book

Handbook of Mobile Learning

by Zane L. Berge, Lin Muilenburg

June 2013

Intermediate to advanced

642 pages

26h 38m

English

Routledge

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Cover
Half Title
Title Page
Copyright Page
Table of Contents
About the Authors
Preface
Part I: Foundations and Future
1. A Historical Overview of M-Learning: Toward Learner-Centered Education
Defining Mobile LearningPedagogical Shifts in LearningDiscovery Learning in the 1970sConstructivist Learning in the 1980sConstructionist Learning in the 1980sProblem-Based Learning in the 1990sSocio-Constructivist Learning in the 1990sLearner-Centered DevelopmentsAdvances in Technology1970s1980s1990sConnecting the Technologies and the LearningE-LearningM-LearningConclusionReferences
2. M-Learning as a Subfield of Open and Distance Education
United Aims in a Fractured FieldSocial and Technological Foundations of Distance EducationEarly Social Movements and the Opening of Educational AccessEarly Technologies and the Opening of Educational AccessThe Penny Black Stamp and Postal ServiceLyceums and the Extension MovementThe Emergence of RadioEducational TelevisionConclusionReferences

3. A Summary and Critique of M-Learning Research and Practice
Overview of M-Learning ResearchPhases of M-Learning ResearchM-Learning Research ApproachesLarge-Scale M-Learning ProjectsM-Learning Research FundingM-Learning Project ContextsM-Learning Research MethodologiesIdentifying the Gaps in M-Learning ResearchFocusing on the Future of M-Learning ResearchConclusionReferences
4. A Sociocultural Ecological Frame for Mobile Learning
Towards a Cultural Ecology of M-LearningNew Digital Resources Within the Mobile Complex of Structures, Agency and Cultural PracticesSociocultural StructuresAgencyCultural PracticesThe Appropriation of New Cultural Products and a New Habitus of LearningAppropriationHabitus of LearningReferences
5. Mobile Learning: New Approach, New Theory
Definition and DevicesA Need for a New TheoryCriteria for M-LearningProposed TheoriesActivity TheoryConversation TheoryConnecting to Multiple TheoriesEmerging ThemesContextConnectivityTimePersonalizationConclusionReferences
6. Framework for Mobile-Learning Integration Into Educational Contexts
IntroductionM-Learning-Technologies Integration in the Learning Process: A FrameworkTechnological and Pedagogical DomainsTechnological DomainPedagogical DomainMobile Generation ProjectConclusionReferences
7. Learning and Teaching as Communicative Actions: A Theory for Mobile Education
Theoretical Framework: Learning and Teaching as Communicative ActionsCommunicative ActionsCriticism of Communication and TheoryCommunication to Reach GoalsLearning and Teaching as Communicative ActionsCommunicative Actions to Support Learning and TeachingUsing LTCA Theory to Design Instruction for Mobile LearningMobile Tools for LTCA LearningTheory into Practice: Starting With ShouldLifeworld SharingStrategic ActsArgumentative Communications: Learning Through DiscordIndividual Expressions of Truth and IdentityConclusionReferences
8. A Future for M-Learning
Describing DevicesDefining M-LearningThe Four CsAugmentingState of PlayTrendsThe New NormalGoing ForwardWhat’s MissingMaking Thinking VisibleMeta-LearningLearning ExperienceConclusionReferences
9. Seamless Learning: An International Perspective on Next-Generation Technology-Enhanced Learning
The Evolution of Technology-Enhanced LearningCharacterizing Seamless LearningChallenges in Pedagogical and Technological Design Associated with Seamless LearningExemplars of Seamless-Learning Activities in Asia and EuropeInquiry-Based Seamless Learning Project in TaiwanThe Personal-Inquiry Project in the United KingdomThe Geometry Mobile Project in SwedenSustainable Seamless Learning in a Singapore Primary SchoolLearning by Logging Project in JapanDiscussion and ConclusionsReferences
10. Substantive Educational Change is in the Palm of Our Children’s Hands
Technology = OpportunityThe Age of Mobilism = Opportunity for K–12 to Finally ChangeScaffolding the “Demanded Thinking”Essential Use vs Supplemental Use: When Computing Devices Move the Needle of AchievementBarriers to ChangeConcluding RemarksAcknowledgmentReferences
