Tag Archives: Mobile Learning

Guidelines for Mobile Learning and the Possibilities of DDL in HE

TELL-OP Strategic Partnership has created guidelines and recommendations for mobile learning and data-driven language learning in higher education. It reviews EU policies on mobile learning in higher education institutions and developments in the inclusion of ICTs in HE. The document can be accessed from the following links:




How to Get Started with Mobile Learning

How to Get Started with Mobile Learning Infographic

Just like with any new project, a mobile learning implementation program needs a thorough assessment of the current training situation and the tools being used to deliver training. An initial needs analysis has to be conducted which broadly includes the following steps:

  • Define business goals – Know what the organization aims to achieve and how mobile learning can fit in the picture.
  • Define learning objectives – Understand what skills are required & what kind of modules will serve the purpose.
  • Research your target audience – Understand the people and their learning needs on the job.
  • Understand the devices – Know the devices you will be designing for, as it will have a direct bearing on app and content development.
  • Enable appropriate IT policies – To ensure that sensitive organizational data is not compromised.

Once this is done, various options to render content exist.

Device Agnostic Content: Used to make content responsive for a large variety of devices with less of time and monetary resources. Such content is designed without keeping its optimum performance tied to any particular form factor, so that it can provide similar learning experience to all users. Generally suitable in organizations with a BYOD policy.

Native Mobile Apps: Slightly more expensive to develop but hugely beneficial because of their performance. They are capable of providing better user experience, interactivity and engagement by making full use of the device’s hardware features such as camera, magnetometer, gyroscope etc. Generally suitable in organizations which provide devices to employees as native apps are developed keeping a specific device in mind. Native apps can be used to deliver:

  • Experiential learning through 3D simulations.
  • NFC or QR code enabled contextual learning performance support apps.
  • Augmented Reality solutions that superimpose digital information on things captured by the device’s camera.

Sources: Origin Learning and E-Learning Infographics

M-Learning Is Not E-Learning on A Mobile Device

Understanding the differences between eLearning and mLearning begins with first defining mLearning. While there are many opinions and ideas surrounding this, the Float Learning definition of mLearning is:

“mLearning is the use of mobile technology to aid in the learning, reference or exploration of information useful to an individual at that moment or in a specific use context.” John Feser

Read more on Float Learning

What’s mobile learning?

According to UNESCO, ‘a popular definition of mobile learning is education that involves the use of mobile devices to enable learning anytime and anywhere. While this definition captures much of the essence of mobile learning, it requires two important clarifications. Discussions about mobile learning should:

1) focus more on mobility and its unique affordances than on technology per se; and
2) include questions about how mobile devices can support not only learning but also broad educational goals such as effective education administration and information management.

The power to extend educational experiences beyond classrooms and enable non-formal and informal learning is a key attribute of mobile learning and carries enormous potential to make learning more personalized and relevant. However, in this context mobility ‘denotes not just physical mobility but the opportunity to overcome physical constraints by having access to people and digital learning resources, regardless of place and time’ (Kukulska-Hulme, 2010a). Thus mobile learning can very much happen in the classroom as well.

Finally, mobile learning does not require a ratio of one device per learner or teacher, which is the approach of the current 1:1 computing initiatives in many countries around the world. While a 1:1 ratio is ideal, it is not always possible given limited resources. Successful mobile learning projects run the full gamut of configurations, from 1:1, to one device for a group of learners, to one device per class.’

Source: UNESCO, Mobile Learning and Policies – Key Issues to Consider.

The Importance of Mobile in Learning and Performance

Please find more information about mobile learning on the following websites:


Mobile Learning Trends and Opportunities

Mobile Learning (smartphones) as a SUpport Tool in the Language Classroom

Learner Autonomy