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Mobile Learning

Mobile Learning. Horton - Chapter Nine Learning Aid. Types of Mobile Learning. Horton defines mobile learning as two distinct ways to learn: 1. Using mobile devices to learn while on the go, in both synchronous and asynchronous environments.

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Mobile Learning

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  1. Mobile Learning Horton - Chapter Nine Learning Aid

  2. Types of Mobile Learning Horton defines mobile learning as two distinct ways to learn: 1. Using mobile devices to learn while on the go, in both synchronous and asynchronous environments. 2. Learning from the world through which we move in. One does not need to sit in a classroom to learn. As individuals we are able to learn from other individuals, places and encounters we have on a daily basis.

  3. Useful Ways to Apply Mobile Learning Mobile learners allow learners to interact with objects, locations, the internet, environments, experts, and their fellow learners to deepen their understanding of any given subject. Mobile learning can be easily applied to subjects such as: Athletics Biology History Languages Photography Tourism For example, if one wanted to teach English learners vocabulary focused on shopping skills, he or she could bring students out of the classroom and into a shopping center. There, he or she could point out different items and be able show and speak to the learner at the same time.

  4. Useful Ways to Apply Mobile Learning Cont. With mobile learning, the learner may actually improve their health. In a classroom setting, the learner will be sitting staring at a lecturer or a computer screen. The mobile learner can walk around/into a building and learn from a historical place or a walking tour. Ex:Learners attend a walking tour of the Winchester Mystery House. They are climbing stairs, which, increases blood flow to the brain which also increases alertness, attention, and recall. In addition to the increase of blood flow, the constant change of scenery adds mental stimulation as well. Mobile learning also allows learners to learn from anywhere at any time. For example, earlier this semester, Ryan was in China working with slow internet connections and in a different time zone. He was able to learn at a time that worked for him, but also in a completely online setting.

  5. Adapt for Mobile Learners - Allow for easy usage and reading of materials from as many devices as possible (e.g. both Android and OS operating systems) - Use established software such as Skype, Google Talk/Hangout, instant messaging software, and the bevy of bulletin board systems, LMS, and social media applications. - Keep tests "open-book" so that no cheating can take place. - Make the class entirely virtual, and if not, make it accessible for mobile learners (such as making the class viewable on a phone, etc.).

  6. Design for the Learner Mobile learners come into a course with different mindsets and in different places (both literally and figuratively): For example the traveling learner in a different time zone, using their own device, etc. Informing the learner of deadlines and making material downloadable, so when the learner is away from the internet, is of paramount importance. For example, Michelle is using her phone as her book, while in Seattle this summer. Also, Ryan had to adjust his schedule while in China to make sure he was turning work in on time. These examples show that keeping the learner in mind is of utmost importance when designing a course where mobile learners may be present.

  7. Designing for the Learner Cont. Remember to use the distant learners time efficiently by simply removing day to day data collecting, alleviating complex media editing, and even extensive text entry. Instead of assigning elaborate week long assignments, incorporate simple one or two assignments which relate to each other, allowing the learner a day or two to travel in between assignments.

  8. Design for the Device and the Environment Allow learners to pick from a list, accept raw clips of media, accept typos and abbreviations. By fitting text onto the display screen eliminates the learner from having to flip through the screen to read all of the material. In addition, reduce the content on the screen, present only the core material. Do not force time limits on tests as some learners may cut in an out of internet hotspots if on a train or in a third world country.

  9. References Horton, W. (2011). E-learning by design. (2nd ed.). Pfeiffer.

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