Handheld Learning - learning with mobile and ubiquitous technologies

I was thinking it might be useful to brainstorm examples of use of this technology. I’m constantly being asked about how it can be applied in teaching and learning. I feel that people like a tangible example that illustrates the potential strengths. In other words, a tit bit that can be used to inspire or engage people in thinking about an appropriate use of this technology in their context. An old favourite of mine is using the PDA in the lab to record observations and be part of the lab book. The PDA adds an extra dimension compared to paper/pen as you can include video and audio recordings, while also shortening the time involved in data analysis (the results are in an electronic version – assuming you typed them in at the time of the experiment). This can add to the students learning experience when they re-visit the recordings in the future. Thinking back to my Chemistry days, how quickly I seemed to forget. It would have been wonderful to have recorded the excitement / panic of those chemistry experiments, as well as commentating on those awful smells! In the lab context, a small mobile device has an advantage for a laptop due to it delivering pretty similar functionality, at a lower price and being less intrusive on the lab desks. When combined with a paper/pen note book for sketches and jotted notes then it has a very significant role to play. Then we can discuss all those lovely issues of sharing information, displaying results in class etc …

So, if you had a few minutes to outline your “killing application” of PDAs in learning and teaching, what would it be?

The affordance that really inspires me is mobility.    Being able to record data as in Andy's scenario and then going to another location - even outside - to continue an experiment and to compare data.

So the scenario that really excites me is the ability to collect location-sensative information and continue using it in another situation.  Collecting data that is GPRS located and bringing it back into the classroom (think future geography lessons); collecting scientific data from the local community (mini-beasts data, sensor readings etc) and then collating this with peers' findings in the class for greater data sets etc.

So in a school environment, would you expect the students to sync the information back to a computer in the classroom for sharing and manipulation or would they continue to work on the PDAs. I'm thinking that we need to explicitly build in the seemless movement of data between PDA and computer for the students to use these devices. As PDAs don't suit multitasking, and the manipulation of data onscreen.

What models are people employing for this type of use? Are you dividing tasks between PDA and computer (based on which you think is most suitable) or using just the one device?

We've got Dan mulling over some interesting possibilities of the mobility affordance within the area of shifting location but maintaining device - cheers Dan.

How about others? This thread has been read by 80 people. Has anyone got some practical use they wish to share? How about those related to handheld projects, or working in further and higher education. I'm starting to get very interested in interactive whiteboards, is anyone hooking these up to the whiteboards in a small group teaching? Go on ... you know you want to share