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Mobile learning continues to gather momentum as learners grasp tightly on to this new phenomenon. The benefits are extensive and tempting for learners (Particularly when strong competition has meant mobile devices are becoming relatively cheap and therefore affordable by anyone). Burgon comments mobile technologies can “assist students with different learning styles… The interactive online textbooks, for example let students hear video clips or take extra practice tests. Many also include tips for parents to help students master the subject�? (Blodaum, H. and Melodee, K. 2005). Mobile devices enable learners to gain immediate access to data. For instance, a SMS text message providing information relating to a time-table change will be received much quicker as oppose to delivering the message via a phone calls. This also includes employees who may use what they learn whilst on-the-job or in-field. They act as an ‘assistive’ technology for learners with various learning difficulties/disabilities who may otherwise not be able to participate in further education. For instance, disabled learners who find it difficult to participate in traditional note-taking may use the voice recording function of a Personal Digital Assistant (PDA) as an alternative. The voice recording function or inbuilt cameras (or alternatively, portable keypads and onscreen keyboards maybe used) on PDA’s may also be used in environments not suitable for using pen and paper. Devices such as the PDA can also be at times are more attractive and encouraging for students who are not motivated to take notes on paper( http://ferl.becta.org.uk/display.cfm?page=65&catid=192&resid=5194&printable=1)
In the classroom, mobile devices can enhance the educational/learning experience; capture the full attention of normally bored and pre-occupied students, foster healthy communication between teachers and students who may be otherwise to shy to speak. Due to instantiate nature of such devices, response and feedback can be fast. Academics Naismith, Lonsdale, Vavoula and Sharples believe “Mobile technologies are becoming more embedded, ubiquitous and networked, with enhanced capabilities for rich social interactions, context awareness and internet connectivity. Such technologies can have a great impact on learning. Learning will move more and more outside of the classroom and into the learner’s environments, both real and virtual, thus becoming more situated, personal, collaborative and lifelong�? (Naismith, L. Lonsdale, P. 2005). Such a powerful transition will lead learning as part of the daily ritual and build a bridge to engage with the ‘knowledge-heads’ of society.
A major difference between e-learning and m-learning is that it “offers greater flexibility in where and when learning happens.�? The use a mobile device such as the mobile phone has “…the ability to deliver learning to workplace learners who are situated in the environment in which they will be learning…�? (Chan, S. 2005)
Blodaum, H. and Melodee, K. (2005) “New school trades books for laptops,�? City Star
Naismith, L. Lonsdale, P. (2005) “Literature Review in Mobile Technologies and Learning,�? retrieved Sept 20, 2005, from http://www.nestafuturelab.org/research/reviews/reviews_11_and12/11_03.htm
Chan, S. (2005) “Opportunities for introducing Cognitive Apprentiships into Trade-based Apprenticeship Training,�? paper presented to the 14th National VET Research Conference for Wodonga Institute of Tafe, Albury, 5-8th Jul.
Wood, K. (2005) "Benefits of Mobile Devices for Education," retrieved Sept 20, from http://ferl.becta.org.uk/display.cfm?page=65&catid=192&resid=5194&printable=1
