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Brandon Hall Research

Mobile Learning: The Essential

Information for Training
Professionals
Gary Woodill, Ed.D.
Director, Research and Analysis
Adam Cunningham-Reid, M.A.
Researcher

A Brandon Hall Research Business Brief

Brandon Hall Research

690 W. Fremont Ave. Suite 15
Sunnyvale, CA 94087
Phone: (408) 736-2335
www.brandon-hall.com

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 Brandon Hall Research

Table of Contents
About the Authors ____________________________________________________________________1
Introduction _____________________________________________________________________ 2
What is mobile learning? ______________________________________________________________5
How can mobile learning be used in training and development?_______________________________7
What can mobile learning do for a business? ____________________________________________ 14
What problems can I encounter in implementing mobile learning? ___________________________ 16
How do I set up and implement mobile learning? _________________________________________ 19
Mobile learning: The bottom line ______________________________________________________ 21
Association _____________________________________________________________________22
Blogs __________________________________________________________________________22
Conferences 2008 _____________________________________________________________23
Journals and Newsletters _________________________________________________________24
Organizations ___________________________________________________________________25
Videos _________________________________________________________________________25
Web Sites ______________________________________________________________________26

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Statement of Independence
We believe that it is important for a research firm to be transparent about how it makes money. That
way, customers can judge our integrity for themselves.

How We Make Money

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Brandon Hall Research makes money by selling research publications (in various forms such as
reports and KnowledgeBases) and consulting services; by operating conferences, workshops, and
an awards program; and by selling advertising in some of our publications and sponsorships of
some of our events.

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Our consulting clients include both user organizations and vendor organizations.

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User clients typically engage us to advise them on technology purchases and implementation
strategy.

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Vendor clients typically engage us to advise them on marketplace trends or to speak about
industry trends at vendor functions

What We Dont Do
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We believe that the way we make money allows us to be independent, unbiased, and objective. We
invite you to judge for yourself. We also invite you to contact us with any question about our business
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About the Authors

Dr. Gary Woodill, Ed.D.

Director of Research and Analysis
Brandon Hall Research
Gary Woodill started his career as a
classroom teacher in 1971 and has been
involved with the use of computers in
education since 1974, when he was
introduced to the PLATO system for
computer assisted instruction as part of his
Masters studies in educational psychology.
He helped develop educational materials for
a Canadian videotext system in the late
1970s and, in 1985, started a course for
teachers on computers in education at
Ryerson University in Toronto.
In 1984, Gary received a doctorate in
applied psychology from the Ontario
Institute for Studies in Education (OISE) at
the University of Toronto. In 1993, he cofounded an educational multimedia
company that developed educational CDROMs for children. In 1998, he designed an
adaptable learning management system
and has developed over 60 online courses
for various corporate clients.
Gary is Director of Research and Analysis at
Brandon Hall Research. In addition, Gary
manages the Innovations in Learning
Conference and presents workshops on the
topics he is researching.
He lives with his wife in Gores Landing,
Ontario, Canada. He can be reached at
gary@brandon-hall.com.

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Adam Cunningham-Reid, M.A.

Researcher
Brandon Hall Research
Adam Cunningham-Reid has worked with
Brandon Hall Research for the past two and
a half years. In that time period, he has
worked as a researcher, writer, and editor.
Adam is also manager of Brandon Hall
Researchs KnowledgeBases and annual
Excellence in Learning Awards program.
In 2006, Adam moved to Hamilton, New
Zealand, where he earned an M.A. with first
class honors in English literature from the
University of Waikato. Adam also works parttime at the university as a guest lecturer
and tutor.
Adam has co-authored several other reports
published by Brandon Hall Research,
including Creating Content in Flash Format,
Award-Winning Custom Content 2007, and
LCMS KnowledgeBase 2008.
Contact:
E-mail: adam@brandon-hall.com
Skype: adamreid83
Facebook: Adam Cunningham-Reid

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Part One: Mobile Learning Basics

Introduction
Now that we have experienced more than a decade of Web-based e-learning, many people
imagine that mobile learning is the same but on a smaller screen. Indeed, the first mobile
learning content included lecture material, online courses, and much textual information. But,
this merely illustrates the common practice of new technologies often first being used for old
applications.
The first models of e-learning were also backwards looking, inspired by hundred-year-old models
of schooling and classroom-based training. Linear online presentations, boring reading materials,
and trivial multiple-choice tests are the stock in trade of e-learning, whether it is from a server to
a desktop computer or to a mobile phone. In this sense, mobile learning is hardly revolutionary.
However, mobility changes the game of learning. By untying the learner from the instructor,
mobile learning liberates learners from the control of experts and physical environments. This is
a fundamental shift.
The availability of information at a moments notice has exploded at a dizzying pace. This
explosion has been partly fueled by the phenomenon of user generated content where
everyone and anyone can put information into electronic networks and make it available to
anyone else. Web sites like Flickr.com and del.icio.us now contain hundreds of millions of tagged
files that have been uploaded by individuals from all walks of life. Instead of thinking about an
online library of information, the new metaphor is the information cloud.
It is not just information that is included in the cloud computing metaphor. We now have clouds
of online software, applications, and data storage, in addition to the vast stores of information
that are readily available. Mark van t Hooft of Kent State University describes the new way of
working with cloud computing:
we keep our calendars online and create, edit, and collaborate on written
documents, spreadsheets, and diagrams using Google Docs and Gliffy. We edit
our pictures with Picnik before posting them on Flickr and share our movies on
YouTube. We create and share custom maps using Google Maps and Google
Earth. We tag our creations in a variety of ways so that others can find them, and
we create personalized portals to digital information using RSS aggregators and
customizable browsers like Flock and mob5. Finally, we can synchronise all of this
information across multiple devices using services such as Streamloads
MediaMax in sum, cloud computing is fundamentally changing the way in which
we use the Internet in our daily lives. (Becta, 2008)

