Mobile+Learning

**Members**
>
 * Marie Sack
 * Adam Halemano
 * Kālewa Correa
 * Marisa Yamada
 * Darryl Funai
 * Helen Torigoe

**Example**

 * Citation**: Cavanaugh, T. W. (2006). //The digital reader: Using e-books in K-12 education.// Washington, DC: International Society for Technology in Education (ISTE).
 * Location**: free preview in Google books
 * Notes**: a bit dated but good overview from major professional association
 * Poster**: ch

In this revealing article, the author utilizes a host of graphs and charts to illustrate a growing academic trend among California State University (CSU) students. With emphasis on the widespread adoption of digital electronic books (e-books), Shen presents encouraging results from recent studies on student habits and attitudes toward their readiness for e-books. As a Computer Science Librarian, Shen provides an impartial and interesting perspective on the use of e-book readers and its upcoming place within the academic library system. Shen’s case study is a convincing look at the prevailing potential for e-book readers as a successor to traditional printed books. The use of statistical data from a number of reputable sources with varying, yet positive results caters to the notion that the author is a proponent for this progressive new media format. While she refrains from expressing a firm position on the topic, her furtive use of language and context leans toward the supportive side. This is not entirely surprising considering the fast growing use of digital e-books within the public library system. Helen's Comments: Hi Adam, this article sounds like another good source for my possible action research on e-books. Your acuity of picking up on the bias of the author on the topic was great! I really want to read this article now and look for "furtive use of language and context" that hint at her leaning! One small note: should the name of the journal, //Reference Librarian//, be italicized in the citation? Thank you for that tip Helen! ;)
 * Citation**: Shen, J. (2011). The E-Book Lifestyle: An Academic Library Perspective. //Reference Librarian//, //52//(1/2), 181-189.
 * Location**: EBSCOhost / Academic Search Premier
 * Notes**: This academic journal addresses current academic developments in the mobile technology market
 * Poster**: Boy
 * Annotated Bibliography**

In this article, Paxhia attempts to explain the rationale behind the challenges of digital publishing in higher education via a study conducted by the Book Industry Study Group (BISG). While it is not quite clear what the relationship is between the author and the BISG team, Paxhia does a decent job at conveying the results of the BISG’s limited findings. As a voice for BISG’s ongoing research project //Student Attitudes Toward Content in Higher Education//, Paxhia conveys a neutral perspective that highlights both positive and negative aspects of the tentative dash toward the new digital paradigm. Pahxia was fair in contrasting a price/value relationship, which proved beneficial in illustrating several core reasons why students are opting out from purchasing new and used textbooks. However, there is much to be said about his use of only one resource. While Paxhia's analytical analysis is composed of seemingly objective commentary, based primarily on BISG's research study, the lack of additional primary and secondary sources raises questions as to the motive and credibility of Pahxia's article. On the whole, the article gives a fairly good overview of the challenges and potential for digital learning products within the field of education. Helen's Comments: This is another very interesting study. I have also observed that many students are opting out from purchasing required textbooks, and I have many questions such as the correlation of textbook ownership and performance, and increase/decrease in textbook usage over time. I wonder how the author computed the price/value relationship of textbooks? How do students perceive the price/value ratio? I appreciate your complete and evaluative annotations, Adam. I think my annotations are strictly summaries. I may have to go back and add my assessments.
 * Citation**: Paxhia, S. (2011). The Challenges of Higher Education Digital Publishing. //Publishing Research Quarterly//, //27//(4), 321-326.
 * Location**: EBSCOhost / Academic Search Premier
 * Notes**: This academic journal focuses on both the prevailing setbacks and future potential of digital publishing in academia
 * Poster**: Boy
 * Annotated Bibliography**

