This week’s readings provided a lot of research around mobile learning and how to categorize different aspects of it. While all of the articles mentioned transitioning from one location to another with mobile devices, the article Leveraging mobile technology for sustainable seamless learning: a research agenda was almost entirely about using mobile devices for learning outside of the classroom. One such instance was a unit on the 3R’s that led students to come to many of their own conclusions about reducing, reusing and recycling. Students had to take photographs, record interviews, and transmit data using a mobile device. They also discussed their findings with their classmates using the same devices. In this instance, I would agree with the statement made in this article that, “The portability and versatility of mobile devices have significant potential in promoting a pedagogical shift from didactic teacher-centered to participatory student-centered learning.”

In, Viewing mobile learning from a pedagogical perspective the authors discussed similar concepts to the above reading and also attempted to categorize different aspects of mobile learning based on their research. They also tried to tie in aspects from the perspective of the socio-cultural theory. Through their research, they would eventually end up with the categories of “authenticity, collaboration, and personalization”. The authors of this article also had several examples where they extrapolated data to help back their findings.

I believe that the final article from this week’s readings, titled, Framework for Designing Mobile Learning Environments did the best job covering all aspects of mobile learning and categorizing them in a succinct way. They abbreviated their research into RASE – resources, activity, support, and evaluation. Perhaps I liked this model the best because it is very similar to how I have to write lesson plans as it is. There needs to be an in-depth list of steps, evaluation, and resources meanwhile keeping the student learning goals in mind. Like the other articles, this one also discussed mobile learning from the aspect of different learning theories. I also found the most connections to art education in this article, particularly on pages 5 and 6 where they discussed problem-solving and the theories of Jonassen from 2000. In art students need to construct artifacts using problem-solving skills and “strategic decision-making and planning”.

My only struggle at this point in this course is thinking of ways that art can be included in the grand scheme of mobile learning. While I do have some ideas, I fear that the arts may fall by the wayside as they do in other ways when it comes to supplemental materials. It will be interesting to see in the future of this course if I find more apps other than the ‘museum tour apps’ created by museums.