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Mobile computing devices are emerging as the most pervasive devices for accessing the cloud of
data and applications available anywhere, anyplace.
Given the vast amount of information available, only a very small fraction of it will be accessed by
any given individual in his or her lifetime. This is why context is so important in terms of finding
the right information for the right person at the right time. Context can include location, age,
learning preferences, interests, search history, gender, language, and learner achievements. True
mobile learning is personalized learning that unites the learners context with cloud computing
using a mobile device.
Mobile services are growing at an amazing rate and are creating a new form of learning that is as
easy to access and ubiquitous, as the Web is today. The result is a form of Ambient Intelligence
(AmI), smart interactive technology that is both invisible and ubiquitous and that adapts to its
environment and users.
Mobile phone companies are now seeing cell phones as the miniature computers in peoples
pockets. Smart phone sales are soaring while sales of personal digital assistants (PDAs) without
phone capabilities remain static. The key difference is conductivity.
Some predictions indicate that, by 2010, more than 3.2 billion people will own a mobile phone
and subscribe to a cellular service. A 2007 pilot survey of business and management students
indicates that over 74 percent own some form of digital media player.
The statistics on the use of mobile phones by young people are even more dramatic. In Europe,
over 90 percent of young people in the 1624 age range own a mobile phone, with the highest
rate being in Norway. Japan has the highest rate of mobile phone ownership in the world. In a
recent survey of 333 Japanese students, 100 percent stated that they owned a mobile phone,
and 99 percent stated that they regularly send e-mails by their mobile phones.
Mobile phones are increasingly viewed by young people as a necessity and not a luxury. The term
connected cocooning was used in an MTV report on the technology habits of young people to
describe how they are permanently plugged into a network of digital devices and, via these, to
their virtual communities.
Put simply, mobile learning is taking off because the access devices mobile phones are
already in peoples pockets. And the phones are owned by the learners, not by institutions or
large organizations. This makes an enormous psychological difference in terms of learners
viewing themselves as being in control of their own learning.
This report is a business brief for busy training professionals who want an overview of the latest
developments in mobile learning. More in-depth research reports, which analyze the empirical
findings of mobile learning studies and which describe the tools and technologies, are also
available from Brandon Hall Research starting in the summer of 2008.

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What is mobile learning?

Mobile learning (also known as m-learning) has been defined as the acquisition of any
knowledge and skill through using mobile technology, anywhere, anytime, which results in an
alteration in behavior. As noted in the introduction above, ideally, mobile learning is
personalized based on the characteristics and context of the learner, and mobile learning uses
mobile devices to connect to the cloud of information available through electronic networks.
Mobile learning has also been referred to as a nomadic learning style.
A wide variety of mobile devices and mobile systems can be used in mobile learning. Mobile
systems include short range or personal area network technologies such as Bluetooth and RFID
tags, WiFi networks using wireless routers, and MAN/WAN networks that allow cell phones to
connect to other telephones through metropolitan area or wide-area networks.
Mobile devices that are readily available for mobile learning include the following:
>

Bar-code readers for PDAs

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Electronic voting systems (also known as clickers)

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Graphing calculators with probes

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Hand-held gaming devices

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iPods and MP3 players

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Laptop computers

>

Mobile phones

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Personal digital assistants (PDAs)

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Smart phones

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Tablet computers

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Ultra-mobile PCs

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USB storage devices

A number of other mobile devices are at the experimental stages and are not commercially
available but indicate possible future directions for mobile learning. These devices include the
following:
>

A cardiac glove that teaches first responders how to perform CPR

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A bracelet that exchanges contact information and other data with someone else wearing a
similar bracelet when the two people shake hands

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>

An implanted chip that exchanges information among others who also have the same chip
implanted in their bodies

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Wearable computers and smart fabrics that are built into peoples clothing

The term micro-content is sometimes used to describe the data that is exchanged among
mobile devices. This may be in the form of text files, images, blog posts, audio files, video files,
directions, calendar entries, reviews, bookmarks, tags, search results, test questions, and links.

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How can mobile learning be used in training and

development?

Photo Credit: haimediagroup

Mike Sharples is probably the leading mobile learning theorist in the world. In 2000, he wrote a
paper that outlined his vision of mobile learning technologies to support lifelong learning. Such
technologies would do the following:
[They would] equip people with personal tools, such as memory aids, concept and topic maps,
case archives, and communication devices, that are [the following]:
>

Highly portable, so that they can be available wherever the user needs to learn

>

Individual; adapting to the learners abilities, knowledge, and learning styles; and designed to
support personal learning rather than general office work

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Unobtrusive, so that the learner can capture situations and retrieve knowledge without the
technology obtruding on the situation

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Available anywhere to enable communication with teachers, experts, and peers

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Adaptable to the learner's evolving skills and knowledge

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>

Persistent, to manage learning throughout a lifetime, so that the learner's personal

accumulation of resources and knowledge will be immediately accessible despite changes in
technology

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Useful, suited to everyday needs for communication, reference, work, and learning

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Intuitive to use by people with no previous experience of the technology

This agenda for mobile learning is supported by Jill Attewells summary of the 2001 MLearn
project, which suggests that using mobile learning may make positive contributions in the
following areas:
1. Mobile learning helps learners improve their literacy and numeracy skills and recognize their
existing abilities.
2. Mobile learning can be used to encourage both independent and collaborative learning
experiences.
3. Mobile learning helps learners identify areas where they need assistance and support.
4. Mobile learning helps combat resistance to using ICT and can help bridge the gap between
mobile phone literacy and ICT literacy.
5. Mobile learning helps remove some of the formality from the learning experience and
engages reluctant learners.
6. Mobile learning helps learners remain more focused for longer periods.
7. Mobile learning helps raise self-esteem.
8. Mobile learning helps raise self-confidence.
(Attewell, 2005, p. 13)
A review of the research literature on mobile learning reveals a myriad of uses for this new way of
using technology in learning. Educationally relevant functions of mobile devices include their use
in the following ways:

>

Accessing, changing, or annotating information

>

Using the device as an assessment tool

>

Generating augmented reality

>

Using the device as a communications tool

>

Connecting to other educational software systems

>

Using the device as a context recorder

>

Creating educational content

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>

Interacting with educational content and experiences

>

Using Media Player

>

Using the device as a personal and community organizer

>

Reading digital information embedded in the physical environment

>

Verifying identity

>

Using the device as a way-finding and electronic tour guide

Lets look at each of these functions of mobile devices, in turn, and see some examples of mobile
learning in action.

