Does Going Mobile Always Make Learning Better?

Dyson, LE

Does Going Mobile Always Make Learning Better?

Dyson, LE

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Publisher:: ED-MEDIA
Publication Type:: Conference Proceeding
Citation:: ED-MEDIA 2011 Proceedings, 2011, pp. 2957 - 2966
Issue Date:: 2011-01

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Field	Value	Language
dc.contributor.author	Dyson, LE	en_US
dc.contributor.editor	Bastiaens, T	en_US
dc.contributor.editor	Ebner, M	en_US
dc.date	2011-06-27	en_US
dc.date.issued	2011-01	en_US
dc.identifier.citation	ED-MEDIA 2011 Proceedings, 2011, pp. 2957 - 2966	en_US
dc.identifier.uri	http://hdl.handle.net/10453/19099
dc.description.abstract	In order to understand what mobile learning (mLearning) can contribute to the educational experience and learning outcomes of university students, an examination is made of three mLearning applications - lecture podcasting, interactive classroom systems, and studentgenerated mLearning. These are analyzed in the light of pedagogic theory and compared to the traditional, didactic lecture and to typical implementations of eLearning. The application of concepts such as student-centred learning, active experiential learning, situated learning, learning conversations and the affordances offered by mobile devices reveal that mLearning can be fundamentally different from the forms of learning that preceded it. However, it is also noted that not all mLearning leads to better educational outcomes and that more emphasis needs to be placed on learner engagement and student-centred learning as fundamental concepts of any mLearning adoption.	en_US
dc.publisher	ED-MEDIA	en_US
dc.relation.ispartof	ED-MEDIA 2011 Proceedings	en_US
dc.relation.ispartof	EdMedia: World Conference on Educational Media and Technology	en_US
dc.title	Does Going Mobile Always Make Learning Better?	en_US
dc.type	Conference Proceeding
utslib.location	USA	en_US
utslib.location.activity	Lisbon, Portugal	en_US
utslib.for	080699 Information Systems not elsewhere classified	en_US
dc.location.activity	Lisbon, Portugal	en_US
dc.location.activity	Bangkok, Thailand
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.finish-date	2011-06-27	en_US
pubs.place-of-publication	USA	en_US
pubs.start-date	2011-06-27	en_US

Abstract:

In order to understand what mobile learning (mLearning) can contribute to the educational experience and learning outcomes of university students, an examination is made of three mLearning applications - lecture podcasting, interactive classroom systems, and studentgenerated mLearning. These are analyzed in the light of pedagogic theory and compared to the traditional, didactic lecture and to typical implementations of eLearning. The application of concepts such as student-centred learning, active experiential learning, situated learning, learning conversations and the affordances offered by mobile devices reveal that mLearning can be fundamentally different from the forms of learning that preceded it. However, it is also noted that not all mLearning leads to better educational outcomes and that more emphasis needs to be placed on learner engagement and student-centred learning as fundamental concepts of any mLearning adoption.

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http://hdl.handle.net/10453/19099