The landscape of learning now is much different that it was 20 years ago. Then, cell phones were just becoming smart and laptops were just starting to be affordable for the general population. The first iPad didn’t make an appearance until 2010. It’s amazing how much has changed in two short decades. With this type of change, it only makes sense that how we learn has also changed to make use of such powerful devices. As Sharples (2013) says,
One definition that captures the dual perspectives of learner mobility and learning with portable technology is the following: Any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies (O’Malley et al. 2003)
This definition is all encompassing as it tells a story about mobile learning. It’s mobile learning if you are on your couch looking at your phone and also, if you are on a ski lift using your phone to watch a ski lesson. Mobile learning not only brings the content to the learner but also takes the learner to the content. The ability for one to take the content with them blurs the lines of what is and is not a classroom. It allows us to integrate learning into our daily routines and when we have a need to learn something. Mobile learning is the ultimate learning support tool. Sharples (2013) states, “mobile devices are increasingly presented as tools that support transitions between episodes of learning in formal and informal settings, or simply as a means of supporting and connecting a student’s learning whether it be formal or informal.” And, I would add that it supports not only transitions to and from learning, but also allows learning to be non-linear and on a continuum.
As a workplace learning designer, the ability to have learning literally in the hands of my learners all of the time is exciting. From performance support perspectives, it allows us to create a knowledge base of demonstrations and procedures than can be referenced on-demand when the learner needs them. For learning new skills, it allows the learner again, the option to choose when they would like to learn it and it also allows the learner to be active in the environment in which they will perform the task. All of this allows for an increase in learner engagement with the content and recall as it is associated with the real environment.
Sharples (2013) also addresses may issues that arise in workplace learning and in school. One of the biggest keys to success in using technologies to support learning is the “availability of technology, institutional support, connectivity and integration” (Sharples 2013). Technology is not beneficial if it’s not functioning as intended if instructional designs fully rely on the technology to act as the transfer agent of the learning. Dolan (2016) and Sharples (2013) both bring up the issue of device ownership. Sharples discusses the benefits of individuals owning their own devices as they have a choice in what they use to learn and Dolan discusses the “BYOD (bring your own device)” in schools. The goal of this idea is multifaceted. It gives learners choice; however, the burden of cost shifts from the entity or organization facilitating to the learner. And for some, this may become a barrier to learning. Yardi (2012) shares that the socioeconomic status effects the accessibility of technology to children and those with lower scores generally share devices with their siblings or parents where those with high scores often have access to their own devices. So, those with lower SES scores may not be able to fully engage in mobile learning as easily as those with higher scores. It seems as though this may also be true of adults; however, the article was focused on K-12.
So, why do we care? Why do we care if learners are connected easily with learning content? Connectivity increases engagement by allowing us not only to receive information but also to create it. Yardi (2016) shares examples of how mobile devices allow learners to be both “consumers and producers.” Mobile learning allows us to design learning experiences that integrate the experience of learning into all of our environments. It allows us to learn and allows us to teach others when and where we least expect it.
Sharples, M. (2013). Mobile learning: Research, practice and challenges (http://oro.open.ac.uk/ 37510/). Distance Education in China, 3(5), 5–11.
Dolan, J. E. (2016). Splicing the divide: A review of research on the evolving digital divide among K–12 students. Journal of Research on Technology in Education, 48(1), 16–37. doi: 10.1080/15391523.2015.1103147 [Course E-reserves]
Yardi, S., & Bruckman, A. (2012, May). Income, race, and class: Exploring socioeconomic differences in family technology use (https://courses.worldcampus.psu.edu/canvas/dev/ms-142150-2016 0602160611/content/03_lesson/images/p3041-yardi-1.pdf) . Proceedings of the 2012 ACM Annual Conference on Human Factors in Computing Systems (pp. 3041–3050). ACM, Austin, TX.
Hi Katie,
I like how you succinctly answered your own question “so why do we care?” The connectivity of mobile devices allows us to RECEIVE content and also CREATE content. Thus, we can learn anytime, anywhere, while also contributing to more learning content (sharing videos, information, etc). This is especially beneficial in situated learning environments, as we apply what we are learning in the real world situations.
However, as you mention, it is only beneficial if the technology is working properly. It is critical to have access to the device and sufficient wireless connectivity. It is also critical to have access to support and resources, should the technology not work as intended.
Regarding your reflection on BYOD, indeed it saves organizations money by not having to provide the devices. But as you mentioned, it provides challenges to those who can’t afford to provide their own. In this case, what recommendations would you have so that all learners have the same learning opportunity? In your profession, do you:
A. Provide learners with devices, or
B. Require learners to provide their own?
Do you see pros/cons with either scenario?
Thanks,
Suzanne
Hi Suzanne, currently my organization only provides a PC or laptop depending on one’s role. We do have a limited number of laptops that can be loaned out from our IT department and we have a dozen iPads and some old Surfaces that can be used to support activities in class. I work for a financial institution so access to mobile devices becomes a security concern to some degree. On the organization owned devices, we have security controls that prevent access to certain things that may make the device vulnerable. I am a proponent of the organization providing devices to all employees, but it is not a current reality. Not only do we offer a lot of internal training that could be accessed from a device, but we also support nearly a 1/3 of our employees who return to college for degrees or advance programs. It would be really great if we could support their learning with a device as well. I see the security issues as a real concern so it makes sense to me that they would be provided by the organization. However, if we are unable to do that, I would like to be able to have some access– even if it is limited– to all learners own their own devices.
I agree with your statement that mobile learning “blurs the lines of what is and what is not a classroom.” I see students using their devices every day to engage with learning content (formally and informally) and it amazes me how far we’ve come in a relatively short amount of time. That’s not to say that we don’t have room for improvement – one student complaint that I hear time and time again is the instructor who refuses to use our LMS to post assigmnents, leaving students with some information acessible on their phones and some accessible only via paper syllabi, and conversely I hear instructors complain about student reliance on their phones – but I think we’re on the right track. I think you point about connectivity increasing engagment by allowing for the creation as well as the reception of information is spot on. One of the benefits of mobile devices is that they are hand-held multimedia production companies, giving you the ability to take photos or videos, edit them in every way imagineable, and distribute them widely. Unfortunately, I see this being used rarely in educational contexts, but again, there is room for improvement!