Mobile Learning Design pp 315-333
Three Phases of Mobile Learning State of the Art and Case of Mobile Help Seeking Tool for the Health Care Sector
The Internet mobile device enabled social networks of today stand accused of being so-called ‘weapons of mass distraction’ or worse. However, we point out that modern fears about the dangers of social networking are overdone. The paper goes on to present three phases of mobile learning state of the art that articulate what is possible now and in the near future for mobile learning. The Learning Layers project is used to provide a case of barriers and possibilities for mobile learning; we report on extensive initial co-design work and significant barriers with respect to the design of a mobile Help Seeking tool for the Healthcare sector (UK). We then provide an account of how the Help Seeking tool is being linked to a Social Semantic Server and report on a follow-up empirical co-design study.
- Benford, S., Seager, W., Flintham, M., Anastasi, R., Rowland, D., Humble, J., Stanton, D., Bowers, J., Tandavanitj, N., Adams, M., Farr, J. R., Oldroyd, A, Sutton, J., et al. (2004). The error of our ways: The experience of self-reported position in a location-based game. In Proceedings of the 6th International Conference on Ubiquitous Computing (UbiComp 2004), (pp. 70–87). LNCS/Springer Press.Google Scholar
- Carmean, C., Franfort, J. L. and Salim, K. N. (2013). The power of the personal (pp. 187–195). In Berge, Z. L., & Muilenburg, L. Routledge (Eds.), Handbook of mobile learning, Routledge: New York.Google Scholar
- CBSlocal. (2013). School starts mass social media surveillance of students for their ‘safety’. Retrieved from http://tinyurl.com/ow8gdp6.
- Chui, M., Manyika, J., Bughin, J., Dobbs, R., Roxburgh, C., & Sarrazin, H. (2012). The social economy: Unlocking value and productivity through social technologies. McKinsey Global Institute, pp. 1–170.Google Scholar
- Clark, W., & Luckin. (2013). iPads in the Classroom, London Knowledge Lab. Retrieved from http://digitalteachingandlearning.files.wordpress.com/2013/03/ipads-in-the-classroom-report-lkl.pdf.
- Cochrane, T. (2013). A summary and critique of M-Learning research and practice (pp. 24–34). In Berge, Z. L., & Muilenburg, L. Routledge (Eds.), Handbook of mobile learning. Routledge: New York.Google Scholar
- Cook, J. (2010). Mobile phones as mediating tools within augmented contexts for development. International Journal of Mobile and Blended Learning, 2(3), 1–12. Retrieved from http://goo.gl/NFWnSZ.
- Cook, J., & Pachler, N. (2012). Online people tagging: Social (mobile) network(ing) services and work-based learning. British Journal of Education Technology, 43(5), 711–725. Retrieved from goo.gl/S5kfgi.Google Scholar
- Cook, J., Pachler, N., & Bachmair, B. (2012). Using social networked sites and mobile technology for Bridging social capital. In G. Trentin, & Manuela Repetto (Eds.), Using network and mobile technology to Bridge formal and informal learning (pp. 31–56). Chandos.Google Scholar
- Deloitte. (2013). Understanding the bring-your-own-device landscape. Retrieved September 04, 2013, from http://www.deloitte.com/view/en_GB/uk/industries/tmt/technology/bring-your-own-device/index.htm.
- de Waard, I. (2013). mMOOC Design: Ubiquitous, open leaning in the cloud. In Z. L. Berge, & Muilenburg, L. Routledge (Eds.), Handbook of mobile learning (pp. 356–368). Routledge: New York.Google Scholar
- FitzGerald, E., Ferguson, R., Adams, A., Gaved, M., Mor, Y., & Thomas, R. (2013). Augmented reality and mobile learning: the state of the art. International Journal of Mobile and Blended Learning, 5(4), 43–58.Google Scholar
- Holley, D., Santos, P., & Cook, J., (2014). ‘Cascades, torrents & drowning’ in information: Seeking help in the contemporary GP Practice in the UK. Designing for Digital Learners (D4DL), Research Report 1. UWE, Bristol, UK.Google Scholar
- Infographic. (2012). Social media distractions cost U.S. economy $650 billion [INFOGRAPHIC]. Retrieved from http://tinyurl.com/dxr3pqf.
- Kowald, M., Dennerlein, S., Dieter, T., Walk, S., & Trattner, C. (2013). The social semantic server—A framework to provide services on social semantic network data. Graz, Austria: I-Semantics.Google Scholar
- LaMaster, J., & Ferries-Rowe, J. D. (2013). So we had this idea: Bring your own technology at Brebeuf Jesuit. In Z. L. Berge & L. Muilenburg (Eds.), Handbook of mobile learning (pp. 395–404). New York: Routledge.Google Scholar
- McKenney, S., & Reeves, T. (2012). Conducting educational design research. New York: Routledge.Google Scholar
- Seitinger, P., Kowald, D., Trattner, C., & Ley, T. (2013). Recommending tags with a model of human categorization. In Proceedings of the ACM International Conference on Information and Knowledge Management (CIKM 2013), ACM, New York, NY, USA.Google Scholar
- Santos, P., Cook, J., Treasure-Jones, T., Kerr, M., and Colley, J. (2014a). Networked scaffolding: Seeking support in workplace learning contexts. In Networked Learning Conference, Edinburgh, UK.Google Scholar
- Santos, P., Cook, J., Holley, D., Treasure-Jones, T., & Kerr, M. (2014b). Going beyond your personal learning network, using recommendations and trust. D4DL/Learning Layers Research Report No. 4, October 2014, UWE Bristol, UK. Email author for a copy.Google Scholar
- SIOC. (2009). Content exchange and semantic interoperability between social networks. Retrieved from http://www.w3.org/2008/09/msnws/papers/sioc.html.
- Vygotsky, L. S. (1930/1978). Mind in society: The development of higher psychological processes. Edited by Michael Cole, Vera John-Steiner, Sylvia Scribner and Ellen Souberman. Harvard University Press. Originally published 1930.Google Scholar