This document summarizes findings from workshops on mobile learning in adult education. It identifies trends like using mobile devices as cultural learning resources and their potential for inclusion. Challenges discussed include technological and digital skill divides. Recommendations focus on conceptualizing learning as occurring anywhere, designing activities rather than courses, and supporting continuous learning. More research is needed on mobile learning and cultural practices, apps for adult learners, and the social impacts of mobile communities. Policies should support research, provide technologies, and develop mobile services to promote lifelong learning for all.

1. Mobile learning in adult
education
Lessons learnt and recommendations
University of Florence
Maria (Aggregate Professor) and Isabella Bruni (PhD student, Media Educator)
Via Laura 48│ 50121 Firenze│ Italy
Tel +39 055 275 61 80
Mailto maria.ranieri@unifi.it│ isabella_bruni@yahoo.it
Website www.scform.unifi.it/lte│ Blog

2. Aims and purposes
•Identify some trends in the practice of mobile learning in adult education
•Provide some recommendations for policy, practice and research
Overall background
• The socio-cultural ecological approach to mobile learning (Pachler et al.,
2010), which considers mobiles as cultural resources and learning as a
process of meaning-making based on the interplay between learner agency,
social structures and cultural resources.
Method and context
• Cross-case analysis and synthesis based on the comparison between the 5
national workshops carried out by partners (UK, Germany, Italy and Belgium).
• About 60 people involved for an average period of 2 months.
• Data analysis and synthesis were conducted by two researchers.
• The final report was read by partners for member-check.

3. Preliminary remarks
Adult education indicates:
“the entire body of organized educational processes […] whereby persons
regarded as adult […] develop their abilities, enrich their knowledge, improve
their technical or professional qualifications or turn them in a new direction
[…] in the twofold perspective of full personal development and participation
in balanced and independent social, economic and cultural development”
(UNESCO, 1976, p. 4).
Briefly, the concept of adult education includes:
6)the idea of education as a permanent process converging with lifelong
education;
7)the emphasis on the social, economical and cultural development of the
person;
8)the need for increasing inclusion and participation of disadvantaged groups
through the education for all.

4. What did we learn?

5. Looking at Strengths
• Mobile devices as cultural → learning resources. In more than one
situations mobiles have proved to be cultural resources providing people
multiple learning opportunities such as: (1) supporting exploration and
widening learning context (German workshop); (2) enhancing self-expression
and self-representation (Italian and British workshops); (3) enabling media
production (Italian workshop); (4) supporting social networking and
connections (German workshop).
• Inclusion and Participation. The high degree of personalization of mobile
devices and their level of penetration in everyday life can make mobile
technologies a factor of inclusion and participation, enabling access to social
network and cultural resources and supporting forms of self-organized
personal learning (all the workshop, particularly the German, Italian and
British workshops).
• Bridging formal and informal. Bridging formal and informal means re-
interpreting spontaneous forms of appropriation and media use in a more
explicit and reflective way, and this effort requires high levels of involvement
and attention (Belgium and British workshops).

6. Looking at Weaknesses
•Technological divide. Despite mobile devices and the internet being widely
spread, people preserve very different levels of access to technologies.
Mobile phones come with many different levels of complexity, some are
characterized by very basic functions whilst others support multimedia
applications and internet navigation (Italian workshop).
•Digital skills and competence. Even though all believed in the great
potential of digital technologies, it seems that current gaps in knowledge and
skills make technologies a barrier rather than a driver for democratic access
to communication and information (Belgium workshop).
• Motivation and expectations. Individuals with low level of digital
competence (particularly with disadvantaged adults) the use of new
technologies is often accompanied by a high level of expectations. Young
adults tend to use new technologies with high levels of enthusiasm and a
strong interest in exploration, but they seem to lack the capacity of reflection
Balancing gaps between skills and expectations and
help students to take a distance (Italian workshop).

7. What can we
recommend?

8. Implication for practice
Developing some points made by Hart (2012) and applied to the context of mobile
learning, we suggest three main recommendations for pratice:
•Think ‘learning spaces/places’, not ‘learning rooms’. M-learning means learning
everywhere and this in turn requires conceptualising the learning environment as
a ‘learning space’ rather than a ‘learning room’. the focus should be put on
learners rather than contents by providing them scaffold and support in order to
make them able to manage their ‘learning space’.
•Think ‘activities’ not ‘courses’. Mobiles are mainly seen by users as personal
tools, so they could hardly be seen as a means to deliver formal courses. When
designing m-learning, designers should think ‘activities’ rather than ‘courses’.
These activities can be conceived as triggering inputs for learning or as stimuli for
remediation and learner empowerment.
•Think ‘continuous flow of activities’ not just ‘response to need’ . Learning is a
continuing process. Some affordances of mobile phones such as, for example,
‘portability’ and ‘ownership’ seem to be particularly appropriate to support this
idea of continuity in learning. This is particularly important with adult learners, as
the emphasis in adult education is on the full and global development of the
person.

9. Designing mobile learning activities
Mobile uses Mobile learning activities
• Accessing web information and • Information problem solving
navigation within the context (inquiry)
• Recording pictures and videos of • Creating a self-presentation or a
friends and personal experiences digital storytelling (identity
formation)
• Taking and sharing pictures of • Creating and sharing maps and
holidays, places, surroundings geo-tagged contents (exploration
and widening learning context)
• Documenting learning/working • Creating portfolio and
experiences multimedia resume (awareness
and empowerment)
• Connecting with people (social • Participating in mobile learning
mobile networking) groups or communities
(participation and engagement)
• Arranging meetings, navigation • Organising learning activities
and micro-coordination

10. Implication for research
Mobile learning and cultural practices in adults’ everyday lives. If mobiles
devices are understood as cultural and learning resources, we need to better
understand how adults appropriate them, especially considering the new
forms of nomadism characterizing our contemporary societies.
Research and development of Life Long Learning Apps (LLAs). While
educational apps specifically designed for children and young people are
increasingly growing up, much less developed is the sector of apps for adults
and older people. Research should focus on the definition of instructional
principles and methods that are appropriate to this specific target.
Mobile devices for community building: what is the impact? There exist a
growing number of projects based on the use of mobile devices to support
community building in disadvantaged contexts. Although this is a relevant
topic for its social implications, there is little research on the social impact of
mobile learning.

11. Implication for policy
Some issues for further consideration
Research in the field of mobile learning and adult education. Investments in
research on mobile learning and adult education is limited. But there are
several areas of interest that deserve consideration and this requires a strong
engagement of public institutions in funding research activities and projects
in this field.
Provision of technologies and promotion of digital/media literacy.
Technological divide and lack of literacies still impact negatively on learners’
experience of learning and knowing, thus producing social exclusion. Lack of
material infrastructures and cognitive skills is a factor of exclusion that public
institutions must balance for the future.
Developing mobile services for adult learners. There is an increasing interest
in the development in mobile services for the public sector (see projects
relating to m-government). new mobile services for distributed training
should be designed and implemented to support lifelong learning and adult
education for all.

12. Thank you!
University of Florence
Maria (Aggregate Professor) and Isabella Bruni (PhD student, Media Educator)
Via Laura 48│ 50121 Firenze│ Italy
Tel +39 055 275 61 80
Mailto maria.ranieri@unifi.it│ isabella_bruni@yahoo.it
Website www.scform.unifi.it/lte│ Blog