This well-written article is a collaborative effort penned by five academic individuals from different parts of the globe. The intent for this editorial piece is to discuss the positive findings of a recent study aimed at addressing two participants with autism spectrum disorder (ASD). The article is as much a social commentary as it is a revealing case study. The authors successfully utilized a rich pool of primary and secondary resources as a method of conveying the prudence and importance associated with the utilization of digital mobile devices (iPad) within a classroom setting for students with social constraints and learning impediments. Hailing from Universities in New Zealand, Italy, and the United States, with academic backgrounds in Educational Psychology and Educational Risk Prevention, this global coalition provides a convincing argument in favor of mobile digital devices and its effectiveness as a pedagogical tool. A wide range of positive examples helps to illustrate increases in social interactions, academic achievements, self-esteem, and self-efficacy. Catering to quantitative and qualitative analysis, this article is exceptionally persuasive in both presentation and content.
 * Citation**: Kagohara, D. M., Sigafoos, J., Achmadi, D., O'Reilly, M., & Lancioni, G. (2012). Teaching Children with Autism Spectrum Disorders to Check the Spelling of Words. //Research In Autism Spectrum Disorders//, //6//(1), 304-310.
 * Location**: EBSCOhost / ERIC
 * Notes**: This academic journal discusses a recent study that suggests a positive correlation between autistic children and the use of a digital mobile device
 * Poster**: Boy
 * Annotated Bibliography**

Gwo-Jen Hwang, Po-Han Wu, and Hui-Ru Ke are academic graduates from three different prestigious universities in the western pacific island group of Taiwan. While their united approach to this research study is very compelling in terms of demonstrating the effectiveness of technology, as a supplemental tool for supporting mobile learning activities for natural science courses, there was nothing conveyed that would suggest partiality (for or against) the use of technology as an educational tool. The findings in this article suggest a notable difference in terms of the learning achievements and learning attitudes of both the experimental and control groups for this study. Within this study, the use of an interactive concept-map oriented mind tool remediation mechanism (ICM3) is contrasted against the traditional concept map approach. The statistical results from the experiment study strongly indicate a significant learning advantage, proving that the ICM3 approach toward instant assessment and remediation is an effective pedagogic method of improving learning within the scope of field related courses. This case study article presents an empirical view of the topic and a foundation for implementing digital technologies within mobile learning activities.
 * Citation**: Hwang, G., Wu, P., Ke, H. (2011). An interactive concept map approach to supporting mobile learning activities for natural science courses, Computers &amp; Education, //57//(4), 2272-2280.
 * Location**: PsycNET
 * Notes**: This academic journal illustrates the results of an experiment that proves to enhance learning attitudes and improve student achievements
 * Poster**: Boy
 * Annotated Bibliography**

This research article was very interesting and highly amusing. Written by three faculty members of the //Katholieke Universiteit Leuven Kulak// in the federal state of Belgium, this case study proves to be an excellent example of what not to do when formulating an impartial answer to a posed hypothesis with evident //selection bias// within the scope of an empirical study. Within the context of this research survey, two studies were conducted with a pool sample that consisted of a predominately-higher ratio of female to male participants (in both cases). While the authors addressed the potential limitation of the reported study due to the disproportion of participants, their response to this sex-based disparity was expressed in more qualitative than quantitative terms. In addition, the research methodologies utilized in this study was quite confusing. While the intent and goal of the study was to determine multitasking within the context of mobile learning research, there was little evidence in the research results that would clearly determine whether multitasking affects the overall performance of a mobile learner when compared to those who do not multitask. What was interesting about this study is the author’s notion that performing a fatiguing motor task (biking) with a cognitive task (watching a movie) would be more difficult than conducting a non-fatiguing motor task (tightening of nuts and bolts) with a cognitive task (watching an instructional video). The authors are correct in their assertion that added research needs to be conducted, within the field of mobile learning, in order to clearly illustrate a mobile learner’s ability to multitask in an efficient and effective way.
 * Citation**: Coens, J., Reynvoet, B. & Clarebout, G. (2011). Mobile learning. Can students really multitask?. //Journal of Educational Multimedia and Hypermedia//, //20//(1), 5-20. Chesapeake, VA: AACE.
 * Location**: PsycNET
 * Notes**: This academic journal addresses the effect of multitasking on learning with a mobile device
 * Poster**: Boy
 * Annotated Bibliography**