11. The Future of Mobile Apps for Teaching and Learning
Mobile-App TechnologiesMobile Apps for Teaching and LearningCloud Computing for Mobile-App IntegrationThe Future of Mobile Apps for Teaching and LearningAnalysis of Student Perceptions of Mobile Apps for Teaching and LearningMethodologyResults and DiscussionConclusionReferences
12. Mobile Learning Across Developing and Developed Worlds: Tackling Distance, Digital Divides, Disadvantage, Disenfranchisement
History and the ContextMobiles for Education for DevelopmentMobiles for Education for DisadvantageObservations and IssuesThe Coming DecadePersonal ReflectionsReferences
Part II: Learning and Learner Support
13. Mobile Learners: Who Are They and Who Will They Become?
Problem StatementCharacterizing Mobile LearnersTarget Learners in M-LearningSchoolchildren and Their CarersHigher-Education StudentsYoung Adults Not in Education or WorkThe Underserved in Development ContextsWorld of Work: Employees, Professionals, ApprenticesCommunities, Friends and FamiliesLearners With Special Needs and DisabilitiesDiscussionConclusionReferences
14. Mindtools for Supporting Mobile-Learning Activities
Literature ReviewMindtools for M-LearningConcept Map-Oriented Mindtools for M-LearningExpert System-Oriented Mindtools for M-LearningEfficacy of Mindtools in Supporting M-LearningReferences
15. Rethinking Scaffolding in Mobile Connectivist Learning Environments
Vygotsky’s Scaffolding ConceptBerge’s Learner Support StrategiesSiemens’ Connectivism ApproachMobile Connectivist Learning EnvironmentsScaffolding in a Mobile Connectivist Learning EnvironmentConclusionReferences
16. A Mobile Pedagogy Approach for Transforming Learners and Faculty
Theoretical Background of M-LearningThemes of user PracticeAd Hoc Infrastructure for LearningIncreased Learner IndependenceIncreased Learner EngagementIncreased CommunicationExamples of Practice: Toward an M-Learning PedagogyReimagining a Pedagogy in a Mobile ContextRethinking Formal Learning in a Mobile ContextRethinking Informal Learning in a Mobile ContextSummaryAppendix 16.aAppendix 16.BAppendix 16.CReferences
17. The Power of the Personal: Discovering the M in M-Learning
Exploring the Affordance of Mobile DevicesLeveraging the Touch ScreenLeveraging the InternetLeveraging the Mobile AppReimagining a Learning FrameworkM-Learning and Higher EducationTheory Meets PracticeNudging Each Student to SuccessConclusionReferences
18. Social Versus Individual Flow in Mobile Learning
Unique Benefits of M-LearningMeasuring Learning ExperiencesIndividual Versus Social Flow ExperienceRaising Challenge through Collaboration: Social FlowA Case Study: Learning Experience and Social FlowConclusions and DiscussionAcknowledgmentReferences
19. The “Reflective Student”: The Use of Mobile Devices Through Seamless Educational Spaces and Authentic Learning Scenarios
Pedagogical FoundationsBridging Technology and LearningSeamless Spaces and Authentic FrameworksResearchContext and Population TargetedDesired OutcomesProject DevelopmentWireless UniversityMobile SchoolEvaluation MethodologyProject OutcomesStudents’ Feedback on Wireless TrainingMobile Affordances and Efficacy of Learning: The Tutors’ PerspectiveTeachers’ Feedback on M-LearningMeasurement of Learning OutcomesDiscussionReflection In and On ActionDeductive/Inductive Models of ReasoningInteractional Mobility and Communities of PracticeConclusionsEffects on LearningSustainability, Teacher Training, and Other BarriersReferences
20. Museums: Gateways to Mobile Learning
Create ContentConversing about ContentConversing Inside the MuseumConversing Beyond the MuseumPlay with ContentPlaying at the MuseumPlaying Beyond the MuseumExtend ContentLayering the EnvironmentNarrating the EnvironmentConclusionReferences
21. E-Book Readers and PDAs for Work-Based Learners
Mobile Devices and Work-Based LearningCase Study 1: E-Book Readers for Work-Based Distance LearnersContextImplementationResultsLearning TimeLearning CostLearning StrategyCopyright IssueTechnological LimitationsCase Study 2: PDAs for Work-Based LearnersContextImplementationResultsLearning SupportLearning DesignLearner SupportEthical IssuesTechnological LimitationsDiscussionLearners’ Mobility And Learning TimeLearning CostLearner SupportLearning DesignTechnical LimitationsChallengesConclusionsReferences