Using a mobile device to access, annotate, and change information

In the new nomadic culture, we need quick and easy access to information many times during
the day. Mobile devices allow information to be available just-in-time from any place that has
access to computer networks connecting to the desired information. With the mobile device, a
user can access information and annotate, change, or add to that information.
Mobile devices can be seen as terminals to networked computer systems and are, therefore,
both input and output devices. Built-in cameras can take pictures and send them to storage.
Data collected on field trips can be entered into a mobile phone and sent to any location on the
network. This is very useful for documentation and reporting, field studies, voice recording, geotagging (labeling locations with keywords), and media tagging (labeling audio, video, or images
with keywords).

Using a mobile device as an assessment tool

Mobile devices have been used for surveys, peer assessments, self-assessments, and instructor
assessments. The most common format of assessment used is multiple-choice questions, with
either a single answer or multiple answers. Tests and quizzes are built with a variety of authoring
tools. Audio and images can also be attached to the text of a mobile assessment protocol. With a
connection to the Internet, a PDA or a smartphone can upload the results of an online test to a
database or to Microsoft Excel for further analysis.
Beyond testing, mobile technologies can be used to evaluate performance in the workplace. The
goal here is not to simply test for knowledge retention but to assess performance in a dynamic
and authentic way. In the latest versions of e-assessment, this is being accomplished by using
context indicators, personal profiles, and automatic device detection (to compensate for the
limitations and affordances of each type of device). Authoring toolkits are now available so that
the instructor or course leader can specify the learning outcomes, the method of assessment

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(including the form of the result, how it will be recorded, and by whom), and the timing of the
assessment(s), and the feedback can be given in response to the results. Programs are also
available to supply learning resources for specific outcomes and remedial actions to be taken
when assessments are not completed in a timely manner or to a satisfactory standard.

Using a mobile device to create augmented reality

Augmented reality using mobile devices such as immersive helmets, hand-held computers, or cell
phones is a form of computer simulation involving the features and artifacts of a real-world
location. The buildings and geographical features of a particular location are part of the learning
simulation or game while the mobile device supplies additional data or problems for the players.
This type of activity often uses geographical positioning system (GPS) data outdoors and WiFi
positioning data indoors. Because the mobile devices know the real location of the players, they
can supply location specific information and problems. Augmented reality games facilitate
thinking about roles, data, and game strategy using educational and interactive design principles.

Using a mobile device as a communications tool

Mobile phones have become so ubiquitous that we take them for granted as major
communications tools. Besides being a phone, this device is used for instant/text messaging,
sending e-mails with or without attachments such as pictures and video, collaborating and
coordinating among a group of people, and accessing Web feeds when information changes.
Voice over Internet Protocol (VoIP) where calls are routed through digital networks has
reduced the cost of calling worldwide, making phones a relatively inexpensive educational tool.

Using a mobile device to connect to other software systems

Mobile devices can be used as terminals to access a wide variety of other software systems
that relate to education and training. They have been used to connect to learning management
systems, collaborative learning managers, collaborative whiteboards, concept mapping tools,
databases, decision support software, graphing and other forms of visualization tools, learning
portfolios, mind mapping tools, personal development planning tools, personal organizers, and
Web browsers.

Using a mobile device to read digital information embedded in the

physical environment
Mobile devices can be used to access or interact with digital information embedded in the
physical environment. Technologies that support this function include geographical positioning
systems (GPS), radio frequency identification systems (RFID), quick response tagging (QR), and

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NFC (near field communication). Many of these technologies have been developed for noneducational purposes but have found interesting uses in the training field.

Example of a QR (Quick Response) code

Using a mobile device as a context recorder

Mobile devices are becoming increasingly smart and are able to detect many aspects of the
learners context. This includes automatically detecting location, time, infrastructure, and
environmental conditions and using these parameters to either update the users personal
profile or to decide what content to present to the user. The user can also input his/her present
context to the mobile device. Other personal data such as body movement and health measures
(such as pulse and blood pressure) can now be used to support personalized healthcare and
wellness programs or to monitor potential threatening events such as a heart attack. For
example, smart underwear can tell if a person is having a medical emergency and can summon
help using GPS data and wireless telephony.

Using a mobile device in creating and playing back educational content

Mobile devices can be important tools to use when creating and playing back educational
content. For example, podcasts can be created through phone calls, and editing and publishing
from a mobile device used for blogging can add to a store of educational content. The camera
function of mobile phones can be used to upload pictures for educational purposes.

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Once educational content is created, a mobile device can be used as a media player to display
animation, the content of e-books, games, music, video, simulations, and other forms of elearning content.

Using a mobile device as a personal and community organizer

Because mobile phones can be used to call many people at the same time, they are good for
audio conferences and for organizing and coordinating Smart mobs or learning swarms.
Mobile phones are an indispensable tool for managing human resources in the field, including
automating a number of HR functions. Mobile phones are one of the devices used for uniting
virtual learning communities.
Most PDAs and mobile phones now have built-in personal organizers and schedulers that allow
people to organize their lives.

