1 Introduction
2.1 Review on Mobile Learning Projects
As the use of mobile technology grows, so too does the increase of projects for educa-tion and learning based on this technology. In our initial research we analyzed and re-viewed different related projects in this field. Many research areas are attempting to address mobile learning [Ally 2009][Druin 2009][Naismith et al. 2004][Keegan 2005][Pachler et al. 2009]. Many authors in their studies focus on the migration of learning content from e-learning platforms to mobile devices. According to the Traxler classification these projects fit into six approaches [Traxler 2009:12]:
1. Technology-driven mobile learning – Specific technological aspects are devel-oped further on, mostly in an academic context to analyze technical use cases and the possibility to have pedagogical effects.
2. Miniature but portable e-learning – In first step scenarios that already work in conventional e-learning extended to a mobile device. Virtual Learning Environ-ment (VLE) can be adapted to another context with a mobile device. The mobile device adds greater flexibility to such solutions.
3. Connected classroom learning – Technologies that are used in collaborative classroom learning can also be used with mobile technologies. Other classroom technologies such as the interactive whiteboard, for example can enhance class-room learning.
4. Informal, personalized, situated mobile learning – The learning technologies mentioned above can be expanded by technologies and possibilities enhanced by mobile technologies, for example the GPS location-awareness enables learning assignments in real location contexts.
5. Mobile training/ performance support – Mobile workers get supported by mobile technologies that are adapted to the context of work tasks so that infor-mation is delivered according to context, workflow, and situation.
6. Remote/rural/development mobile learning – Mobile learning can support contexts with environmental or infrastructural challenges where classical e-learning would fail.
This study’s approach falls under two of the six category classifications above: “con-nected classroom learning” and “informal, personalized, situated mobile learning”.
We have assessed diverse mobile learning scenarios from different views with respect to their strategies, architecture, functionality, target group, technical implementation, and requirements, interactivity and designed learning process. Some of these projects were selected according to their similarity in mobile learning approaches. In some cases they
contain personalization aspects, some can be used in the workplace and some can be used for leisure. Projects are listed in (Table 1) based on their context and Traxler clas-sification.
Table 1: Some of mobile learning research projects.
Project Description
MOBIlearn
MOBIlearn is a worldwide European-led research and develop-ment project exploring context-sensitive approaches to informal, problem-based and workplace learning by using key advances in mobile technologies. The goal of this project is the development of a concept for creation, delivery, brokerage and tracing of learning content using multimedia and distributed databases [MOBIlearn].
Highlights: Situated learning, ambient intelligence, personaliza-tion
Category: Miniature but portable e-learning Website: http://www.mobilearn.org
PIMS
Personalized Intelligent Mobile Learning System for Sup-porting Effective English Learning (PIMS) is an approach for a recommendation system, which suggests English news articles to the learners based on their reading abilities. The Fuzzy Item Response Theory (FIRT) evaluates these reading abilities for the non-native English learners [Chen and Hsu 2008].
Highlights: Personalized learning
Category: Informal, personalized, situated mobile learning
M-CALL
Mobile Computer-Assisted Language Learning Courseware for Korean Language Learners (M-CALL) is a project for learning language courseware for Korean language learners. It presents a cyber pet game for increasing the learner’s motivations [Cho et al. 2004].
Highlights: Game-based learning
Category: Miniature but portable e-learning
MoLeNET
Mobile Learning Network (MoLeNET) is a “unique collabora-tive approach to encouraging, supporting, expanding and promot-ing mobile learnpromot-ing, primarily in the English Further Education sector, via a supported, shared cost mobile learning projects”
[MoLeNET].
Highlights: Collaborative learning
Category: Miniature but portable e-learning Website: http://www.molenet.org.uk
GoKnow
GoKnow is a mobile learning project based on a learner-centered approach. It provides a suite of productivity applications for mo-bile devices. Its dynamic momo-bile environment lets teachers and instructors generate coordinated, curriculum-based learning and it enables collaborative learning through the easy file transfer and sharing [GoKnow].
Highlights: Curriculum-based learning, learner-centered design Category: Connected classroom learning
Website: http://www.goknow.com
Flocabulary
Flocabulary is a project for bringing hip-hop music into high school classrooms. Flocabulary combines music and books to engage the students and teach standards-based academic content.