Part III: Teaching and Instructional Design
22. M-Learning as a Catalyst for Pedagogical Change
The Impact of M-LearningTransforming Pedagogy Via M-LearningA New Research MethodologyPedagogical FrameworksMeasuring Pedagogical ChangeNew Support StrategiesNew Research Dissemination StrategiesExamplesPerforming and Screen Arts StudentsArchitecture Students in the iArchitecture 2010 ProjectAugmenting the Design Thinking StudioJournalism 2.0DiscussionConclusionReferences
23. Flipped Classroom Meets Mobile Learning
Approaching a Flipped ClassroomTarget PopulationFlipped-Classroom ModelsPre-Training ModelInquiry ModelFlipped-Mastery ModelProject-Based ModelImplementing, Sustaining, and Defending a Flipped ClassroomThe Big QuestionThe Role of the VideoTeacher-Created VideosVideos From the Internet at LargeDealing With SkepticsThe Flipped-Class Model Simply Perpetuates Bad Teaching (Lecturing) Through New TechnologyNot All Students Have Equitable Access to Technology, and the Model Therefore Widens the Divide Between the Privileged and the PoorHomework Should Never Be GivenWhose Technology?Unique QualitiesResponses to a Flipped ClassroomStudent, Parent, School, Community, and Worldwide ResponseStudent ResponseParent ResponseCommunity ResponseWorldwide ResponseConclusionReferences
24. Team and Community Building Using Mobile Devices
Building Community in the ClassroomBenefits of Community Building in the ClassroomCharacteristics of the Millennials and iGenerationCollaboration as a 21st-Century SkillFuture Work SkillsMobile-Device-Use Patterns Support Community BuildingMobile-Phone Ownership and Use Patterns Among U.S. TeensWorldwide Use of Cell PhonesTeam-Building Activities Using Mobile DevicesChallenges and Recommendations for Using Mobile DevicesGuidelines for Implementation in Face-to-Face and Blended SettingsExample Team- and Community-Building ActivitiesActivity 1: Cell SharingActivity Two: Texting InterviewsActivity 3: Values PhotosActivity 4: What Do We Have in CommonActivity 5: Build a BridgeActivity 6: Peer FeedbackSome Evidence: End-of-Course SurveyConclusionReferences
25. Mobile Teaching and Learning in the Classroom and Online: Case Studies in K–12
M-Learning in K–12Project 1: Science Teacher iPad DeploymentM-Learning with K–12 Online LearningProject 2: Virtual Schooling and mLCMSLessons Learned from Both ProjectsConclusions and RecommendationsReferences
26. Using Mobile Technology to Enhance Teaching
Background to the StudyThe ParticipantsTheoretical FrameworkLearning to use Mobile TechnologyQuestioningTesting: iPad UseReflectingFeedbackUsing Mobile Technology in the ClassroomWhat Was Learned from the Study?Summary and ConclusionReferences
27. Teachers’ Tools: Designing Customizable Applications for M-Learning Activities
Overall Design Considerations and ApproachDesign Process: ImplementationEmerging Issues and Future Research DirectionsReferences
28. iPad Human Interface Guidelines for M-Learning
iPad Human Interface Guidelines: A Short IntroductionResearch MethodExamination of GuidelinesAim to Support All OrientationsFlatten Your Information HierarchyAdd Physicality and Heightened RealismMulti-Touch GesturesFile-HandlingKeyboardHuman-Interface PrinciplesAesthetic IntegrityConsistencyDirect ManipulationFeedbackMetaphorsUser ControlSummary of OutcomesImportance of the GuidelinesCriteria to Establish M-Learning in the ClassroomVisual AidOrganizationMaterialChoice of ApplicationsWritingManaging Classes and GradesConnectivityInternet ResearchBattery LifeRead Full Books for FreeGroup ProjectsMoviesConclusionReferences
29. Three-Dimension Design for Mobile Learning: Pedagogical, Design, and Technological Considerations and Implications
PurposeContextThree-Dimension Design FrameworkThe Pedagogical DimensionSimulationUnderlying TheoriesThe Design DimensionDesign of Strategies and ActivitiesProblem RepresentationMaking DecisionsSelf-ReflectionFeedbackSequencingScreen DesignThe Technological DimensionUser-Interface DesignPlatform ConsiderationDiscussion and ImplicationsReferences