Photo Credit: Leonard Low

Using a mobile device for verifying identity

In this era of heightened security, mobile phones can be used for identity checking by recording
unique voice prints. Other biometric functions such as iris scanning and fingerprint matching are
also becoming miniaturized for mobile devices. This function can be critical for education if the
identity of the respondent on a task is to be verified.

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Using a mobile device for way-finding and as tour guides

Because many new mobile phones have GPS capabilities, they can be used for way-finding and
as virtual tour guides. Personalized museum guides are now available in many locations,
providing additional opportunities to explore, share information and reactions, enhance
explanations, and link to related experiences. Mobile devices with GPS can be used to track
children or adults with limited cognitive capabilities and to help everyone to navigate in the world.

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What can mobile learning do for a business?

The move toward mobile learning affects a number of business considerations, and the
workforce itself has become much more mobile in the last decade. It is becoming less frequent
for businesses to require training opportunities to occur in the office or in classroom facilities,
and staff members often have little time for formal training or e-learning that requires a computer
and an Internet connection. Mobile learning allows businesses to provide training to mobile staff
and to distribute materials quickly. It is a way to use short periods of time where staff members
are waiting or traveling.
The pace of business change and the need for constantly updated information has also
increased. Mobile learning can deliver key data at the point of need. This is particularly relevant
for workers who need access to updated product information, pricing details, or other time
sensitive information. Mobile learning can be seen as a form of performance support. Moreover,
applying mobile tools for education increases learners opportunities to interact with each other
and to share ideas and information. It is, in its own way, an active form of learning.
Mobile learning may be more cost-effective because many in the workforce are already equipped
with mobile devices in their pockets. This reduces the cost of technology-based learning
infrastructure.
Mobile devices are easily accepted by learners as devices for learning and, for many, are seen as
cool devices for training. This can increase learner motivation. For example, online
assessments may be more accepted using mobile devices because of the novelty of the method.
Other benefits of a mobile assessment include the increased speed of results to the learner and
instructor, efficiency of data collection, scalability, integration with an LMS, question and test
analysis, and reporting on test performance parameters.
Mobile learning can be relatively easily integrated with more traditional e-learning that uses
servers, desktop computers, and Web browsers.
All of this adds up to an interesting set of benefits to mobile learning when compared with other
forms of technology-based education and training.

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Photo Credit: haimediagroup

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What problems can I encounter in implementing

mobile learning?
All new learning technologies encounter problems at the beginning of their use. Mobile learning is
no exception. Problems that arise from using mobile learning can be classified as one of the
following:
>

Acceptance issues

>

Instructional design issues

>

Technical issues

Following is a brief description of the issues in each category:

Acceptance issues
All new technologies have an adoption curve in which different groups of people show different
rates of acceptance or adoption of a new technology. Early adopters and technophiles tend to
jump on the bandwagon of any new technology simply because of its newness and the
excitement it generates. Many others wait to see in the new technology is going to catch on,
taking a pragmatic approach to technology adoption. Still others take their time and want to see
many people using a technology before they will accept it. Finally, some adopt the technology just
as it is on the way out, and others never accept a new technology.
While many feel a sense of ownership for their mobile devices, and by extension are more open
to mobile learning, resistance often arises to new ways of doing things. Reasons for hesitating to
adopt a new technology can include a feeling of threat of the unknown that any new technology
entails. This is particularly the case if the new technology is likely to displace people in their jobs.
Or, in the case of mobile technology such as cell phones, worries may exist about health risks
due to exposing the brain to radio frequencies.

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Photo Credit: mylearningspace.org

Issues of privacy can arise when using mobile learning, as one is never sure about how personal
information that is gathered through mobile assessments is ultimately used. Using mobile
devices can lead to a highly interrupted life in which one feels compelled to answer his or her
cell phone whenever it rings. Mobile learning can lead to a loss of balance between work and
leisure, as one feels always connected to work or training through electronic networks. An almost
universal addiction exists to using mobile devices during meetings, family functions, and
vacations by those who use them heavily.
Yet, some instructional designers enviously look at what they perceive as dead time spent in
travel or not at work, seeing an opportunity to use these periods for learning activities. Safety
issues could arise, as mobile devices are often used while driving or in control of other
machinery. One national insurance company in the United States reported that, according to its
survey, 19 percent of people send text messages while driving.
At the same time, mobile devices may not be taken seriously by management as a viable tool for
learning. This occurs because they are not seen as being used for serious purposes but are
associated, in the minds of many managers, with leisure activities such as playing frivolous
games.

Instructional design issues

Tiny screen sizes and small keyboards make traditional e-learning approaches difficult on mobile
devices. Therefore, mobile learning is best suited to situations where small amounts of

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information are needed immediately (such as supporting performance in the workplace) or where
the mobile device is only a part of a larger educational experience (such as when playing
augmented reality games or using cell phones to collect data).
For mobile learning to work best, it is critical to understand the context in which it is being used
and the characteristics of the learner. Mobile learning is ideally based on constructivism or
discovery learning where each learner feels his/her own path through the learning materials and
other available information.
In many cases, mobile learning activities should be integrated with other learning activities to
produce a learning flow that makes sense for each individualized learner. Human-computer
interaction principles, such as using clear, concise, and intuitive interfaces, are paramount. Easyto-use navigation and information design aid greatly in learning using mobile devices.
As one person commented, we need to look more closely at the cognitive and literacy demands
of common media tools that are placed on learners when asked to perform a good search,
interpret text and graphics, or identify and judge a source of information. This is particularly the
case when mobile devices are used by people with disabilities. While mobile devices may
increase accessibility for some, small screen size can be a problem for people with visual
impairments, and small keys may be difficult to manipulate by people with difficulties in motor
coordination.

