V elliott storyboard educ8345 update

Title: The Revolution of Mobile Learning
Volda Elliott
Student ID: Volda.elliott@waldenu.edu
Student ID # A00400963
Program: PhD in Education
Educational Technology
EDUC 8345C-1 eLearning
Dr. Heng Yu-Ku
heng-yu.ku@waldenu.edu
Walden University
04/28/2016

mLearning : Past , Present and Future
Agenda

Perspectives of m-learning
Technocentric
Relationship to e-
learning
Augmenting formal
education
Learner-centered
According to Chandler,
(2015), current perspectives
on mobile learning generally
fall into the following four
broad categories.

Introduction
Although mobile has been gaining in
popularity over the last couple of years, it
certainly isn’t new. Laurillard (2007) has
defined mobile learning as “eLearning
through mobile computational devices” a
definition similar to the view that “there is
a common agreement that m-learning is
eLearning through mobile computational
devices and learning across contexts.

Education Shift
Researchers have
examined the use of
mobile and social learning
as a method to improve
students performance and
move away from
eLearning (Rogers.
2000).

Researchers’ Views
•Walker, (2006) widely recognized
that mobile learning is not just about
the use of portable devices but also
about learning across contexts ,
•Peters (2007) viewed mobile learning
as a useful component of the flexible
learning model,
•Brown, (2005) identified mobile
learning as “an extension of e-learning.

Years of human ingenuity and innovation
•Early 1980s: The Introduction of Personal
Computers
•1990: The Development of Multimedia PC
•1999: The Word eLearning was Born
•Early 2000s: The Dot Com Boom
• 2004: The Ascendancy of Web 2.0
•2005: The Rise of Flash Video
•2008: The Beginning of the Mobile Web
•2010: The Reign of HTML5
•2013: The Introduction of Tin Can API
(Gutierrez.2014)

The current educational model is
outdated because it was
developed before the advent of
ICT technologies (Kearneya ,
Schucka , Burdenb and
Aubussona. 2012)
Our Shifting World

Naismith et al (2004), have identified a
number of examples of how mobile
technology can be appropriated in a
learning context from a behaviorist,
constructivist, situated, collaborative,
informal and lifelong learning, and
teaching support perspectives.

Emerging Pedagogies for mLearning
Social
Constructivism
Heutagogy
Complexity Theory
Rhizomatic
Learning
Connectivism
Navigationism
Research into mobile learning
have expose institutions to
change their pedagogical
approach, answering students
requirements, anywhere
anytime and access to
information on any devices.
(Chen ,Kao and Sheu, 2003)

SOME CURRENT STATISTICS
•82% Of all
US/western
european
consumers now
have access to
the mobile
internet on their
mobile devices.
•32% use the mobile
internet
•18% more expect
to use it more this
year
•41% of those
without the internet
on their mobile
device expect to
have it on their next
device
•10% have made
purchases based on
web ads
•13% who saw a
web ad asked for
more information on
a product. 20% Of mobile
users have
paid for
content on
their phones
•Highest category
is tech news (24%)
followed by
travel/lifestyle
(21%) and
reference (20%)
•Smartphone
purchases grew by
192% worldwide last
year.
•While the iphone
was a substantial
component of the,
the blackberry
8830 and nokia e90
series also saw
substantial growth.
•Nokia, blackberry and
apple are 1,2,3 in
smartphones

The disperse of m-Learning in education
For the first time in ICT
history, we have the right
time, the right place and the
right idea to have a huge
impact on education:
handheld computing
(Soloway,2003).

M- learning system
School
Student
Curriculum
design
Content
Learning
style
Service
Device
InfrastructureParents M-Learning

The Success of m- Learning
m-Learning is the port for such
evolution in education and for it to
succeed, educators and developers
must have a collective approach to
the process (Chandler , 2015).

M-Learning Beyond the Classroom
Mobile communication coupled
with personal computing devices
present a new paradigm for
learning(Amry. 2014). As the
technology continues to disperse
wider in the education area, more
educators are seeking to meet
learners anywhere and anytime.

