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A World of Mobile Learning

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Chloe Muskett

on 14 May 2014

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Transcript of A World of Mobile Learning

A World of Mobile Learning
Assignment 1
By Chloe Muskett

Uses of Mobile Technologies
How I use mobile technology
(Kleiner Perkins Caufield & Byers, 2013)
vs
The effect of political context on mobile device use
Though Facebook is abundant in many countries, use is highly restricted in China due to the country's firewall imposed by political agendas. Renren, a highly similar site, has become vastly popular in place of Facebook
Approaches to Education
Information Transmission
Behaviourism
Social Constructivism
Educational Use of Mobile technology
"the theoretical perspective in which learning and behavior are described and explained in terms of stimulus-response relationships" (Melissa Hurst, 2014)

"emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding"
(Derry, 1999; McMahon, 1997)
learning is seen as a linear transmission between teacher and student, based only information the teacher provides
(generally considered the most basic approach to education)
The developed verse developing world context
Developed World
Developing World


- wide access to materials from science equipment to text books

- well trained teachers and professors

- government funded schools and programs

- low student to teacher ratio


- limited access to educational resources

- disrupted leaning from natural disasters, war, political upheaval, or famine

- shortages of trained teachers

- high student to teacher ratio

- lack of governmental funding

- lack of pre-existing classroom infrastructure
mobile learning is able to breach the gap between developed and developing countries
Building literacy in Pakistan- Mobile Based Post Literacy Program
- "a six-month programme involving an initial two months of face-to-face classes, where participants firstly learn how to read, use pens and write, before receiving mobile phones, which are then used over four months for receiving and sending SMS messages" (case study 3)

Spreading vocabulary learning in China
- "Nokia Life subscribers can register to receive richly formatted messages which use SMS as the bearer. The messages are designed to help subscribers learn English with the support of their native language, Chinese (Mandarin). They contain English vocabulary with a weekly theme, such as greetings. " (case study 9)


How mobile learning can assist education in developing countries
- due to e-books physical text books will not have to be printed and transported to rural areas or stored. Updates can be made simply and easily so the information does not become outdated
- teachers with little training can access podcasts or other online training
- students do not necessarily have to travel to a classroom in order to learn, which in many developing countries is difficult or impossible
-disadvantaged groups, for example women, can be specifically targeted
Difficulties
In many areas, mobile technologies capable of these uses are not prevalent, as such the hardware must be provided
Due to poverty most mobile learning programs would have to provided at either little or no cost
The devices require stable electricity access
Thank you for listening
References
(Facebook, n.d.)
(renren, n.d.)
(Martin Marmolego, 2013)
(Mandurah Baptist College, n.d.)
(Howard White, 2013)
Case study 3, distributed in A world of mobile learning at the University of Western Australia, 2014

Case study 9, distributed in A world of mobile learning at the University of Western Australia, 2014

Derry, S. J. (1999). A Fish called peer learning: Searching for common themes. In A. M. O'Donnell & A. King (Eds.)

Howard White, 2013. Educating the world: how to get pupils in developing countries to learn, Available at: http://www.theguardian.com/global-development/poverty-matters/2013/sep/26/educating-world-children-developing-countries. [Accessed 02 April 2014].

Mandurah Baptist Schooll. 2014. Primary School. [ONLINE] Available at: http://www.mbc.wa.edu.au/view/primary-school. [Accessed 02 April 2014].

Martin Marmolejo, 2013, From Hydra to Phoenix. The Transformation of Developing Nations, Available at: http://www.understandglobalization.com/2013/05/27/from-hydra-to-phoenix-the-transformation-of-developing-nations/. [Accessed 02 April 2014].

Melissa Hurst, 2014, Behavioral, Cognitive, Developmental, Social Cognitive & Constructivist Perspectives, Available at: http://education-portal.com/academy/lesson/behavioral-cognitive-developmental-social-cognitive-constructivist-perspectives.html#lesson. [Accessed 02 April 2014].

KPCB Internet Trends 2013. 2014. KPCB Internet Trends 2013. [ONLINE] Available at: http://www.slideshare.net/kleinerperkins/kpcb-internet-trends-2013. [Accessed 02 April 2014].

Facebook. 2014. . [ONLINE] Available at: https://www.facebook.com/. [Accessed 02 April 2014].

Renren.2014.. [ONLINE] Available at : http://www.renren.com/












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