The document discusses the importance of effective instructional design in mobile learning, emphasizing the need for strategic decisions rooted in learning theory and research evidence. It highlights the Collaborative Situated Active Mobile Learning (CSAM) approach as a framework, encouraging the use of mobile technology to enhance learning experiences. Findings from the QR Cache project suggest CSAM strategies positively impact learner engagement and achievement, with recommendations for future research and practical implementation.

1. 1. Introduction
Effective instructional design is not a haphazard affair.
Careful attention must be paid to the selection of
instructional strategies that fit with the objectives of the
learning activities, and with the needs of the learners.
This principle holds true in the case of mobile learning
(mLearning). Mobile devices should not be used for their
own sake. Rather, they should be drawn upon as a
resource to facilitate a desired learning strategy such as
Collaborative Situated Active mLearning. The selection of
such a learning strategy must not simply feel like a good
design choice. Strategic decision making must be based
upon sound learning theory and evidence of efficacy from
educational research. Collaborative Situated Active
mLearning (CSAM) is just one of many learning strategies
that employ mobile devices. It is grounded in such
foundational work as Activity Theory, Flow theory, and
Transactional Distance Theory. Guidance for strategic
design decisions and the evaluation of instructional design
can be found in the FRAME model (Koole, 2009), which
draws upon these theories in a mLearning context.
Overview of QR Cache
The QR Cache research project was carried out at College of
the North Atlantic-Qatar. Learners used mobile RLOs
designed with CSAM principles to access information on
English-language terminology and basic facts about
computer hardware devices and components.
The aims of the QR Cache project were to determine the
impact of the RLO designs on learning, as well as learner
perceptions of using QR codes to access learning objects in
situated contexts.
3. CSAM Research in the Gulf Region: QR Cache
Findings from QR Cache
2. Theoretical Grounding
Figure 4: The FRAME model
(Koole, 2009, reproduced with permission)
Transactional Distance Theory (Moore, 1989, 1991)
5. Recommendations for Research and
Practice
Mobile Learning Research in the Gulf Region to answer the following questions:
• How do Gulf students respond to SCAM strategies? Are they more appealing than other
traditional or technology-augmented classroom approaches?
• Does the use of CSAM strategies have a positive impact upon student achievement? Do they
successfully impart soft skills not directly related to the overt curriculum?
• Are CSAM strategies more effective in some subject areas than others?
• Are CSAM strategies an appropriate approach in workplace learning contexts?
Recommendations for Practice:
• Heed the lessons learned from previous mLearning research and practice.
• Apply the principles of Activity Theory, the zone of proximal development, Flow theory, and
Transactional Distance Theory.
• Accommodate the three domains of the FRAME model.
• Use CSAM strategies to ensure a focus on proven theoretical grounding and effective practice.
Activity Theory
Zone of Proximal Development
Flow Theory
References
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CSAM strategies create Flow.
An ideal mLearning strategy will provide
just enough interest and challenge to keep
the learner engaged, but not so much
challenge that the learner will become
overwhelmed (and give up)
Figure 2: The flow zone in Flow
theory (Chen, 2006)
Figure 1: Using CSAM strategies has a positive effect upon the zone of proximal development
The FRAME Model
CSAM strategies are
comply with FRAME
The Framework for the Rational Analysis
of Mobile Education (Koole, 2009)
focuses mLearning design on three
critical domains:
1. Device Aspect
2. Learner Aspect
3. Social Aspect
CSAM strategies aim to reduce the distance between:
Learner ↔ Content
Learner ↔ Learner
Learner ↔ Instructor
Subjects (learners) Interact with Objects
(physical items, tasks, goals…)
To produce Artefacts
(knowledge, products, etc…)
Try it Yourself!
How much do you know about
these items?
• What are they called?
• What do they do?
Scan this QR Code to learn
more about these items using
an actual CSAM RLO from the
QR Cache Project!
http://tinyurl.com/qrcache_mem
Scan this QR Code to access the QR Cache Research Project Wiki
(or go to http://qrcache.pbworks.com)
Scan this QR Code to learn
more about these items using
an actual CSAM RLO from the
QR Cache Project!
http://tinyurl.com/mrlos
The Create Your Own Mobile
RLOs site is an example of a
CSAM compliant mobile RLO
designed to help instructors
start integrating effective
mLearning resources into
their teaching and learning
practice
4. Getting Starting Building Your Own CSAM RLOs
Resources Include:
• An overview of mLearning
• CSAM design principles
• Step-by-step guide to build simple
RLOs
• Questions for self-reflection on
your mobile RLO designs
• A forum for connecting and sharing
mobile RLO experiences
Scan this QR Code to learn
more about the theoretical
foundations of CSAM!
http://tinyurl.com/csam-strategies
Contact Rob Power:
robert.power@cna-qatar.edu.qa