The Kukulska-Hulme et al 2011 report ‘Mature Students using mobile devices in life and learning’ may be a recent publication (International Journal of Mobile and Blended Learning Jan-march 2001) but draws its conclusions on research undertaken in between May 2008 and April 2009.
Technologically and in relation to the potential for e-learning a great deal has happened since then.
In industry would we not expert a report, say from Nielsen or Monitor, to have been done in the last six months?
In the technology sector old news is redundant.
By 2009 PDAs were virtually extinct and we were about to experience the launch of the iPad. Since 2009 smart phones have graduated – they’re bright in many ways.
Like their users?
Bright people with the means quickly find ways to put these tools to work, extending their reach to their online course, for materials, forums and assessment alerts, to organise their study time around their diary.
FROM THE ABSTRACT‘In today;s global marketplace, educators must know the technology habits and expectations of their students, including those from other countries.’ (Kukulska-Hulme et al, 2001:18) FROM THE INTRODUCTION “Learners can be active makers and shapers of their own learning. They should be supported in using technologies of their own choice where appropriate”. (JISC, 2009, p.51) Mobile (as they were) will not necessarily be readily adapted for learning. Ergonomic, pedagogical, psychological and environmental facts and the issue of cost (Stockwell, 2008) More widespread adoption by students and teachers is likely to follow. (ibid 2011:19) A convenient and powerful tool for learning. In an age when “communities are jumping across technologies” as needs and trends evolve (Wenger, 2010), educators and researchers also have to stay informed about how learners use personal technologies as members of communities that may be social, work-related or educational’. Decreasing institutional control Jones, Ramanau, Cross and Healing (2010) have critiqued the ‘new generation’ arguments, concluding that “overall there is growing theoretical and empirical evidence that casts doubt on the idea that there is a defined new generation of young people with common characteristics related to their exposure to digital technologies through-out their life (p.6) Notable minorities
- Internet to download or upload materials
- Contribute to blogs and wiki and engage with virtual worlds (ibid p.21)
- Social Interaction
- About yourself
- use of mobile devices
- Being part of groups and communities
- Specific uses for mobile devies
- Mobile devices for learning
- There are receptive, productive and communicative uses
- Respondents are using mobile devices to capture ideas and experiences
- Mobile devices have a useful function as tools that remind he user about what she/he has to do.
- Respondents make use of a range of applications for informal learning.
- One function of games is to fill gaps ion the day.
- Some respondents appear to be drawing boundaries around disparate uses
- The mobile phone features as an alternative means of communications and to spport physical mobility, e.g. as an alternative to having a land line or when work involves travelling.
- Contact with others
- Access to information and answers
- Reading e-Books
- Listening to Podcasts
RE: MORE UNUSUAL USES:
- Recording one’s voice
- Replay on iPod
- Taking photos
- Contacting experts in other fields
- Uploading notes to blog
- Windows Live Messenger
- Lamnguage learning
- Finding information
- Headphones to shut out distractions
- Productive activities
- Permanency of taking notes: paper is easily lost
- Multipurpose; yo can take your work/entertainment with you
- Can combine work with a run with listening to a podcast
- Podcasts give access to unique historical/scientific content
- Suits auditory learners
- Closer relationship between students and teacher
- Multimedia in one small device is a timesaver for teachers
- Instant documentation of whiteboard notes
- Taking photos of overhead slides
- Help with learning disabilities
- Alternative news source/breaking news/immediate first hand reports
- Helps maintain a public diary with a community dimension
- Quick way to learn
- Gets you outdoors
- Field trips become more fruitful and challenging
- Using apps on the phone incluuding Facebook and MSN
- Using GPS to find places
- Wathing movies, TV, shows, vodcasts
- Listening to audio book,s podcasts
- Being part of microblogging communities e.g. Twitter
- Browing websites
- Using location-based services, e.g. to find nearby taxis, banks, restaurants, etc.
- No longer having a land line.
Mobile device use is a fast-changing field that reflects rapid social changes as well as the increasing availability and smarter marketing of new devices. (ibid, 2011:32)
Micro-blog – are becoming more widespread, and we wold expect these uses to figure more prominently in the future. (2011:32)
Slate devices Apple iPad.
Several universities now offer ‘apps’ for smartphones using platforms such as Campus M.
Our findings indicate that institutions planning to offer mobile apps should buld on the existing perfernces of studens for social communication. listening to aduio, watching video andreading short texts if the apss are successfully to enhance the learning experience. (2011:32)
When students are offered appropriate mobile resources then they will use them. (2011:32)
We agree with Kennedy et al (2008) that ‘an evidence-based undersstanding of students’ technological experiences is vital in informing higher education policy and practice.’ (p. 109)
Pressures of study and assignment deadlines lead them to seek effective solutions to immediate needs on the go. (2011:33)
Avoid a ‘proadoption bias’
Futhermore, since the use of a mobile device represents a new technological means of reading books, articles and news, this might have an impact on how, and how much, students read, however frther research would be needed. (2011:33)
The landscape of mobile devices has changed since our survey with some devices (standalone PDAs) beoming almost extinct and others (handheld GPS) endangered. (2011:33)
In favour of smart mobile phones and tablet devices.
REFERENCEBruns, A. (2005) ‘Anyone can edit’: understanding the produser. Retrieved from http;//snurb.info/index. php?q=node/s86 Conole, G (2007) Describing learning activities: Tools and resources to guide practice. In Beetham, H, & Sharpe, R (eds.), Rethinking Pedagogy for a Digital Age: Designing and delivering e-learning (pp.81-91) London, UK: Routledge Kukulska-Hulme, Agnes, John Pettit, Linda Bradley, Ana A. Carvalho, Anthony Herrington, David M. Kennedy, and Aisha Walker. “Mature Students Using Mobile Devices in Life and Learning.” IJMBL 3.1 (2011): 18-52. accessed (May 22, 2011)
JISC. (2009). Effetive Pratice in a Digital Age: A guide to technology-enhanced learning and teaching. Retrieved from http://www.jisc.ac.uk/publications/programmerelated/2009/effectivedigital-age.aspx
Rogers, E.M. (2005) Diffusion of innovations (5th ed.) New York, NY: Free Press
Jones, C.R., Ramanau,R., Cross, S., & Healing, G. (2010) Net generation or Digital Natives: Is there a distinct new generation entering university? Computers & Education, 54(3), 722-732. doi. 10.1016/j.compendu.2009.09.022
Stockwell, g (2008) Investigation learner preparedness for and usage patterns of mobile learning. ReCALL, 20(3), 253-270. doi.10.1017/S058344008000232.
Trinder,k., Guiller,j., Margaryan,A., Littlejohn,A., & Nicol,D. (2008). Learning from digital natives: bridging formal and informal learning. Retrieved from http://www.heacademy.ac.uk/assets/York/documents?LDN%20FINAL%eport.pdf
Wenger, E (2010). SIKM community presentation online. Theme: REthinking Ourselves (KM People) as Technology Stewards. Retrieved from http://technologyforcommunities.com