Technical issues
Mobile learning is based on a quickly evolving set of learning technologies. The quality of mobile
communications continues to improve in terms of bandwidth, coverage, security, and costs.
However, a number of technical difficulties must be faced in implementing any mobile learning
project.
For one, no technical consistency exists among mobile devices. Battery capacity and battery life
vary among devices. Software development for mobile learning uses a variety of different
languages, APIs, and supporting platforms. The various mobile devices available use different
form factors, resulting in a lack of standardization in screen sizes and aspect ratios. The industry
also has not decided whether to develop proprietary smart client applications or to rely on
online Web-based wireless applications to deliver mobile learning. Open standards and platforms
for mobile devices are needed for the industry to mature.

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How do I set up and implement mobile learning?

Because of the many technologies that can support mobile learning, it is important to select the
appropriate technologies for the version of mobile learning that you want to implement.
First, you need a vision of what you are trying to accomplish in mobile learning. The right
configuration of technologies must be assembled to support the vision. Choices you need to
make include the following:
>

Transport options for the wireless data stream

>

Operating system and programming language options, which determine which mobile
devices you can use

>

Delivery options, which determine how different media will be played or created by the
mobile device

Each of these three sets of decisions is explained briefly below.

Transport options for the wireless data stream

Data from mobile devices can be sent to other devices or to a computer network in a variety of
ways. One factor in deciding between appropriate data transport choices is the distance that a
signal needs to travel to make a connection. Over very short distances of a few feet and where a
line of sight exists between two devices, infrared transmission is a proven method. This is being
replaced in newer devices by Bluetooth technology for transmitting data up to about 300 feet
(100 meters). Bluetooth provides a way to connect and exchange information between devices
such as mobile phones, telephones, laptops, personal computers, printers, GPS receivers, digital
cameras, and video game consoles. A master Bluetooth device can communicate with up to
seven other devices, forming a piconet. Two or more piconets can form a scatternet, with one
Bluetooth device in each piconet acting as a bridge.
Mobile phones have a wide variety of standards for transmitting data, which vary by carrier and
region of the world. The most common standard is the Global System for Mobile Communications
(GSM), which has 80-85 percent of the market.

Operating system and programming language options that determine

which mobile devices you can use
Devices used for mobile learning can have different operating systems. The Palm OS (also known
as Garnet OS since being acquired by ACCESS Co. Ltd.) is well known, as is Microsofts various
versions of Pocket PC and Windows CE. In Europe, the Symbian OS is common, and other devices
use an operating base of Java2 Micro Edition (J2ME).

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Depending on the operating system, different programming and scripting languages are
supported by various mobile devices. Languages used to program mobile devices can include
Flash, C, C++, WML, VoiceXML, HTML, XHTML, VRML, and Java.

Delivery options that determine how different media will be played or

created by the mobile device
Programming or scripting languages are then used to produce results, which must be formatted
into specific delivery options or protocols. Delivery options include the Wireless Application
Protocol (WAP), e-mail, Short Message Service (SMS or text messaging), Multimedia Message
Service (MMS), or Hypertext Transmission Protocol (HTTP). Location data may also be delivered
from satellites if the mobile device has built-in GPS functionality.
Using MMS to deliver multimedia involves another set of decisions and capability requirements.
Media that can be delivered to a mobile device include video, audio, phone calls (both individual
and with a group), television broadcasts, and interactive games. The mobile device can also be a
source of media, using the built-in camera or voice recorder.
Like all e-learning projects, setting up and implementing a mobile learning environment requires
requirements analysis, planning, budgeting, and project management. With the myriad of choices
available, this is not a simple task.

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Mobile learning: The bottom line

Mobile learning should not be seen as another platform for instructors to present information
and then test learners. Rather, we should be asking about new affordances in using mobile
devices for learning. That is, what are some tasks we can do with mobile devices to help people
learn that we could not do before?
Mobile devices allow learners to be nomadic; therefore, they are not bound to any particular
learning space or setting. Mobility causes us to rethink the boundaries of learning spaces
instead of private or enclosed spaces, mobile learning often happens in public learning spaces,
using the environment in which learners find themselves. The environment itself can be part of
the learning experience, with the mobile device being a tool for connecting with other learners,
information sources, or facilitators at a distance.
Mobile devices can be used as data collection tools. In fact, by working with other learners, largescale collaborative projects using time sampling can be undertaken in a variety of locations at
the same time. The results can be sent to a central server and analyzed later or can be displayed
dynamically. This makes mobile learning ideal as a platform for educational gaming. Educational
augmented reality games using mobile devices and the surrounding environment are becoming
very popular, especially with younger adults and children.
Of course, the design needs to be specific to mobile learning. Because of small screen size and
limited memory, any educational information transmitted to a learner needs to be simple,
reliable, and delivered in small pieces.
All of this changes the role of an instructor from an expert source of information to a facilitator
and designer of educational materials that work for mobile devices. The role of instructor is
further impacted by the fact that mobile technologies can be used for peer-to-peer teaching and
peer- or self-assessment.

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Part Two: Where Can I Learn More About

Mobile Learning?
This business briefing is designed for training professionals who want a quick summary of the
essential information about mobile learning. Three additional in-depth publications on mobile
learning, researched and written by Brandon Hall Research, are also available as of September,
2008. The three other publications on this topic are the following:
Mobile Learning: Research and Analysis of Training Applications
Mobile Learning: Tools and Technologies
Mobile Learning: Case Studies of Business Implementations
These three reports can be ordered at http://www.brandon-hall.com after September, 2008.
Many people feel that they need support in setting up and implementing a mobile learning
system. The following resources provide a good starting point for finding the help you need.