30. Mobile Assessment: State of the Art
Mobile AssessmentAssessment and ComputingDefining Mobile AssessmentM-Assessment PracticesClassroom Response SystemsSelf- and Peer AssessmentCollaborative AssessmentComputerized Adaptive Tests on Mobile DevicesDynamic AssessmentContext-Aware AssessmentLocation-Aware AssessmentmGBL AssessmentDesign and Implementation TechnologiesDesignImplementationSmsClient-ServerManetAffordances and ConstraintsAffordancesConstraintsConclusionsReferences
31. mMOOC Design: Ubiquitous, Open Learning in the Cloud
Short Look at MOOC and M-LearningDefining M-LearningCloser Look at MOOCsExample of a MobiMOOC DynamicCombining M-Learning and MOOCEight Contemporary Learning Needs of the Knowledge AgemMOOC DESIGNBackground of the mMOOC DesignDescription of MobiMOOCData on Mobile Use by MobiMOOC ParticipantsmMOOC ArchitectureMOOC Versus mMOOCmMOOC in the CloudMobile AdditionAdaptable Course Overview/SyllabusMobile AdditionThe Central AgoraMobile Addition(Un)known Learner AudienceMobile AdditionsSupporting Self-Regulated LearningMobile AdditionsMobile MultimediaChoosing From the Mobile-Enabled Social-Media ToolkitMobile AdditionsRoom for mMOOC ImprovementConclusionReferences
Part IV: Policies, Administration, and Management
32. Becoming a Mobile Insititution
The Accidental Mobile InstitutionPreparing for the Already ThereSocializing a Good IdeaThe Long Island University iPad InitiativeStrategizing DeploymentThe MyLIU AppLaunching a DeploymentThe Me ToosAssessing OutcomesHidden CostsThe Range of Faculty Technology AdoptionDiy DeploymentAcknowledgmentsReferences
33. A Framework for Implementing Mobile Technology
Mobile Initiatives in Higher EducationMobile Initiative at UcfMobile Implementation FrameworkPlanStakeholdersProject GoalsResourcesProject TimelineTestTesting PlanTesting the ApplicationTesting ResultsPreparing for the PilotPilotSystem Analytics and Support-Call VolumeSurvey DemographicsSelf-Reported Mobile Learn UsageStudent and Instructor Perception of M-LearningReleaseMarketing PlanSupport PlanConclusionAppendix 33.AProject TimelineSemesters 1 and 2: Planning PhaseSemester 3: Testing PhaseSemester 4: Pilot PhaseSemesters 5 and 6: Implementation PhaseAppendix 33.BNoteReferences
34. So We Had This Idea: Bring Your Own Technology at Brebeuf Jesuit
The Problem: Demand for Technology Increases While Funding Stays the SameThe ProcessSetting the ContextIntegrating Mission, Education, and TechnologyPulling the TriggerDetails From the Grassroots: Developing the BYOT Strategic PlanWhere the Tech Plan Met the RoadUnder the HoodDrawing Lines in the SandSetting the FoundationCloud ComputingOpening up the PipeBandwidthWirelessDevice ManagementFirewalls and FilteringStudent TrackingPower and BackstockEquity of Access: Voluntary vs. Mandatory BYOTPolicy DevelopmentProfessional DevelopmentGrowth and OutcomesConclusionReferences
35. Toward a Holistic Framework for Ethical Mobile Learning
Ethical Issues with M-LearningEthical Issues with Mobile Devices in the Educational SettingWhy Ethical Issues Arise in M-LearningProfessional Ethical DevelopmentA Framework for an Ethical Approach to M-LearningFormulating a Responsible Mobile-Use PolicyStrategies for the Successful Implementation of an RMUPConclusionsReferences
36. Copyright and Fair Use in M-Learning
The Purpose of Copyright Policy in the USThe Practice of Fair UseWhy Fair Use Frightens Educators and StudentsHow Codes of Best Practices Have Expanded Access to Fair-Use Free-Speech RightsThe International ChallengeConclusionNoteReferences
37. Accessibility in M-Learning: Ensuring Equal Access
Accessibility in Higher EducationAccessibility and Universal DesignAccessible M-Learning RecommendationsUniversal-Design RecommendationsDisability IssuesDevice SelectionInternet AccessibilityTesting for AccessibilityConclusionReferences
38. The Role of Academic Libraries in the Development and Support of Mobile-Learning Environments