Some Challenges
Number of
file/asset formats
supported by a
specific device
Content security or
copyright issue from
authoring group
Multiple standards,
multiple screen sizes,
multiple operating
systems
Different mobile
platforms such as
iOS, Android,
Windows 7, etc
Technical challengesSocial and educational challenges
How to assess learning
outside the classroom
How to support
learning across many
contexts
Content's security or
pirating issues
Frequent changes
in device
models/technologie
s/functionality etc.
Design of technology to
support a lifetime of
learning (Sharples, 2000;
Moore, 2009)

The worldwide market for mobile learning products and services has reached $5.3 billion,
and will reach $12.2 billion by 2017, reports Ambient Research (Lankford.2014)
Mobile is a rapidly growing platform for workplace
learning.

Future
The future of mobile learning
depends largely on the level of
social acceptance it receive from
participants (Bansal .2014)

• Technology will be more accessible,
affordable and functional,
• Devices will be able to collect, synthesize
and analyse massive amounts of data,
• Language barriers will be broken down,
• Energy sources and power capacity will
improve,
• New forms of Assessment (UNESCO
2013)
Global Perspective

Current application of m-learning
Key Smartwatches Control
Payment Wearables
Assessment

Future trend of m-learning education
Location- based learning
Augmented reality
Wearable
Learning
Learning implants
Ambient intelligence
While these trends may seem
superficial, they actually have a
greater impact on instructional
design than one would initially
think (Pollard, 2011)

iPads, Tablets, Smartphones, Touch-screens and
Augmented Reality spectacles, are all the rage now,
but what about the day after tomorrow ???

What more for the
Future of mLearning ??
slim interface
technology
imaging chip
ICloud

for thinking about the
FUTURE of Mobile learning

References
Adkins, S.S. (2011). "The US Market for Mobile Learning Products and Services: 2010-2015
Forecast and Analysis". Ambient Insight. P.5
Ally, M. & Prieto-Blázquez, J. (2014). What is the future of mobile learning in education?
Mobile Learning Applications in Higher Education [Special Section]. Revista de Universidad y Sociedad del Conocimiento (RUSC).
Vol. 11, No 1. pp. 142-151. doi http://doi.dx.org/10.7238/rusc.v11i1.2033
Amry, A, B. ( 2014). The impact of whatsapp mobile social learning on the achievement and attitudes
of female students compared with face to face learning in the classroom. Retrieved from http//: www
eujournal.org/index.php/esj/article/viewFile/3909/3700
Bansal ,D. (2014) A Study of Students' Experiences of Mobile Learning.
Retrieved from http//: www. socialscienceresearch.org/index.php/GJHSS/article/viewFile/1326/1267
Cerra ,A. (2015)Three Perspectives on the Future of Mobile Learning.
Retrieved from http://twist.elearningguild.net/2015/05/three-perspectives-on-the-future-of-mobile-learning/
Chandler, (2015).Pedagogy Should Always Precede Technology: SAS Curriculum Pathways Mobile Learning.
Retrieved from http://gettingsmart.com/2015/11/pedagogy-should-always-precede-technology-sas-curriculum-pathways-mobile-
learning/

References continue
Chen, Y.S., . Kao T.Cand. Sheu, J.P ( 2003) A mobile learning system for scaffolding bird watching learning.
Retrieved from http://onlinelibrary.wiley.com/doi/10.1046/j.0266-
4909.2003.00036.x/abstract;jsessionid=E9AD2175B781BA0567E784DD5195F202.f01t01
Crescente, Mary Louise; Lee, Doris (2011). "Critical issues of M-Learning: design models, adoption processes, and future
trends". Journal of the Chinese Institute of Industrial Engineers 28 (2): 111–123.
Elias, Tanya (February 2011). "Universal Instructional Design Principles for Mobile Learning". International Review of
Research in Open and Distance Learning 12 (2): 143–156.
Ferriman, J. ( 2015) Mobile learning trends. Retrieved from http://www.learndash.com/12-mobile-learning-trends-on-the-rise/
Gartner (2002). SMS bigger than email in Europe. In Nua Internet Surveys. Cited in TAD Consortium Dec 2002 Information Update
No. 4, Telematics for African Development, Johannesburg, South Africa
Gutierrez,K. (2014) Great Moments in eLearning History. Retrieved
from http://info.shiftelearning.com/blog/bid/343658/10-Great-Moments-in-eLearning-History
Johnson, L., Adams Becker, S., Estrada, V. & Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition.
Austin, Texas: The New Media Consortium.
Kearneya. M, Schucka. S, Burdenb. K and Aubussona. P( 2012) Viewing mobile learning from a pedagogical
perspective. Retrieved fromhttp://www.researchinlearningtechnology.net/index.php/rlt/article/view/14406
Lankford, L,A. (2014) Mobile learning: Past, present, and future. Retrieved from http://www.training-pros.com/newsroom/learning-
highlights/mobile-learning-evolution
Laurillard, D. (2007). Pedagogical forms for mobile learning. In Pachler, N. ed., Mobile Learning: towards a research
agenda. London: Institute of Education University of London
Naismith, L., Lonsdale, P., Vavoula, G., Sharples, M., (2004). In Literature Review in mobile