Association
At the end of the 2007 mLearn conference in Melbourne, the inaugural meeting was held of the
International Association for Mobile Learning, and Professor Mike Sharples from the UK was
elected as its founding president.
http://www.iamlearn.caryloliver.com

Blogs
Several hundred blogs are devoted to mobile learning. For an up-to-date list, type the following
keywords into the search box at http://technorati.com: mobile learning, mobile-learning,
mlearning, and m-learning. This section lists a sampling of mobile learning blogs.
All About Mobile Life is a blog devoted to all aspects of mobile technologies and their uses in
learning and in everyday life.
http://mobile.kaywa.com/mobile_learning/index.html
Following is a list of other blogs on mobile learning that you can explore:
http://mlearning.edublogs.org
http://mlearningworld.blogspot.com
http://mobile.jonathanmoss.eu
http://www.mobile-learning.blog-city.com

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http://moblearn.blogspot.com
http://mlearning.lnet.fr
http://www.mlearnxyz.net
http://vps.virtuaalikoulu.org/mle
http://www.zimbio.com/mLearning

Conferences 2008
February 12-15, 2008, International Conference on MOBILe Wireless MiddleWARE, Operating
Systems, and Applications (Mobilware 08), 1st, Innsbruck, Austria.
http://www.mobilware.org
March 23-26, 2008, International Conference on Wireless, Mobile, and Ubiquitous Technologies
in Education (WMUTE2008), 5th, Beijing, China.
http://www.wmute2008.org
April 11-13, 2008, International Conference on Mobile Learning sponsored by the International
Association for Development of the Information Society (IADIS), Algarve, Portugal.
http://www.mlearning-conf.org
April 16-18, 2008, Interactive Mobile and Computer Aided Learning (IMCL) 2008, 3rd
International, Princes Sumaya University for Technology, Amman, Jordan.
http://209.61.205.141/default.htm
April 16-18, 2008, 3rd International Conference on Interactive Mobile and Computer aided
Learning, Amman. Jordan.
http://www.icbl-conference.org
May 14-16, 2008, International Conference on Fourth Generation Mobile Communications,
World Wireless Congress, Global Mobile Congress, and 4G Patent Program sponsored by the
World Wireless Congress, Stanford University, San Francisco, California, USA.
http://www.b3g.org/b3g/wnew.htm
June 11-13, 2008, IEEE International Workshop on Mobile, Ubiquitous, and Classroom
Technology Enhanced Learning, Taichung, Taiwan.
http://muctel2008.nutn.edu.tw
July 7-10, 2008, MobiMedia 2008: Mobile Multimedia Communications Conference, 4th,
International, Oulu, Finland.
http://www.mobimedia.org

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July 21-25, 2008, Mobile and Ubiquitous Systems: Computing, Networking, and Services
(MOBIQUITOUS) 2008, Dublin, Ireland.
http://www.mobiquitous.org
July 28 August 1, 2008, Wireless and Mobile Communications, 4th international, sponsored by
the International Academy, Research, and Industry Association (IARIA), Athens, Greece.
http://www.iaria.org/conferences2008/ICWMC08.html
August 6-8, 2008, International Wireless Communications and Mobile Computing Conference,
Crete, Greece.
http://dropzone.tamu.edu/~xizhang/IWCMC2008/IWCMC08.html
August 25-31, 2008, Mobile Ubiquitous Computing, Systems, Services, and Technologies,
sponsored by the International Academy, Research, and Industry Association (IARIA), Cap Esterel,
France.
http://www.iaria.org/conferences2008/UBICOMM08.html
September 2-5, 2008, International Conference on Human Computer Interaction with Mobile
Devices and Services. 10th, Royal Tropical Institute Conference Center, Amsterdam, the
Netherlands.
http://mobilehci2008.telin.nl/#
October 7-10, 2008, mLearn2008, University of Wolverhampton, Wolverhampton, UK.
http://www.mlearn2008.org
October 13-15, 2008, Handheld Learning Conference, London, UK.
http://www.handheldlearning2008.com/home
November 20-21, 2008, Designing and Managing Mobile Learning, presented online by the
eLearning Guild.
http://www.elearningguild.com/content.cfm?selection=doc.24

Journals and Newsletters

The May/June 2007 issue of Educational Technology is devoted to Highly Mobile Computing.
http://asianvu.com/bookstoread/etp/Educational_Technology_May_June_2007.pdf
The April 2003 issue of the online journal Learning Technology is on all aspects of mobile
learning.
http://lttf.ieee.org/learn_tech/issues/april2003
The International Journal of Mobile Learning and Organisation (IJMLO) is a reference journal on
all aspects of mobile learning.
http://www.inderscience.com/browse/index.php?journalCODE=ijmlo

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Over the years, Wired Magazine has published a number of articles on digital ink and digital
paper. Following are three such articles:
http://www.wired.com/wired/archive/5.05/ff_digitalink_pr.html
http://www.wired.com/wired/archive/8.08/epapers.html
http://www.wired.com/wired/archive/9.04/anoto.html
Podcast User Magazine is an online monthly resource for producers and users of educational
podcasts.
http://www.podcastusermagazine.com
The second number of the 2007 edition (i.e., Vol. 8, No. 2) of The International Review of
Research in Open and Distance Learning is entirely on mobile learning.
http://www.irrodl.org/index.php/irrodl/issue/view/29

Organizations
The Mobile Learning Institute is a gallery of documents created by school students using cell
phones. It is supported by Nokia and the Pearson Foundation.
http://www.mobilelearninginstitute.org
The Mobile Technologies for Mobile Learning (MoTFAL) Project is a European joint initiative of a
variety of researchers and educators.
http://csdl2.computer.org/comp/proceedings/icalt/2004/2181/00/21810910.pdf
MOBIlearn is a worldwide European-led project with 24 partner organizations across Europe,
Israel, U.S., and Australia. Its mandate is to develop technology and services for mobile learning
using an open service-based architecture.
http://www.mobilearn.org

