Mobile Learning - New technologies: New pedagogies

The two articles I read for this task were Design Principles for mobile learning and Chapter 6: incorporating mobile technologies within constructivist-based curriculum resources.

I found the articles very insightful. In consideration for the use or application of various design principles for mobile learning to my own learning activities, I realized a few things:

From table1 summary of substantive and procedural elements of projects in chapter 1 as well as from chapter6 , it was clear that most of the research that was done with mobile technologies involved the use of the camera and recorder in these devices for the purpose of capturing images, audio or video for a digital story, creating how to videos, recording interviews etc . This made perfect sense because this is what we do in reality as well. Despite the fact that we may have expensive high tech digital cameras or handy cams, when it comes down to taking pictures on occasions, we find ourselves using our mobile phones simply because it is convenient as well as spontaneous. Hence the usage of mobile devices for use in this sense is realistic. Besides the functionality the pedagogical approach in which these features of mobile devices were applied was enlightening.  The tasks were authentic and lend themselves to the use of mobile technologies.  It was also clear that the affordances of the mobile technology must be considered.  

However, what I didn’t find in the literature was any experiment which used mobile devices with specific mobile applications that support learning. The way that I am using mobile technology with my level 6 project team does not involve the camera or recorder.  The level 6 students are currently working on their capstone project and are required to collaborate as a team and manage their project. I need to review and see their work.  For this purpose they are required to use an online project management tool called Team Box. Team box is also available as a mobile application. The way they use team box is that the project manager sets tasks for the team members. The team members log the work they have done on each task. This allows me and project manager to check their progress. The team box mobile application gives each team an opportunity to collaborate instantaneously with each other as well as with me. At any time I can check their progress. The team box web application is used by students in a blended approach to upload samples of their work in terms of word files, diagrams etc. Additionally I could also ask students to record their interviews and upload their recordings to teambox. I find it very convenient to keep a track of each team’s progress and provide them with instant feedback. It was useful to provide time for students to explore teambox and its features.

The only problem with using mobile applications as opposed to the camera in a phone is that not all devices may support the application in use.  One out of the six students that I am supervising does not have a phone that supports teambox. Although he cannot access the mobile application, he is subscribed to the project team and recieves emails on updates and comments posted on teambox. He can them reply to those emails to submit a post directly to teambox.