In this article Alwardt examines a pilot study of BSW social work students, and how they use a wiki to collaborate and to write literature reviews. In the experiement one group of students were asked to use the Wiki to collaborate and another group worked together in the traditional face-to-face meetings. The main learning objective for both groups is to collaborate and learn how to write literature reviews. The author found that students who used to Wiki did not like to collaborate online. Major complaints from these students were time management (students waited until the last minute to submit work), group coordination (students could not collaborate synchronously), and assignment parameters (students were confused with how to use the Wiki). The author caution that the data of the pilot study was gathered through informal interviews and that further research needs to be done to explore the benefits of using Wiki. Alwardt was right to concluded that the success of Wikis in the classroom depends on the instructors ability to motivate the students, manage the work load, and mandate participation. Teaching tools, traditional or modern, are only effective when it is administered appropriately, and this article gave a good insight on how NOT to use a Wiki.
 * Citation**: Allwardt, D. E. (2011). Teaching note writing with wikis: A cautionary tale of technology in the classroom. //Journal of Social Work Education, 47(3), 597-605.//
 * Location**: Academic Search Premier
 * Notes**: This article discusses the use of Wikis to collaborate on how to writing scholarly review
 * Poster**: Marie Sack
 * Annotated Bibliography**

In this editorial, Sandras discussed the implication of computer tablets such as iPad and Amazon Kindle in the field of medical education. According to Sandras positive features of the computer tablets are the lower cost, long battery life, and the aesthetic appeal. Sandras also discussed other features such as digital ink and how this new technology allows the iPad users to write notes, add graphs, charts, and pictures on a document. These documents can then be stored and retrieve at a latter time. The author suggested that these devices have a potential to enhance learning but did not provide supportive empirical researches to support this theory. Computer tablet is a relatively new technology, and much research is needed to discovery their full potentials in helping student learn.
 * Citation**: Sandras, J. (2010). The e-learning site. //Education for Primary Care,// //21//(4), 270-271.
 * Location**: Academic Search Premier
 * Notes**: This article discusses the use of mobile devices in medical education
 * Poster**: Marie Sack
 * Annotated Bibliography**

Jeffrey R. Young, a senior editor at The Chronicle of Higher Education, discussed innovated Smartphone Apps that can be used to improve teaching in higher education. Apps such as Attendance, available in iTunes store, allows professors to take attendance and learn the names of their student using a built in flash card that connects the students' names with their pictures. Other apps mentioned in the article are Good Reader and Evernote. Both apps allow readers to highlight and take notes on PDF. There is also mention of Dropbox app for storing and retrieving documents. Lastly Young suggest the use of graphic organizers such as Popplet for the iPad and MindBlowing for the iPhone. These innovative Smartphone apps may be useful for assisting educators with their work, but in the hands of young learners it may be too tempting for them to text and not on task. Young gave an general overview of the Smartphone Apps, but did not attempt to discuss how these apps can be implemented successfully in the classroom. More research is needed to support the usage of Smartphone Apps in the classroom.
 * Citation**: Young, J. R. (2011). Top Smartphone Apps to improve teaching, research, and your life. //Education Digest,// //76//(9), 12-15.
 * Location**:Academic Search Premier
 * Notes**:This article discusses Smartphone Apps in education
 * Poster**: Marie Sack
 * Annotated Bibliography**

Can technology help students be more engaged? This article discuss the process and benefits of replacing textbooks with digital media and how technology can provide students with multiple representation to promote participation and interest. The authors examined the Bartholomew Consolidated School Corporation (BCSC) process of replacing textbooka with digital media via creating a Curriculum Loft - "a storage and sharing platform where teachers can place lesson plans, study guides, rubric, and other classroom information" (p. 48). The transition process also included the adoption of a digital database - NetTreckker. NetTrecker enables students to access reliable up-to-date audible and visual information online. A couple of years after the transition from "text to digital" (p. 48) the BCSC students were asked to complete an online survey about there learning in the digital platform. Results from the survey gave positive support for using digital media to enhance students' engage. The authors also noted that strong support from administration, technology department, and a well-designed professional development are needed to adopt the digital platform successfully. Overall, this article provided a thorough discussion about the proces of replacing textbooks with digital media.
 * Citation**: Nelson, L. L., Arthur, E. J., Jensen, W. R., & Van Horn, G.(2011) . Trading textbook for technology. //Phi Delta Kappan, 92//(7), 46-50.
 * Location**:Academic Search Premier
 * Notes**: This article discusses the pros and cons of electronic textbooks.
 * Poster**: Marie Sack
 * Annotated Bibliography**