The goal of this project is for learning language by adapting to mobile culture [Flocabulary].
Highlights: Fun in learning and adapting to mobile culture Category: Technology-driven mobile learning
Website: http://www.flocabulary.com
Vila-b
Vila-b is a virtual learning in construction sites project, based on mobile technology [Vila-b]. It is coordinated by “Institute Tech-nology and Education” (ITB) in Bremen and “Digital Media in Education” (dimeb) research group is a partner in this project.
Highlights: Onsite workplace learning
Category: Mobile training / performance support Website: http://www.vila-b.de
Learning2Go
Learning2Go is an “initiative run by Wolverhampton Local Authority to use mobile handheld computers to engage learners by delivering multimedia content, Internet and authoring tools to the palm of a learner’s hand” [Learning2Go].
Highlights: Collaborative learning Category: Connected classroom learning Website: http://www.learning2go.org
mGBL
mobile Game-Based Learning (mGBL) is a “platform for the presentation of educational content in a playful and emotional way on mobile devices” [mGBL].
Highlights: Game based learning
Category: Technology-driven mobile learning Website: http://www.mg-bl.com
MoULe
Mobile and Ubiquitous Learning (MoULe) “is an on-line envi-ronment for collaborative learning. It integrates smart phones and portable devices to enable educational activities based on the exploration of a geographical place” [MoULe].
Highlights: Collaborative learning, context driven learning Category: Informal, personalized, situated mobile learning Website: http://moule.pa.itd.cnr.it
Math4Mobile
Math4Mobile is a project, “which examines the opportunities of ubiquitous and personal technologies for educational purposes, using the mobile phone for teaching and learning mathematics”
[Math4Mobile].
Highlights: Mobile phone for teaching
Category: Remote/rural/development mobile learning Website: http://www.math4mobile.com
MoLeap
The Mobile Learning Project Database (MoLeaP) is a mobile learning project database. “Its public and free-of-charge online database is for teachers, researchers and other (education) profes-sionals interested in learning and teaching with mobile media”
[MoLeaP].
Highlights: Support teachers and instructors
Category: Technology-driven mobile learning Website: http://www.moleap.net
MST
Mobile Support Tools for people with life-threatening anaphy-lactic allergies is a project for designing and building useful elec-tronic tools to support people with the anaphylactic allergy [MST].
Highlights: Learning support for people with special needs Category: Remote/rural/development mobile learning
Website: http://www.eee.bham.ac.uk/woolleysi/research/mlt.htm
MOBI
MOBI is a mobile learning project for secondary school learners in South Africa. It provides math support via multiple-choice assessments. Once a learner’s the math ability is determined by the system, the MOBI application forwards the learner to math areas where the learner is weak or requires review [MOBI].
Highlights: Personalization, interactive assessment
Category: Informal, personalized, situated mobile learning Website: http://www.mymobi.co.za
Table 1 outlines the application of unique features of mobile technology to enhance learning. Mobile devices were used and combined with mobile client software and net-work server applications (mostly web-based). Most important, a mobile device was geared to support personal requirements. The aspects that are explored partly by differ-ent projects are:
• The opportunity and context for a successful use and the design of use cases
• The meaning of context provided by mobile devices and the challenges that come from this for learning
• The specification of applying content especially when the content is coupled or attached to additional features
• Different user experiences based on mobile device and extended mobility The following concepts are further developed:
• Situated learning
• Personalization
• Ambient intelligence
• Game-based learning
• Portable learning
• Collaborative learning
• Individual interactive assessment
IMLIS addresses complexities as it provides an open, concrete model whereby the sys-tem can evolve to take into consideration the diverse needs of the end-user. Its personal-ization technology allows for the individual needs of the disabled to be supported.
Table 1 outlines the adaptation of mobile technologies to real-life work and leisure situations. Their respective applications are implemented and analyzed. Although these approaches are interesting, none of them address mobile learning for the needs of the mentally and physically challenged, nor do they consider personalization for this target group. Our research did not find applications for the personalization of mobile learning for the mentally disabled or for their teachers and tutors.