Mobile and Ubiquitous Learning (original) (raw)

Theorising and Implementing Mobile Learning

2020

The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

Mobile Learning: Perspectives on Practice and Policy

2019

Making predictions about the role a given technology will play in our lives is difficult. Would it have been possible, for instance, to a prognosticator a hundred or so years ago, seeing the first automobile, to predict that this technology would one day provide employment to hundreds of thousands of people across the world while, at the same time, leading to urban sprawl, traffic jams, pollution, and wars in the Middle East? Clearly, our predictions need to be tinged with a touch of humility.

Mobile Learning: Transforming the Delivery of Education and Training

tcrecord.org

Mobile devices and education are not often heard in the same sentence. But that is beginning to change as the ubiquity of the devices presents a strong case for use in “transforming the delivery of education and training,” as the book's subtitle states. Mobile Learning, edited by Ally, is ...

Introduction: The prospects for mobile learning

PROSPECTS, 2014

The issue that this article introduces grew out of an event, the UNESCO Mobile Learning Week, but also out of a wider and growing movement of people and organisations exploiting mobile technologies, as they pursue varied educational missions. The UNESCO Mobile Learning Week represented by contributions here was a focus for contributions from across the field. This article provides a wider discussion of these contributions, first by looking at the achievements of UNESCO and then by considering these achievements more critically. In particular, it highlights several sets of inherent challenges facing UNESCO and other organisations engaging in mobile learning: those around evidence, evaluation, and sustainability; the problematic tension between largescale interventions, based on scale and content delivered by national governments, and the language and culture of marginal or indigenous people; the absence of appropriate ethics procedures to manage educational interventions delivered by a powerful and ubiquitous technology; and the absence of learners in the forums that address all these various issues.