Handheld Learning - learning with mobile and ubiquitous technologies

BBC report today some new applications of the latest PSP (includes link to video)

including 'Owners of Sony's PlayStation Portable (PSP) handheld console will soon be able to make voice and video calls over a wireless internet connection.'  So the beginnings of some 'authoring' possibilties then...

http://news.bbc.co.uk/1/hi/technology/6683231.stm

I agree with ifelix - this is an argument that fits with lots of examples of technology adoption.

Another issue that I am sure (or at least I hope) is part of this cyclical process of tech adoption is the labelling of 'learning with mobile technologies' as 'mobile learning' - these are two very different approaches - mobile learning focusing upon context crossing, taking advantage of new learning spaces and new learning networks etc, whereas learning with mobile technologies 'could' simply describe doing very traditional activities at a classroom desk with a PDA - the benefits of just those two examples are very different.

If we are going to advocate this technology adoption based upon learning principles, we need to be explicit about what we are describing and promoting - I am sure we all agree that it is not about 'the PDA' or 'the mobile phone' but about the improvement in social learning practices - and if we are to encourage and help others to adopt these approaches we need to be clear about the messages we are giving.


Rant over .... thanks for the prompt Geoff!!

Yrjo Engestrom talks about 'pulsating networks of learners' - the idea that by harnessing mobile technologies, learners can commnuicate and interact (that's the nertwork bit) with experts, novices and various social groups (that's the learners part) when they choose to, when they are together and when they are apart (and that's the pulsating bit!!)

Essentially - powerful, portable computers allow new social activities that were not possible without them - these include extending classroom discussions, bringing out-of-school conversations into the classroom and having powerful learning conversations in various places and at various times.  Rather than lonely learning, students have to make the choices when not to commnuicate, rather than when to communicate.

Of course central to this discussion is the fact that these technologies give the power of choice to the learner - not working in pairs when the teacher directs or larger group work because of the school timetable.  By really taking advantage of mobile devices, learners choose the processes that are appropriate to them for the task that they are undertaken.

Having said that, I'm now switching off to be alone to reflect upon my post!

An interesting discussion for two key reasons: the first is that it is often a misconception that 1:1 access to technology means individual learning (or lonely learning) - and although Heinrich Bauersfeld obviously understands the inherent social nature of the learning activities highlighted by Tom, it does highlight still how important it is to stress that learners sat on their own with a PDA is not the advance in education that we're looking for - but it is the opportunity for new learning conversations that are enabled by the communicative powers of the handheld device. 

The second real interest in this discussion is the question that it prompts: how can we further take advantage of the commnuicative opportunities provided by handheld computers - linked also to the mobility of them - access experts who are outside of the school, staying connected whilst mobile and creating/continuing new learning conversations in new and extended situtations.

The 'holy grail' (their words!) of mobile computing - the Dualcor cPC has the benefits of a PDA (start up time, connectivity), and the benefits of a 3G phone and laptop.

http://www.dualcor.com/index.php

Sounds good - anyone have any more info?

Good idea - I'll be contributing in the next few days.  One question though (and this is probably a thread of its own) what constitutes a 'decent' key term?

taxonomy. folksonomy, metadata - really interesting and important discussion as we encourage learners to be creators and to share resources - with an increased number of authors, the ability and competency to search for relevant, appropriate (and good quality) resources becomes ever more important.

This is a really really positive outcome from a research meeting and I hope that it does get a lot of press attention.

Personally I would be very happy to add my name to the sentiments expressed in the letter and hope that by demonstrating the mass of people who believe in the emphasis upon learning that is supported by technologies rather than technologies alone changing attitudes/activities, the excellent $100 laptop scheme can have a real and lasting effect.

There's quite a lot being written about online presence - and of course mobile presence - the way in which we demonstrate our ability and willingness to communicate.  I'm not sure about the effect that lurkers have upon community development but of course, one of elearning's greatest strength is being able to allow learners to access information and resources in their own way - and observing a conversation or choosing to join it is a good example of this.

I guess the questions are more around - how do we best encourage people to become active members of communities; how can we support lurkers to ensure they benefit from community involvment and what methods are there for displaying online presence that are not text-based? - (for example how can lurkers leave a mark to represent their use of a thread, their understanding of a thread or their benefit from a thread without being involved in its construction)

Now, where did I put that sleeping smurf avatar...

No go on Graham - what did Malcolm McLaren say?

And I've got another one too - a split screen Graham - remind you of your youth?

If you take a look at the outcomes of the MobilLearn project then this thread could change quite a lot.  Starting with the principle that it is the learner that is mobile - from this starting point the technology that can be used to support a mobile learner can be mobile, portable or even located (a desk top) in certain situations.

Mobile learning first, mobile technology second? 

Agree with all of the above comments, especially seeing Bob's great face paint at the conference dinner - but I'm still not sure that I'm ready to jump on the 'it's time for mobile to get into the mainstream' bandwagon.  There are still a lot more questions to be asked about designing mobile learning contexts, the relationship between the gathered classroom and located events, the role of the expert etc - all of these need exploring further before wide spread use takes place - otherwise we're going to end up with a technical fix to current practices, rather than a real movement towards a 'better' education system.

A great thought provoking conference should always leave you with more questions that answers - and that's what mLearn did for me.

It's great to see that this thread has had 54 views and no replies!!

I'd suggest that one of the benefits of being involved in an online community is the very fact that you can observe different converstations and get involved in only those that you have particular interest in/expertise in.  And it's a real joy that this forum is a mixture of people with technical expertise and educationalists (and those in between ) - so that different threads inspire different people to react.  For example, I'm not really going to get involved in a discussion about technical issues of a PDA - but I'm benefiting from observing that thread.

The question is how much more I benefit from shaping the conversation by being a part of it, rather than just observing it.

Shows how effective mobile presence really can be - just a shame when it gets in the way of getting a chance to got to Cape Town!

Just heard that I've had a paper and a poster presentation accepted - hopefully those going from the forum can find an opportunity to meet - finally put a face to the avatars!

I'm about to be involved in a workshop investigating the benefits of 3G phones for learning - particularly looking at the benefits of being able to take mobile video and still images.

I'd really love to share the 'collective wisdom' of this group within the workshop (and I'll report back the outcomes too)

Does anyone have any experience of using camera/video phones within a learning context and are there an particular feelings amongst the group about the possibiliities that they offer?