A Brief History of Mobile Devices in EducationAcademic Library Resources and Services and M-LearningAttitudes of Academic Librarians Toward TechnologyM-Learning Environment and Library Support for Students and FacultyDiscussion and Future ResearchNoteReferences
Part V: Cases and Perspectives
39. Mobile-Learning Strategies for K–12 Professional Development
Professional Development Traits and TendenciesRethinking the ApproachM-Learning-Enhanced Professional DevelopmentPlanning and ImplementationNeeds AssessmentLeveraging Buy-In and MotivationTechnology as a ToolFacilitating the Use of Mobile DevicesSupportProgram EvaluationProfessional-Development Models and FormatsConferences and SeminarsConference-Wide CollaborationSession ParticipationCollecting, Organizing, and SharingVirtual ConferencesWorkshops and PresentationsEssential ComponentsSelf-DirectedOther Models and FormatsCommon Problems and PitfallsConclusionReferences
40. An Exploration of Mobile Learning to Enhance Student Performance in High-School Mathematics
Problem, Background, and JustificationLiterature ReviewDesign and ImplementationEvaluation StudiesResultsDiscussionSuccesses and ChallengesConclusion and Future WorkReferences
41. Becoming a Digital Nomad: Transforming Education Through Mobile Devices
M-Learning: Why is It Important?M-Learning Research and Theoretical FrameworksEducation TheoriesConnectivism: An Alternative Educational EpistemologyM-Learning: Opportunities and ChallengesOpportunitiesChallengesDigital Nomads: College Students Learning on the MoveM-Learning ProjectsStudent Mobile Device Ownership and UseThe M-Learning Experience: The PositivesThe M-Learning Experience: Areas for ImprovementThe Instructor M-Learning ExperienceDiscussion and Conclusion: Becoming Digital NomadsNoteReferences
42. Mobile-Medicine Praxis
Introduction: A Select History of TelemedicinePopulation Served: Current Uses of Mobile TelemedicineTelemedicine Examples Using Mobile TechnologiesTeleradiology and PACS in CaliforniaTeleendocrinology and Diabetes in SpainTeledermatology and Eczema in NorwayTeleemergency Medicine in CanadaTelemedicine in Laboratory Sciences in ItalyTeledermatology in TexasOutcomes Desired: Mobile-Medicine PraxisMobile-Medicine DefinedTraditional Medical EducationAndragogical Teaching and LearningImplications for M-HealthPatient SatisfactionMedical Legal ConsiderationsEarly Implementation ExamplesThe Future of Tablet-Based TelemedicineConclusionsReferences
43. A Mobile Knowledge Management System for Military Education
The use of Mobile Technologies in Military EducationSpecific Requirements of Military EducationChallenges and Opportunities in Mobile KMLearning Experiences with MkmsThe mKMS MissionThe System ArchitectureThe Development PlatformPerformance in M-Learning DevelopmentmKMS EssentialsInnovation in Mobile Knowledge-Based LearningM-Learning and Standardization: SCORM ComplianceRich Text Formatting Using Wikitext MarkupSecure Mobile ConnectionsConclusionsReferences
44. M-Learning During Emergencies, Disasters, and Catastrophes: An Australian Story
In Crisis: Emergencies, Disasters and CatastrophesM-Learning and CrisesMobile TechnologiesM-Learning DefinedCrisis M-Learning FrameworkMobile PhonesMobile Social MediaMobile CommunicationsBlurring of Formal and Informal LearningConclusionAcknowledgementsReferences
45. Improving Students’ Modern Language Speaking Skills Through Mobile Learning
ProblemPopulation Served/TargetedDescription of Management ProcessesSpeaking Activities with M-LearningSpeakingPictureSeries of PicturesVideosVoice RecordingFlickr SpeakingTranslation and Conjugation AppsPhone ConversationInterest-Survey ReactionApp ConversationImage ReactionTarget-Language SongsVideo House TourOnline Recordings with VokiNarrate Partner’s PicturesSpeaking and CultureContrast and CompareSports AnalysisDaily Culture with WebcamsWeather DiscussionsAssessment of SpeakingQR in Class AssessmentTeacher Record of Student DataStudents’ ProgressResultsOutcomesSuccessesFailuresAdviceDiscussion and Conclusion Regarding M-Learning and EducationWebsitesReferences
46. How Mobile Learning Facilitates Student Engagement: A Case Study from the Teaching of Spanish