Videos
Several interesting videos on mobile learning are available on the Internet. For an up-to-date list,
type the following keywords into the search box at http://technorati.com or
http://www.youtube.com: mobile learning, mobile-learning, mlearning, and m-learning. This
section lists a sampling of mobile learning videos.
Dr. Mike Sharples, director of the Learning Sciences Research Institute, Nottingham University,
describes how education is on the cusp of a revolution that will see the combining of virtual and
real-world gaming with enhanced social networking outside of the classroom.
http://youtube.com/watch?v=c_Gu15sLOGk
Learn how to do mobile learning with a Blackberry (in 5 parts).
http://youtube.com/watch?v=yQEqxwqj7cQ

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Geoff Stead from Tribal CTAD in the UK has four videos on how m-learning works.
Part 1: http://www.youtube.com/watch?v=pRGaDteDQjw
Part 2: http://www.youtube.com/watch?v=GufAYWE0bmw
Part 3: http://www.youtube.com/watch?v=IVYbaNBTL3A
Case Studies: http://www.youtube.com/user/tribalctad
Learn how to do Voice-based assessments using mobile phones.
http://youtube.com/watch?v=F3PkIdF1R04
A spokesperson for Ericsson, the mobile phone supplier, discusses how mobile learning works for
engineers.
http://youtube.com/watch?v=29mfqENvOYA
View a talk about a mobile English as a Second Language (ESL) program at Canadas Athabasca
University.
http://youtube.com/watch?v=RrbcKYFY-dQ
Learning languages and other subjects on a mobile phone can now be personalized for each
learner. See this in action in this presentation by the Swedish company Vocab.
http://youtube.com/watch?v=4Sd64sIzt0g

Web Sites
Try typing mobile learning into the search box on the http://www.megite.com site to see the
results of the Discover search engine.
http://www.megite.com/discover/mobile%20learning
Winksite is a service for creating and sharing a Web site specifically for display on mobile phones.
http://winksite.com/site/index.cfm
The Handheld Devices for Ubiquitous Learning Project (HDUL) at the Harvard Graduate School of
Education (HGSE) is studying how wireless hand-held devices can enhance learning and teaching
for faculty and students, adult participants in the Schools professional development programs,
and pre-service teachers.
http://gseacademic.harvard.edu/~hdul
The PAST Project involves using hand-held electronic guides at archaeological sites.
http://www.beta80group.it/past
Urban Tapestries is an experimental location-based wireless platform covering the Bloomsbury
area of central London in the UK. This prototype allows users to access and create locationspecific content whether as text, audio, pictures, movies, or a combination of these media.
http://urbantapestries.net

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The e-Learning Centre in the UK has a long list of mobile and wireless learning content.
http://www.e-learningcentre.co.uk/eclipse/Resources/mlearning.htm
WWWTools for Education has articles on Handheld Computers in Education, Mobile/Cell
Phones in Education, and iPods and Podcasting in Education.
http://m.fasfind.com/wwwtools/m/2737.cfm?x=0&rid=2737
http://m.fasfind.com/wwwtools/m/2717.cfm?x=0&cuID=76&rid=2717
http://m.fasfind.com/wwwtools/m/8907.cfm?x=0&cuID=76&rid=8907
Jari Laru, of the University of Oulu in Finland, maintains an extensive Web site on everything
related to mobile learning
http://www.mobilelearning.tk
http://del.icio.us/larux
Bob Godwin-Jones, in a recent article entitled Emerging technologies: Messaging, Gaming, Peerto-Peer Sharing: Language Learning Strategies & Tools for the Millennial Generation, concludes
his article with an extensive resource list on mobile learning.
http://llt.msu.edu/vol9num1/emerging/default.html
The iPods in Education Web site is a portal on these mobile devices being used for learning.
http://213.232.94.135/ipodined/news.php
All About Mobile Life is a blog devoted to all aspects of mobile technologies and their use in
learning and in everyday life.
http://mobile.kaywa.com/mobile_learning/index.html
The Wireless Directory Web site lists Bluetooth products and services and provides extensive
information on this wireless format.
http://www.thewirelessdirectory.com/Bluetooth-Overview/Bluetooth-Training.htm
Apples iTunes site is a major distributor of downloadable music tracks and other audio for
playback on an iPod or a computer.
http://www.apple.com/itunes
A downloadable business textbook using audio only has been developed by David Sturges at the
University of Texas.
http://www.baclass.panam.edu/mana3333/syllabus.html
A huge selection of educational and other content in audio format is available at the Podcast
Network.
http://www.thepodcastnetwork.com

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Teresa A. DEca in Portugal maintains a fantastic list of Web resources on all aspects of learning
online, including podcasting.
http://64.71.48.37/teresadeca/webheads/online-learning-environments.htm#Teaching
RECAP Ltd. in the UK provides an online directory of educational podcasts and other podcasting
resources.
http://recap.ltd.uk/podcasting/index.php
Everything you wanted to know about podcasting can be found at edupodder.com.
http://weblog.edupodder.com
On his blog, Robin Good has posted a list of sites that accept educational podcast materials.
http://www.masternewmedia.org/news/2005/05/20/where_to_submit_your_podcasts.htm
For a list of podcasting tools, including software to record and play podcasts, check out
podcasting-tools.com.
http://www.podcasting-tools.com
The Education Podcast Network (EPN) tries to bring together educational podcasts in a wide
range of subjects that may be useful to teachers in a classroom.
http://epnweb.org
The Open Culture blog has a list of podcasts by Americas leading business schools.
http://www.oculture.com/weblog/2007/01/digital_mba_ame.html
The Isabella Stewart Gardner Museum offers a range of podcasts of classical music concerts.
http://www.gardnermuseum.org/music/podcast/theconcert.asp
A free Wiki-based podcasting workshop is offered at the University of British Columbia.
http://wiki.elearning.ubc.ca/PodcastWorkshop
Jane Hart, founder of the Centre for Learning and Performance Technologies, has an extensive
list of free and commercial podcasting tools and guides for using podcasting in training.
http://www.c4lpt.co.uk/Directory/Tools/podcasting.html
Professor Steve Mann of the University of Toronto is a leading scholar in the field of wearable
computing, especially in the area of wearable cameras. He has several Web sites, including the
following:
http://genesis.eecg.toronto.edu
http://wearcam.org/index_graphical.html
http://www.eecg.toronto.edu/~mann
The Wearable Computing Laboratory at the University of Oregon has several active projects on
wearable computing that can be applied to learning.
http://www.cs.uoregon.edu/research/wearables/index.html

