginalised young people, the access to and use of mobile phones is not. Thus, within our study needs and characteristics are analysed. The resulting requirements will inform the design process of the mobile learning platform as well as the content design.


Title:  Learning Cross the Borders towards a Global Mobile Community
Author(s):  Yinjuan Shao and Hui Deng

The convergence of digital mobile tools and the social software starts a new opportunity for learning across the border. In this research, studies on the applications of social software in learning, such mobile Instant Messenger (IM) and mobile group blog were conducted. Chinese overseas students in UK and students in China were investigated in this research to explore the real borderless learning occurred with the aids of the social software and mobile technology. A framework of a global mobile community for learning is concluded. Features and elements in this mobile community-based learning are highlighted.


Title:  An international survey of mature students’ uses of mobile devices in life and learning
Author(s):  Agnes Kukulska-Hulme, John Pettit, Linda Bradley, Ana Carvalho, Anthony Herrington, David Kennedy, and Aisha Walker

The paper presents research concerned with learner-driven innovative practice with mobile technologies and the interface between formal and informal learning. We build on our previous work investigating student use of personal devices for learning, work, social interaction and entertainment. A recent phase of the research included an international survey focusing on students registered on ed Masters and doctoral programmes in the UK, Sweden, Portugal, Hong Kong and Australia. The research gives an account of everyday uses and more unusual deployments of personal technologies by students from departments of education and technology. It illuminates learner choices and preferences, attitudes towards work–life boundaries, evolving social and cultural practices, and the impacts of technological change.


Title:  Markets, Mobile Distribution, and the Future of Higher Education
Author(s):  David Rogers

Without access to a common market, the "Crusoe Economy" struggles to provide the basic necessities. In many respects modern universities operate in this way, with each institution replicating the effort of the others in countless classrooms across the world. This approach may become obsolete when digital curricula can be traded in a common marketplace. Scarce academic resources could be allocated more efficiently, improving the content available to everyone, and freeing teachers to focus on task that only humans can perform, like coaching and mentorship. A common market facilitates the transition from Academic Labor to Academic Capital, dramatically improving the quality and availability of higher education. Research will be presented demonstrating the viability of an “Academic Capital” model for higher education based on mobile devices, along with demonstrations of recent hardware and software developments.


Title:  A Picture of Mobile Learning in Italy: We need it!
Author(s):  Michelle Pieri and Davide Diamantini

In the last decade m-learning has become an important field world-wide, however in Italy the panorama of m-learning is not clear yet. No one has made a complete picture of the Italian m-learning field: it is not clear “who does what?, how?, where? and when?” in our country. We want to fill this gap; our idea is to realize a commented bibliography about m-learning in Italy.


Title:  Involving parents through mobile phones ..... what do students think about this?
Author(s):  Michelle Pieri and Stefano Castelli

Following the theoretical principles of the Grounded Theory, our research question was to understand how young people articulate their discourses around the possibility of using mobile communication in home-school relationship. A qualitative approach to research was chosen and carried out using the focus group technique. We conducted two focus groups, involving students from two high schools. One school is in Milan, a big industrial city in the Northern part of Italy, while the other is in Piacenza, a much smaller town. In Milan social control is very weak. On the contrary, in small cities like Piacenza there is a very strong social control. We found that mobile–mediated home- school communications are more accepted in Piacenza because they don’t really change the status quo. In Milano they are more useful, but less accepted, since they change the status quo.



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