Problem StatementThe Case StudyTeaching Spanish to Undergraduates Through Simulated ImmersionAudio Resources as a Central FocusStudents with Mobile Devices Had Better Learning OutcomesM-Learning for AllOutcomesCopyright IssuesTechnological SupportProviding Students With Mobile DevicesDiscussionConclusionNotesReferences
47. Architecture of a Device-Independent Collaborative Language Learning Game
Pedagogical ConceptDescription of the GameDescription of the Game StatesLoginWait/Idle StateWrite StateDispute StateVote StateEnd of the Game and Reward ProcedureIdentification of the Connected DeviceGeneralized ContentContent AdaptationAnalysis of the Test ResultsConclusion and Considerations for the FutureReferences
48. An International Perspective on Mobile Learning
Major Issues in International M-LearningLocal Culture, Resources, and NeedsConnectivityCost of Connecting to the InternetAvailability of Mobile Devices (and What Works Best)Bandwidth Issues for Different TopicsTechnology-Transfer Restrictions, Including the Problem of Using Hard-Copy BooksLearning Barriers (Such as a Low Percentage of High-School Graduates in the Area)Utilizing Local TeachersLanguage BarriersLocal Commitment and SupportCurriculum Development NecessitiesCreating Content in Deliverable BitesAdjusting Delivery MethodsConclusionReferencesFurther Reading
49. M-Powering the Poor Through Mobile Learning
IntroductionMobile Phones Encourage Citizen ParticipationChallengeMobile-centric ApproachResultsMobiles Facilitate Quick Response to Medical CrisisChallengeMobile-Centric ApproachResultsUsing Cell Phones, Crowdsourcing to Get Water to the ThirstyChallenge—Will I Get Water Today?Mobile-Centric ApproachResultsCan Accessibility through Mobile Applications be Combined with Pedagogy to Build New Approaches for Learning?Build Learning Around What We Know About How People Use MobilesUse Existing Frameworks for Effective Learning DesignExamples of Lower Levels of Bloom’s TaxonomyExample for Medium Levels of Bloom’s TaxonomyExample for Higher Levels of Bloom’s TaxonomyDesign Learning at the Intersection of Learner, Device, and Social AspectsCreatively Blend Learning Methods and ToolsProvide Opportunities for Learners to Generate ContentSeize the Moment—Do Not Wait for the Latest TechnologyConclusionReferences
50. Acceptance of Tablet Devices for Learning and Teaching in Institutions of Higher Learning: The Malaysian Perspective
Ict and the Development of M-Learning in MalaysiaUsage of Tablet Devices in Institutions of Higher LearningThe Benefits of Tablet-Device Usage in M-LearningIssues and Challenges with Usage of Tablet DevicesA Study of Ipad Use in Malaysian Institutes of Higher LearningFindingsReason for Purchase of Tablet DevicesUse of Tablet Devices Among AcademiciansOpinions on Introducing Tablet Devices for Learning and Teaching in UniversitiesHow Should Institutions Support Purchase of Tablet Devices?Reasons for Introducing Tablet Devices in InstitutionsDiscussionConclusionReferences
51. Teachers as Learners: Concerns and Perceptions About Using Cell Phones in South African Rural Communities
ContextTheoretical FrameworkMethodsData CollectionTeachers’ ProfileUse of Cell PhonesConcerns About Use of Cell Phones in ClassroomsConcerns About Use of Cell Phones as StudentsImplications for PracticeConclusionReferences
52. From Mxit to Dr Math
Rapid ExpansionTutorsSchedulingSense of CommunityNature of the InteractionsMore than Just TutoringCompetitionsLookupEncyclopediaScientific CalculatorPeer CollaborationConclusionReferences
53. Mobile Learning Games for Low-Income Children in India: Lessons from 2004–2009
Problem StatementPopulation TargetedResearch Goals and Outcomes DesiredProcess DescriptionNeeds Analysis (2004–2005)Formative Assessments and Emergent Design Methodologies (2006–2007)Summative Assessments (2008–2009)Discussion and ConclusionAcknowledgmentsNotesReferences
Index

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Handbook of Mobile Learning

Edited by Zane L. Berge and Lin Y. Muilenburg

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Handbook of Mobile Learning

by Zane L. Berge, Lin Muilenburg

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