M-Learning via the iPhone 3 – some approaches and technologies

After yesterday’s excursion into science fiction to demonstrate that the concept, if not the reality of mobile learning (m-learning) has been around for a good part of the last century, today’s post returns to the altogether more prosaic task of identifying the characteristics of m-learning. I think that the best way to approach this is to characterize m-learning’s parent domain, e-learning.

So, let me remind you of my favorite definition of the characteristics of e-learning and consider if they also apply to m-learning. In hisImage may be NSFW.
Clik here to view. influential 2001 text E-Learning: Strategies for Delivering Knowledge in the Digital Age, Marc J Rosenberg argues that e-learning is based on three fundamental criteria (pp.8-29):

1. E-learning is networked making it capable of updating, storage and retrieval, distribution and sharing of instruction or information. So important is this criteria that Rosenberg describes it as fast becoming an “absolute requirement” [his italics] of e-learning.
2. It is delivered to the end-user via a computer using standard internet technology so that even though the definition of what a standard technology is may evolve as the internet matures, e-learning will be deliverable on that channel
3. It focuses on the broadest view of learning: learning that goes beyond “e-training” (Beyond E-Learning, 2006, p.11). E-learning is at the core of the “smart enterprise – a high-performing organization that allows knowledge and capabilities, enabled by technology, to grow and flow freely across departmental geographical or hierarchical boundaries, where it is shared and made actionable for the use and benefit of all” (2006, p.39).

A discussion on m-learning then, must in part be dedicated to the technologies underpinning the broader e-learning domain. In this context, ‘mobile’ generally means portable and personal, like a mobile phone or media player. While ‘mobile device’ typically means PDAs and digital mobile phones, it might more generally be taken to mean any device that is

small, autonomous and unobtrusive enough to accompany people in every moment in their every-day life, and that can be used for some form of learning, for example an MP3 player.

(Kineo and UFI/Learndirect Mobile Learning Reviewed. p.5)

Many examples of learning with mobile technologies fit in to this description, and broadly speaking they all align to the “absolute requirement” to receive and transmit digital voice and data communication over a network – though not necessarily wirelessly, as we shall see).

According to a number of sources including Gartner (M-Learning Opportunities and Applications) and  Kineo & UFI/Learndirect (Mobile Learning Reviewed) mobile handsets are, and will be the “dominant m-learning devices for some time: there were more than 1.2 billion shipped in 2008” (Gartner, p.6). There are four basic categories of devices:

1. ‘Smartphones’ or Converged Media Devices (CMDs) have an identifiable operating system, are Web-capable and support installable applications, such as PDF and content readers. They are able to render a wide range of digital data types so they can act as sophisticated m-learning platforms.
2. Enhanced phones don’t have an open operating system but have some audio, video and Web capability, and typically support simpler installable applications using programming tools such as Java Platform, Micro Edition (Java ME).
3. Basic phones are low-cost devices that can support voice and text messaging
4. Non-telephony mobile devices are audio/MP3 players and video-enabled media players, the dominant product in both markets belonging to the Apple iPod family of players.
5. Hand-held games consoles are lightweight, portable devices include in-built screens, games controls and speakers. The dominant manufacturers include Nintendo (DS) Sony (PSP) and Nokia (N-Gage).

In 2008, CMDs were a growing minority, comprising approximately 15% of all devices shipped globally; enhanced phones made up a little more than 60%, and the remainder were basic phones. Of the potential mobile learning devices, mobile phones are clearly the most commonplace. According to a recent report by Strategy Analytics (cited in Mobile Learning Reviewed, p.4), there are 1.5 billion mobile phones on earth, with 10% year-over-year adoption expected through 2008. In 2005 the Financial Times reported that UK mobile phone penetration was about 86% of the adult population. By 2006, the penetration rate for Western Europe was reported as 100%, which means there was a mobile phone for every person in the population.

The media player market is one of the biggest IT success stories in recent years. The market Image may be NSFW.
Clik here to view. leader is Apple’s iPod. Since 2001, Apple has sold over 100 million iPods worldwide. Many other players compete in the personal media player marketplace including Archos, Sony, iRiver, Creative, and Microsoft. While functionality varies according to manufacturer and brand, we can say that a media player is a portable mass storage device that allows content to be downloaded and used offline. Music storage is obviously their primary use, but their mobility and storage capacity makes them ideal mobile learning devices. A significant increase in the audio- and video podcast download market demonstrates that consumers have extended the potential of these devices beyond their intended capacity as über Walkmans.

Kineo (p.6) assert that:

The commercial market for MP3 downloads is highly developed, though monetizing non-music formats (e.g. podcasts and vodcasts) has proved more challenging. In effect the ‘book on tape’ market has jumped formats to become the commercial podcast market via iTunes and Audible.
The ease of providing podcasts and vodcasts for download has a potential cost advantage, as they can be downloaded for free (assuming the user is on a fixed price broadband line), unlike download or access to learning content via a mobile phone or CMD. Thus, mobile devices used for learning do not require continuous connection. Also, once on the iPod, learning content does not require internet connection for it to be accessed, so there need be no ongoing costs of access after initial download.

Given the almost ubiquitous nature of these devices, it’s not surprising that educators and organizations with an interest in distributing electronic learning content are now considering the potential for these devices to support a previously unavailable channel to communicate and transfer knowledge to learners.

More…

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References:

Jones, N. (2008) M-Learning Opportunities and Applications. ID Number: G00163293 Gartner Research [Internet] Available from: http://www.gartner.com (Subscription or purchase required) Accessed 17 February 2009

Kineo and UFI/Learndirect (2009) Mobile Learning Reviewed. [Internet] Available from: http://www.kineo.com/documents/Mobile_learning_reviewed_final.pdf Accessed 17th February 2009

Rosenberg, M. J. (2001) e-Learning: Strategies for Delivering Knowledge in the Digital Age London: McGraw-Hill.

Rosenberg, M. J. (2006) Beyond e-Learning. San Francisco, CA: John Wiley & Sons, Inc.

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