In this session, we introduced the concepts of mobile and ubiquitous learning and we had a brief look at some examples of mobile learning apps being used to educate child refugees in Syria. Groups then designed their own mobile learning app and the app must be targeted at children living within a developing context.

1. Mobile and Ubiquitous
Learning
Dr James Stanfield
Tuesday 29th October 2019

2. Plan of Action
Part I: Mobile learning
Part 2: Ubiquitous learning
Part 3: Building an app

3. Part I: Where are we?

4. Part I: Mobile Learning

5. “Imagine having your own self-contained knowledge manipulator in a
portable package the size and shape of an ordinary notebook. Suppose it
had enough power to outrace your senses of sight and hearing, enough
capacity to store for later retrieval thousands of page-equivalents of
reference materials, poems, letters, recipes, records, drawings, animations,
musical scores, waveforms, dynamic simulations, and anything else you
would like to remember and change”. (Kay & Goldberg, 1977/2001, p. 167)
Kay, A. C. (1972, August). A personal computer for children of all ages.
Proceedings of the ACM National Conference, Boston. DOI:
10.1145/800193.1971922
Kay and Goldberg’s research developed:
- prototype desktop computers, described as “interim Dynabooks”
- SmallTalk was an object-oriented software language, responsible for the
later invention of the graphical user interface (GUI) - allowed users to
command the device through clicking on icons, rather than having to type in
command strings.

6. “Any educational provision where the sole or dominant
technologies are handheld or palmtop devices” (Traxler 2005)
“Any sort of learning that happens when the learner is not at a
fixed, predetermined location, or learning that happens when
the learner takes advantage of learning opportunities offered
by mobile technologies.” (O’Malley et al., 2003)
“The process of coming to know through conversations across
multiple contexts amongst people and personal interactive
technologies” (Sharples et al., 2007, p. 4).
Definitions of Mobile Learning
A historical overview of mobile learning: Toward learner-centered education, August 2013. In book: Handbook of mobile
learning, Chapter: 1 Publisher: Routledge Editors: Z. L. Berge & L. Y. Muilenburg

7. “Learning across multiple contexts, through social and content interactions,
using personal electronic devices.” (Crompton, Muilenburg, and Berge,
2013)
• the word “context” in this definition encompasses m-learning that is
formal, self-directed, and spontaneous learning, as well as learning that
is context aware and context neutral.
• the learning may be directed by others or by oneself, and it can be an
unplanned, spontaneous learning experience;
• learning can happen in an academic setting, or any other non-academic
setting; and the physical environment may or may not be involved in
the learning experience.

8. Active involvement of
the learner in the
knowledge-making
process and learner
interaction with
the environment and
society
M-learning makes not
only a step, but a leap
further into the realm
of learner-centered
pedagogies.
A historical overview of mobile learning: Toward learner-centered education, August 2013. In book: Handbook of mobile
learning, Chapter: 1 Publisher: Routledge Editors: Z. L. Berge & L. Y. Muilenburg

9. Moving toward a mobile learning landscape: presenting a mlearning integration framework, Helen
Crompton, Jun 2017 Interactive Technology and Smart Education
Mlearning integration
ecological framework

10. Traxler (2011) described five ways in which m-learning offers
new learning opportunities:
1. Contingent learning, allowing learners to respond and react
to the environment and changing experiences;
2. Situated learning, in which learning takes place in the
surroundings applicable to the learning;
3. Authentic learning, with the tasks directly related to the
immediate learning goals;
4. Context-aware learning, in which learning is informed by
the history and the environment; and
5. Personalized learning, customized for each unique learner
in terms of abilities, interests, and preferences

11. How much do we currently engage
with mobile learning?

12. • Limited access to primary and secondary education
• Scarcity of appropriate learning materials and teaching
resources
• Obstacles to vocational training
• Restricted access to higher education
• Severe trauma and mental health difficulties
• Support refugees’ knowledge acquisition while enhancing
their psychological well-being
• Developing social networks to help address isolation
• Blended learning & learner centred pedagogies
• The integration of mobile social media and mobile instant
messaging
Mobile learning for refugees

13. EduApp4Syria

14. THE GRAND CHALLENGE: An estimated 250 million
children around the world cannot read, write, or
demonstrate basic arithmetic skills.

17. Mobile Learning and Design Collaborations

18. Mobile Learning and Design Collaborations

19. Mobile Learning and Design Collaborations

27. Mobile App Development Trends For 2019

28. Part III: Ubiquitous Learning
The Status of Mobile and Ubiquitous Learning: A Content Review of the Recent Research,
January 2014 Ubiquitous Learning: An International Journal 6(3):35-45
The meaning of the ubiquity “refers not to the idea of ‘anytime,
anywhere’ but to ‘widespread’, ‘just-in-time’, and ‘when-needed’
computing power for learners.” (Peng, Su, Chou, and Tsai, 2009).
Through ubiquitous learning technologies, learners have a chance to
experience the right thing at the right place in the right time (Peng,
Su, Chou, and Tsai, 2009)
Ubiquitous learning builds a bridge between school and out of school
education such as museums, galleries, historic buildings, libraries,
zoological or botanical gardens, science and other culture centers
(Wishart and Triggs, 2010).
Ubiquitous learning concept can be considered as a kind of
distance learning that teaching and learning process can be
occurred in anywhere and anytime (Huang, Huang, and Hsieh, 2008)

29. A ubiquitous computing environment
has invisible tools with embedded
contextual information that provides
learners with an education setting
which is highly dynamic so that
users can learn through functional
objects while practicing them anytime
and anywhere (Minami, Morikawa,
and Aoyama, 2004).

30. The main features of ubiquitous learning are:
(1) accessibility: learners can reach the sources they need at anytime
from anywhere;
(2) permanency: studies are constantly stored;
(3) immediacy: learners instantly access the information, so the
problems are solved easily;
(4) interactivity: the interaction among experts, peers and teachers is
reinforced with synchronous and asynchronous communication;
(5) situating instructional activities: subjects are embedded in the real-
life conditions so that learners can experience the context
demonstrated in practice. Mobile learning also has these similar
characteristics (Ogata & Yano, 2004) 2018].

31. Ubiquitous learning: A systematic review, Telematics and Informatics,
Volume 35, Issue 5, August 2018, Pages 1097-1132
Leonor Adriana, Cárdenas-Robledo, Alejandro Peña-Ayala.

32. M-learning and the offshoot
u-learning literally embody
learner-centered education, in
that learning will soon be
omnipresent to the learner.

33. Working in groups design a
new mobile learning app and
identify its key features.

34. #edu8213