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The Wearable Computing site from Eyetap.org is a rich source of references on the topic.
http://about.eyetap.org/index.shtml
The Wearable Computing Laboratory at the ETH Zurich has many research projects.
http://www.wearable.ethz.ch

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Part 3 Key Readings: A Bibliography on

Mobile Learning
Our master bibliography on mobile learning has grown to over 300 references. (For a copy,
please e-mail gary@brandon-hall.com.) Below are key readings to get you started in
understanding this topic.

Alexander, Bryan (2004). Going Nomadic: Mobile Learning in Higher Education, EDUCAUSE
Review, Vol. 39, No. 5, September/October 2004.
http://www.educause.edu/ir/library/pdf/ERM0451.pdf
Anderson, Paul (2005). Mobile and PDA Technologies: Looking around the corner. JISC
Technology and Standards Watch report.
http://www.jisc.ac.uk/uploaded_documents/jisctsw_05_04pdf.pdf
Attewell, Jill (2005). Mobile technologies and learning: A technology update and m-learning
project summary. Report, Learning and Skills Development Agency.
http://www.m-learning.org/docs/The%20m-learning%20project%20%20technology%20update%20and%20project%20summary.pdf
Geddes, B.J. (2004). Mobile learning in the 21st century: benefit for learners. Knowledge Tree eJournal, No.6.
http://knowledgetree.flexiblelearning.net.au/edition06/download/geddes.pdf
Godwin-Jones, Bob (2005). Emerging Technologies: Messaging, Gaming, Peer-to-Peer Sharing:
Language Learning Strategies & Tools for the Millennial Generation. Language Learning and
Technology, 9(1), January 2005, 17-22
http://llt.msu.edu/vol9num1/emerging/default.html
Grew, P. and Pagani, E. (2005). Towards a Wireless Architecture for Mobile Ubiquitous ELearning. Paper presented at the UBILearn2005 Conference.
http://homes.dico.unimi.it/~pagae/elena/articoli/UbiLearn05.pdf
Jasola, S. and Sharma, R. (2005). Open and Distance Education through Wireless Mobile
Internet: A Learning Model. International Journal of Instructional Technology and Distance
Learning, 2(9), September 2005.
http://www.itdl.org/Journal/Sep_05/article04.htm
JISC (2005). Innovative practice with e-learning guide (a good practice guide to embedding
mobile and wireless technologies into everyday practice). JISC Guide.
http://www.jisc.ac.uk/eli_practice.html

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Kadirire, James (2005). The short message service (SMS) for schools/conferences. Recent
Research Developments in Learning Technologies.
http://www.formatex.org/micte2005/4.pdf
Light, Ann (2005). Mobile Age: Learning as Conversation in Context. UsabilityNews, June 27,
2005.
http://www.usabilitynews.com/news/article2490.asp
Liu, T., Wang, H., Liang, J., Chan, T. and Yang, J. (2002). Applying Wireless Technologies to Build
a Highly Interactive Learning Environment. Paper presented at the IEEE International Workshop
on Wireless and Mobile Technologies in Education (WMTE'02).
http://doi.ieeecomputersociety.org/10.1109/WMTE.2002.1039222
McLean, Neil (2003). The M-Learning Paradigm: an Overview. A Report for the Royal Academy of
Engineering and the Vodafone Group Foundation.
http://www.oucs.ox.ac.uk/ltg/reports/mlearning.doc
Mellow, Peter (2005). The media generation: Maximise learning by getting mobile. Proceedings,
ASCILITE2005 Conference, Brisbane, Australia.
http://www.ascilite.org.au/conferences/brisbane05/blogs/proceedings/53_Mellow.pdf
Metcalf, David (2006). M-Learning: Mobile E-Learning. Amherst, MA: HRD Press.
http://www.amazon.com/gp/product/0874259061/sr=82/qid=1155438843/ref=sr_1_2/104-1348092-4859103?ie=UTF8
Prensky, Marc (2004). What Can You Learn from a Cell Phone? Almost Anything! Innovate, 1(5),
June/July 2005.
http://www.innovateonline.info/index.php?view=article&id=83&action=article
Sharples, Mike (2005a). Learning as Conversation: Transforming Education in the Mobile Age.
Paper presented at Conference on Seeing, Understanding, Learning in the Mobile Age, Budapest,
Hungary, April 2005.
http://www.fil.hu/mobil/2005/Sharples_final.pdf
Sharples, M., Taylor, J. and Vavoula, G. (2005). A theory of learning for the mobile age. Draft
paper submitted for publication.
http://www.lsri.nottingham.ac.uk/msh/Papers/Theory%20of%20Mobile%20Learning.pdf
Thomas, Michael (2005). E-Learning on the move. Guardian Unlimited, May 23, 2005.
http://education.guardian.co.uk/elearning/comment/0,,1490476,00.html
von Koschembahr, Christopher (2005). Mobile Learning: The Next Evolution of Education. Chief
Learning Officer, Feb. 2005.
http://www.clomedia.com/content/templates/clo_article.asp?articleid=849&zoneid=71

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Wagner, Ellen (2005). Enabling Mobile Learning. EDUCAUSE Review, 40(3), May/June 2005, 4053.
http://www.educause.edu/ir/library/pdf/erm0532.pdf

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