Mobile learning shows promise but more work is needed. Three projects show what does and doesn't work: 1) A "learning organiser" for university students was used for scheduling but didn't greatly improve learning. 2) "Field trips" using mobile devices engaged students in science inquiries better than traditional classes alone. 3) A low-cost toolkit and guided inquiries on mobile significantly improved science learning versus a control group. More research is still needed on supporting productive learning on personal devices, equitable access, connecting learning across contexts, and lifelong mobile learning.

1. Mobile LearningWhat works, what’s next Mike Sharples Learning Sciences Research Institute University of Nottingham www.nottingham.ac.uk/lsri/msh

2. What works?

3. http://www.exact-learning.com/en/products/learn-exact-suite/exact-mobile-solution-for-mobile-learning

8. So what now?

9. Creating engaging and effective content Small screen Short duration Interleaved with other activities Interactivity Context adaptivity Collaboration Annotation Standards Interoperability Authoring tools Digital rights management Business models

10. And yet...

11. Mobile learning is more than squeezing

12. into...

13. ...or delivering...

14. on...

15. ...or even delivering...

17. ...on an...

19. Innovations in mobile learning

20. Student Learning Organiser University of Birmingham Wireless pocket PC 17 MSc Students over one year Integrated suite of tools Communication, Time management, Course content, Note-taking Students could add their own software

25. Main Results Most use of calendar and timetabling, as well as the communications tools No evidence of need for a specific ‘learning organiser’ Didn’t hinder learning, but nor did it greatly assist

26. Field Trips Gary Priestnall Gemma Polmear

29. Inquiry-based Learning Three year project University of Nottingham/ Open University Aim: To help learners engage in effective science inquiries

30. Low cost inquiry toolkit

32. Timer

33. Camera

34. Audio recorder

35. Accelerometer

36. Location tracker

37. Tilt sensor

38. Communicator

40. Scripted inquiry nQuire Inquiry Guide to provide flexible sequencing of activities

41. Results Gain in subject knowledge and knowledge of the inquiry process, compared to no gains for control group Maintained enjoyment of science classes, compared to fall by control group How to choose and design personally meaningful inquiries How to maintain continuity of learning across contexts Role of teacher – framing inquiry in class, orchestrating activity, re-integrating findings

42. Next stage: nQuire onlinewww.nquire.org.uk

43. What next? Supporting productive learning on student-owned devices Access for all – anywhere, anytime, anyone Inquiry-based learning outside the lecture room Learning through mobile media creation and sharing Connecting learning across contexts Technology-mediated lifelong and life-wide learning