**Helen's Comments**: Hi Marie, you cited diverse sub-topics under the umbrella of Mobile Learning. I like this one, because this fits what I hope to do for my Master's project. And also the fact that the author conducted a follow-up survey two years after the text-to-digital transition. I have a couple of questions: Did the survey yield quantitative or qualitative data or both? Was there any other measurement taken to support the transition to digital media? Why was the support from administration and technology department critical to successful adoption of digital textbooks? Hi Helen, The data they collected were based on an online survey to get the students' feedback so it is qualitative. Transition from textbooks to digital media is a huge task and without strong leadership and technical support the teachers will not be able to implement the changes. I thought of posting a pdf of this article for you to download for your Master's project research, but cannot because of copyright issues. Thanks Helen for the feedback and questions. Thanks for replying! Your answer about the need for strong leadership and technical support for text-to-digital transition makes a lot of sense. I appreciate your thoughtfulness in wanting to post the PDF of this article and also appreciate you not posting it because of copyright issues. The copyright issues never even occurred to me when I posted a few PDF's on another page! I only thought of sharing since I no longer needed them... Thanks for the reminder, Marie! -Helen

doi: 10.1007/s11528-009-0241-6 The focus of this article is on the effectiveness of videos and Wiki in helping Millersville University of Pennsylvania pre-service teachers to collaborate and gain insight on how to use assistive technology (AT) to help disabled students. Pre-service teachers were asked to created a Wiki to collaborate and share AT learning resources. The teachers searched the web for AT videos and shared them on their Wiki. The pre-service teachers were able to find and view numerous videos demonstrating how AT devices can be used. Devices for booking-reading, spoken words into text, and an alternative keyboard for speech impaired students were some of the AT mentioned in this article. The author gave a good explanation of the teacher's learning process through using vidoes and Wiki, but more detailed information about the AT would make this article more informative for readers who are interested in assistive technology.
 * Citation**: Dreon Jr., O., & Dietrich, N. I. (2009). Turning lemons into lemonade: Teaching assistive technology through Wikis and embedded video. //TechTrends, 53(//1), 78-80.
 * Location**:Academic Search Premier
 * Notes**: This article examines how Wikis can promote learning and collaboration.
 * Poster**: Marie Sack
 * Annotated Bibliography**

**Kālewaʻs Section**

**Citation**: Sunnie, L., Watson, W. (2011). The Role of Technology and Computer-Based Instruction in a Disadvantaged Alternative School's Culture of Learning, Computers in the Schools, 28(1), 39-55 **Location**: Academic Search Premier **Notes**: This article is on the shift to learner centered technology instruction by educators in disadvantaged schools. **Poster**: Kālewa With the proliferation of new technologies the idea of a one size fits all education is out the window. The authors explain that new and emerging technologies allows for the investigation and application of different learning styles to be met. Many of these alternative learners come from undeserved and disadvantaged populations. Technology and digital learning can assist in creating quick learner-centered education modules bridging the educational gap and social disparity. The role of the educator shifts from teaching the class to acting as class facilitator. This method allows for communities of practice where students begin to rely on each other for assistance. The article also looks at how the role of technology has been replacing traditional textbooks and libraries as funding is cut. Surprisingly the cost of technology is more accessible to impoverished schools then that of traditional texts. The article goes on to explain that it is key for low income schools to have the support of the school districts in order to implement new and alternative technological educational measure in order to be successful.
 * Annotated Bibliography:**

