The document outlines guidelines for designing mobile learning (m-learning) courses in higher education. It discusses theories that have influenced m-learning, including content delivery, interactive logbooks, mobile games, and mobile web 2.0 technologies. The document provides 10 guidelines for designing m-learning courses, such as engaging students as co-designers and facilitating collaboration. It also describes an m-learning project launched in 2010 between universities in Germany and Spain that aims to engage students in collaborative mobile learning across different contexts.

2. outline
• introduction
• rationale
• guidelines
• the m-project

3. rationale
m-learning has taken different forms and has
drawn on a range of different theories and
pedagogies.

4. rationale
content delivery (Bradley et al., 2009; Muyinda,
Lubega & Lynch 2010),
interactive logbooks (Corlett et al., 2005),
mobile GBL (Mitchell, Millwood &Fallenboeck,
2006),
mobile Web 2.0 (Cochrane & Bateman, 2010;
Safran et al., 2010).

5. mlearning
• enablesspontaneous, personalised and situated
learning, promoting collaboration and
encouraging autonomous, lifelong learning
(Naismith et al.,2004; Dyson et al., 2008; Traxler,
2009).
• need to embed m-learning into mainstream higher
educational practice (Traxler, 2005; Dyson, Raban,
Litchfield & Lawrence, 2008).

6. ml & social constructivism
• social interaction for co-construction of knowledge and
meaning.
• Learners are encouraged to take control of their learning
(by shaping learning goals and processes), collaborate with
peers to produce content and to use mobile tools for
investigation and exploration (Loke et al., 2010).
• Instructors as facilitators design the learning environment
and structure learning processes (Jonassen, 1991)

7. AR
• Engages users as co-researchers in a reflective process of
progressive problem solving.
• Learning takes place in real-world situations and aims at
solving problems in teams.
• Collection of feedback prior, during and after learning
activities
• Allows co-/researchers to develop their own learning projects
and acting upon received feedback
• Provides an opportunity to explore and develop new
strategies for mobile learning.

8. key principles of AR
• Reflective critique
• Dialectical critique
• Collaborative resource
• Risk
• plural structure
• theory, practice, transformation
Winter, 1989

9. 10 guidelines to designing a
mlearning course in HE
• 1.Engage students as co-designers of mobile learning
• 2.Involve other stakeholders to enable the uptake of mlearning
• 3.Enable a socializing context for mlearning
• 4.Facilitate communication and cooperation between and within teams
• 5.Facilitate co-construction of mlearning content

10. 10 guidelines to designing a
mlearning course in HE
• 6.Find the optimal level of control by scaffoliding
• 7.Encourage the deveopment of higher-order thinking skills
• 8.Facilitate bridging different contexts
• 9.Engage students in evaluation
• 10.Find ways to increase sustainability

11. the mproject
• Launched in 2010 to be deployed in 2011
• Pilot mobile learning course connecting university students in Germany
and Spain
• Aim  to engage students in collaborative exploration of applications
of mobile technologies for study and work, and in creating personal
mobile learning environments to support own learning projects.
• Focuses on the use of mobile Web 2.0 and social media for bridging
contexts.

12. the mproject
• Launched in 2010 to be deployed in 2011
• Guided by action research, social constructivism and problem-based
learning,
• The focus is on collaborative application of mobile technologies for
knowledge sharing and co-construction of content.
• The m-course aims at bridging in-university and out-of-university contexts
through engagement in social activities with peers, practitioners and the
wider community.

13. the mproject
• Next steps ….
• Questionnaire
• Blog: http://ourmproject.wordpress.com

14. thanks!
buchem@beuth-hochschule.de mar.camacho@urv.cat