Keeping mobile with your learning

Traditional theories of learning tend to work from the assumption that learning only occurs in a school classroom, mediated by a trained teacher (Sharples, Taylor & Vavoula, 2005, p2). However, the concept of mobile media opens a plethora of educational opportunities for a variety of student centred, inquiry and interest based learning experiences; these can take place throughout all areas of a student’s life, and is not just constricted to a conventional and formal classroom. Mike Sharples, Josie Taylor and Giasemi Vavoula have explored the educational possibilities in regards to how mobile media can both complement and conflict with modern formal learning in their 2005 article Towards a theory of mobile learning.

At first glance we are quick to define mobile media in a literal sense: a variety of media devices equipped with the ability to be moved from location to location, and be used for a variety of unrelated purposes. However, one must acknowledge that it is not only the technology that can be relocated, but that the learner themselves is also mobile (Sharples et al, 2005, pp4-5). As human beings, we are constantly learning, be it from a formal curriculum or an informal conversation; however, we never focus on just one learning project, we move through and manage a range of personal learning agendas, through the collection of relevant information and their application at appropriate times (Sharples et al, 2005, p5). The students we teach are no different. We observe students engaging in formal, informal and nonformal learning that moves across a wide range of contexts and their exercising a considerable authority over how, when and with whom they learn (Greenhow, Robelia & Hughes, 2009, p248). Learning is something that is interwoven with other activities as a part of everyday life (Sharples et al, 2005, p5) and as teachers it is this very competency of lifelong learning that we aim to instil in all students. Sharples et al (2005) continue to question that if society as learners is always moving, then why can’t old learning habits also be moved? (p5).

Despite discrepancies with the distribution of technology across the world, one can assume that our Australian students own at least one (but more likely two to three) items of powerful mobile technology including mobile phones, smart phones, digital cameras, mp3 and iPod players, iPads and kindles (Sharples et al, 2005, p2). Obviously, our students are using such devices for their personal learning endeavours; however, how often are these medias used as formal curriculum learning tools? How often are these personal learning endeavours that our students have explored outside of school used to shape what they learn in school as they seek out projects based on their interests? (Sharples et al, 2005, p2). Rarely. Unfortunately, there is a dominant view that the role of the Web and its access through mobile media devices is simply one of information retrieval rather than one which: supports and supplements traditional resources and activities, student’s out of school habits and learning style preferences, and new desired competencies (Greenhow et al, 2009, p258). In fact, mobile media devices are more than educational support tools; they are interactive agents in the process of coming to know (Sharples, et al, 2005, p1). It is in this sense that Sharples et al (2005) call for a pedagogical ‘move’; illuminating a variety of ways that mobile media can be used to both complement and conflict with formal educational outcomes (5).

In their article they explain that learners can extend their classroom learning to homework, field trips and museum visits by, for example, reviewing teaching material on mobile devices or collecting and analysing information using hand-held probes or smart phone applications such as QR codes (Sharples et al, 2005, pp4-5). Such pedagogies reinforce Sharples et al’s concept of learning on the ‘move’; however, allowing such devices into the execution of traditional curriculums would further reinforce their concept that it is the learning paradigms themselves that must change. Greenhow et al (2009) go so far as to suggest that 21^st Century students prefer multichannel communication through mobile devices (instant chat, social networking) over traditional face to face instruction (247). Is this feasible in every classroom? No. Apart from the always present issue of an unequal access to resources both within a school setting and the wider society itself; fears of unethical behaviours and use of mobile medias are prevalent among education professionals.

Only a fool would argue that such pedagogical shifts in curriculum implementation would be without conflict. It is in this regard that Sharples et al (2005) explain that, in this context, although the control of learning will shift between the teacher to the student and on to the technology itself; societal rules and conventions must govern what is acceptable (5). It is now within the role of a teacher to embed such ethic behaviour in students using mobile media. Further to these concerns, the article draws attention to fears of mobile media creating privacy free childhoods, where teachers and parents can monitor every detail of a student’s play, leisure and, in the context of this interconnected and mobile paradigm; learning Sharples et al, 2005, pp5-6). It is in this sense that teachers and parents must also behave in an ethical manner.

Ten years ago Web 1.0 was viewed as an educational and communication resource that would build on traditional classroom pedagogies and learning experiences (Greenhow et al, 2009, p247). Due to fear of the unknown, it is only now that we are seeing the embedment of Web 1.0 and its counterparts in classroom curriculums. In 2011, students and education itself is constantly on the move. Web 2.0 and its counterparts, including mobile media, open a range of educational opportunities for students to use technology throughout all aspects of their lives to intertwine learning into all parts of their living. Educational practitioners can allow lack of the unknown and fears of ethical questions stop them from connecting with technologies that engage their students, or they can wait a further ten years to be left behind.

Greenhow, C, Robelia, B & Hughes, J. (2009) Learning, teaching and scholarship in a digital age. Educational Researcher. 38. 4 pp246 – 259 http://edr.sagepub.com/content/38/4/246.full.pdf+html

Sharples, M; Taylor, J, Vavoula G. (2005). Towards a theory of mobile learning. In H. van der Merwer & T. Brown, Mobile Technology: The Future of Learning in Your Hands, mLearn 2005, 4^th World Conference on mLearning, Cape Town, 25-28 October 2005. Cape Town: mLearn 2005 Avaliable online at http://www.mlearn.org.za/CD/papers/Sharples-%20Theory%20of%20Mobile.pdf