Peters, K. (2007). m-Learning: Positioning educators for a mobile, connected future. International Journal Of Research in
Open and Distance Learning, 8(2), 1-17.
Pollard, P. (2011). Mobile learning in higher education: a glimpse and a comparison of student and faculty readiness, attitudes
and perceptions. Retrieved from etd.lsu.edu/docs/available/etd-11042011.../PollaraFinalDissertation.pdf
Richardson, W. (2008). Footprints in the digital age. Educational Leadership, 66(3),
16-19 Retrieved from
:http://www.ascd.org/publications/educational_leadership/nov08/vol66/num03/Footprints_in_the_Digital_Age.aspx
Rikala , J. (2015). Designing a mobile learning framework for a formal educational context. Retrieved
from https://jyx.jyu.fi/dspace/.../978-951-39-6311-8_vaitos06112015.pdf?...1
Rogers, J. (2000). Communities of practice: A framework for fostering coherence in virtual learning communities.
Educational Technology & Society, 3(3), 384-392
Sharples, M. (2000). "The design of personal mobile technologies for lifelong learning". Computers & Education 34
(3-4): 177–193. doi:10.1016/S0360-1315(99)00044-5.
Shuler, C. (2009, January). Pockets of potential: Using mobile learning technologies to promote children's learning. New York:
The Joan Ganz Cooney Center at Sesame Workshop. Available http://joanganzcooneycenter.org/pdf/pockets_of_potential.pdf
Soloway, E. (2003). Handheld computing: Right time, right place, right idea. Paper delivered at the IEEE international
conference on advanced learning technologies (ICALT).July 2003, Athens, Greece.
UNESCO (2013). The Future of mobile learning: implications for – Unesco. Retrieved
from nesdoc.unesco.org/images/0021/002196/219637E.pdf
Verma, A. (2015). Claim what’s yours. Claim your academy
now http://www.wiziq.com/teachblog/online-academy-your-brand-your-website/ ( 2015)

Project Rubric
Project: Creating a Multimedia Video Project
Title Page: 5 points Instructor
Assessment
Cover page includes:
 Assignment title
 Course number and name
 Student name and ID
 Instructor name
 Date
Comments: (click here)
0–5 points
Topic Selection: 10 points Instructor
Rating
Topic represents a current and relevant issue in the eLearning field and its
selection is justified.
0–5 points
Topic is worthy of consideration for presentation at an eLearning conference
or symposium.
0–5 points
Storyboards: 15 points Instructor
Rating
Storyboards provide a clear visual representation as to what the viewer will
see on the screen in the final presentation.
0–5 points
Storyboards provide representation of the audible components that will
accompany the visuals in the final presentation.
0–5 points
Storyboards provide detailed production cues, including (but not limited to)
screen direction, camera movement, blocking, prop usage, and audible cues
for production purposes.
0–5 points
Content: 35 points Instructor
Rating
100 Points; Due Module 5 Day 7, Week 10
You identified your eLearning/distance-education topic, summarized an
article you read on the topic, and justified your selection of your topic as
it relates to your workplace (Module 1).
0–5 points
The presentation demonstrated your knowledge of the past history and
evolution of the topic related to eLearning based on researched
evidence (Module 2).
0–5 points
The presentation demonstrated your knowledge of how your topic is
currently being used in eLearning grounded in current research (Module
3).
0–5 points
The presentation demonstrated your knowledge of the future potential of
the topic as it relates to eLearning based on researched evidence
(Module 4).
0–5 points
The final video presentation engaged the participants in meaningful
learning about the topic that was well researched (Module 5).
0–5 points
The content of the presentation is well developed with a clear beginning,
middle, and ending (Module 5).
0–5 points
The presentation covers the most pertinent details of the topic in an
appropriate amount of time (Module 5).
0–5 points

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