“Learning is a deeply personal act that is facilitated when learning experiences are relevant, reliable and engaging�? and thus “different kinds of learning demand appropriate strategies, tools and resources�? (Wagner, E. D., 2005, p. 40).
A number of factors need to be taken into consideration by students, instructors and course designers when transferring from a traditional learning environment to that of a mobile learning environment. In transferring to a mobile environment, those involved must ensure to “…adapt and appropriate the technology for learning in a way consistent with learning goals and principles…�?, this includes preparing “…prototypical application and scenarios…�? and developing course/ training relevant “…software tools and architectures…�?(Hopee, H. U. and Joiner, R. 2003, p.255).
The purpose of the mobile device to be used in the learning process will help to determine which device will be most suitable. For instance, “… some teachers prefer delivering content, which may be easier on a larger screen; others, encouraging discussion, for which mobile phones are adequate. Some students need help with organisation, others with study. Some subjects, like geology or math, require visuals or tables; others, like literature, are more text-heavy�? ( http://72.14.203.104/search?q=cache:l6wiFu2I2pwJ:www.col.org/Knowledge/pdf/KS2005_mlearn.pdf+usability+and+accessibility+in+mobile+learning+&hl=en).
The learner will need to consider his/her ability to operate various mobile devices including learners from various backgrounds. Course designers will need judge the suitability of the course to the device. For instance, monochrome screens attributed to most small devices (handhelds) would better suit a text-based subject as oppose to a graphics-based course. Further, in relation to a text-based course, monochrome screens offer low quality readability in contrast to full-colour screens. In relation to lighting, if the device is not internally lit, students taking courses orientated towards outdoor environments may have difficulties viewing the screen due to the sunlight or poor lighting conditions. Writing, selecting and voice messaging may prove difficult or inconvenient for students on the move.
Students will need to consider the reliability of the device in relation to power. For instance, some handhelds run on cheap disposable batteries while others more expensive and rechargeable batteries which need to be charged at a power point regularly. Course designers will need to look at existing infrastructure, such as whether the institution has in place wireless points/areas for classes/learners which may need access to the internet. Students using their laptop/device for assignment work will need to consider this also( http://72.14.203.104/search?q=cache:l6wiFu2I2pwJ:www.col.org/Knowledge/pdf/KS2005_mlearn.pdf+usability+and+accessibility+in+mobile+learning+&hl=en).
In adopting a mobile learning structure within an organisation, managers must ensure they have taken the necessary steps. They must “…align their learning objectives and take inventory of their current capabilities.�? Also, it is vital that the corporation has a high level of knowledge on job roles, employee needs and business priorities before locating and “…repurposing existing content if a mobile learning program is to be effective.�? Once this has been done, the organisation can consider implementing such a learning style.
Wagner, E.D. (2005) “Enabling Mobile Learning,�? Educause Review vol.40, no.3, pp. 40
Hoppe, H.U., and Joiner, R. (2003) “Wireless and Mobile Technologies in Education,�? Journal of Computer Assisted Learning vol.19, no.3, pp. 255
Traxler, J. (2004), "Mobile Learning in Developing Countries," retrieved Sept 20, 2005, from http://72.14.203.104/search?q=cache:l6wiFu2I2pwJ:www.col.org/Knowledge/pdf/KS2005_mlearn.pdf+usability+and+accessibility+in+mobile+learning+&hl=en
