Reflections on 4 Years of mLearning Implementation (2007-2010)

Mobile Web 2.0

MLearning (Mobile learning) technologies provide the ability to engage in learning conversations between students and lecturers, between student peers, students and subject experts, and students and authentic environments within any context. It is the potential for mobile learning to bridge pedagogically designed learning contexts (Laurillard, 2007), facilitate learner generated contexts, and content (both personal and collaborative), while providing personalisation and ubiquitous social connectedness, that sets it apart from more traditional learning environments such as fixed classrooms and computer labs. Non-wireless devices cannot bridge communication and share user generated content across multiple contexts with the ease and immediacy afforded by wireless mobile devices. Mobile learning, as defined in this paper, involves the use of wireless enabled mobile digital devices (Wireless Mobile Devices or WMD’s) within and between pedagogically designed learning environments or contexts. Mobile Web 2.0 tools (web 2.0 services that are formatted for use with mobile devices) were used to enable student-generated content and student-generated contexts. Web 2.0 (O'Reilly, 2005), or ‘social software’ tools, share many synergies with social constructivist learning pedagogies. Many educators have harnessed web 2.0 tools for creating engaging student-centred learning environments. This appropriation of web 2.0 tools within a social constructivist pedagogy facilitates what has been termed “pedagogy 2.0” (McLoughlin & Lee, 2008a). From an activity theory perspective, WMD’s are the tools that mediate a wide range of learning activities and facilitate collaborative learning environments (Uden, 2007).