Exploring approaches to learning with mobile and wireless technologies
|Perspective||Assumptions||Associated opportunities with mobile and wireless technologies|
|The associative perspective.||Learning as acquiring competence
Learners acquire knowledge by building associations between different concepts.
Learners gain skills by building progressively complex actions from component skills.
Bite-sized elements of learning develop individuals' competences.Mobile phone:
m-Mentoring through SMS messaging reinforces behaviours and provides feedback.
|The constructive perspective (individual focus).||Learning as achieving understanding.
Learners actively construct new ideas by building and testing hypotheses.
|Wireless networked campus:
'Just-in-time' mobile access to learning resources on a VLE or intranet facilitates discovery of underlying principles.Mobile devices:
Reflective and evaluative skills are developed through mobile access to e-portfolios.
|The constructive perspective (social focus).||Learning as achieving understanding.
Learners actively construct new ideas through collaborative activities and/or through dialogue.
|Electronic voting systems:
Active learning is made possible in large group contexts by discussion and voting.Mobile devices:
Can support collaborative learning and construction of meaning through information sharing and discussion.Mobile devices combined with wireless networks:
Opportunities are available for rich learning experiences in the in-situ use or capture of data, sound and images.
|The situative perspective.||Learning as social practice.
Learners develop their identity through participation in specific communities and practices.
|Laptops and PDAs:
Mobile laptop/PDA schemes support learning in dispersed communities.Mobile phones:
Ownership of a mobile device enables disaffected learners to become part of a learning community.Mobile devices:
Use of laptops, PDAs or tablet PCs enables learning in authentic contexts e.g. in laboratories, in the workplace or on field trips.