**Citation**: Cleborne D. Maddux & D. LaMont Johnson (2011): Technology in Education and the Concept of Cultural Momentum, Computers in the Schools, 28:1, 1-4 **Location**: Academic Search Premier **Notes**: This article is about the idea of futurists studies and application in the area of technology adoption for education through cultural momentum. **Poster**: Kālewa The authors assert that the use of prediction from futurists has been used in the past to determine what types of technologies will be adopted and thrive in education. They suggest you canʻt always determine what will be the next big thing and what technology will come and go. The idea and adoption of cultural momentum should be considered when making technological predictions for education. The authors mention that in the early to mid 1980ʻs there was educational skepticism over the personal computer. The educational establishment was resistant to the PC and late to adopt the technology. The authors give three examples of innovative technologies that use cultural momentum for staying power within education they are, social networking, mobile devices, and gaming. They state that it is because of mass adoption of these technologies that they have found their way into the classroom. The authors go on to explain that only when differential access to technologies by disadvantage groups occur can true adoption and complete cultural momentum take hold.
 * Annotated Bibliography:**

** Citation ** : Sintoris, S., Stoica, A., Papadimitriou, I. (2010). MuseumScrabble: Design of a Mobile Game for Children ʻ s Interaction with a Digitally Augmented Cultural Space, International Journal of Mobile Human Computer Interaction, 2(2), 53-71 ** Location **: Ebsco ** Notes **: This article is on the creation of a mobile museum scrabble game for use in visiting a historical museum. ** Poster **: Kālewa ** Annotated Bibliography: ** This article is about how to create location based mobile learning game experiences. The authors focus on the idea of playful learning as a method for capturing attention and awe. The authors retrofitted a Greek museum to include RFID tags on static exhibits to create an augmented reality that the students could interact with. The mobile devices would scan the RFID tags and offer additional information and immerse the student in audio and video. The MuseumScrabble game encouraged children to work in groups to solve puzzles as a team. They selected a topic and used the provided hints to solve the educational question. The main idea is that through game play and collaborative efforts the students had a richer and effective learning experience.

** Citation ** : Ardito, C. Raptis, D. (2010). Design Guidelines for Location-based Mobile Games for Learning, Social Applications for Lifelong Learning, 4(5), 96-100 ** Location **: Ebsco ** Notes **: This article looks at the concept of using mobile location based games to create informal learning experiences. ** Poster **: Kālewa ** Annotated Bibliography: ** This article examines the use and impact of mobile devices for creating informal learning experiences. The authors primarily look at the way that GPS and location based services play into creating these informal game/learning opportunities. Additionally, the focus of these location-based games are on adults as the informal learner. The use of augmented reality, puzzles, and tasks that can engage the learner. According to the authors there are four types of characteristics that contribute to the success of a game they are: physical experience, mental challenge, social experience, and immersion into the play/learning space. These elements are needed to create a learning environment that captures and entices participation. The authors also present a number of guidelines that they are currently testing in order to create a framework by which informal location based games can be crafted. They state that these games are still in the alpha stage and are going through peer review at the time of the publication of the article.

** Citation ** : Bekebrede, G., Warmelink, H.J.G. , Mayer, I.S., (2011). Reviewing the need for gaming in education to accommodate the net generation, Computers & Education, 57, 1512-1529 ** Location **: Elsevier ** Notes **: ** Poster **: Kālewa ** Annotated Bibliography: ** This article looks at the concept of using the “gamer discourse” to create educational content for the “net generation”. The idea of using games as an education medium in schools is now being widely investigated and applied. The author argues that the “net generation” needs games in order to correctly learn and engage according to the presented data within the article. The article explains that the “net generation” learner thrives best on collaboration and technology rich learning in their education. The article also looks at the future educational need requirements of the “net generation “ learner and how to address those needs as they continue on to advance degrees.

**Citation**: Ju-Ling, S., Chien-Wen, C., & Gwo-Jen, H. (2010). An Inquiry-based Mobile Learning Approach to Enhancing Social Science Learning Effectiveness. //Journal Of Educational Technology & Society//, //13//(4), 50-62. **Location**: Academic Search Premier **Notes**: This article is about an inquiry-based mobile learning approach applied by the researchers and used by elementary social studies classes. **Poster**: Kālewa

**Citation**: Kim, S. H., Holmes, K., & Mims, C. (2005). Mobile wireless technology use and implementation: Opening a dialogue on the new technologies in education. TechTrend: Linking Research & Practice to Improve Learning, 49(3), 54-64. **Location**: EBSCOhost **Notes**: A little older but a good foundational piece on the implementation of mobile wireless in education <span style="font-family: Arial,Helvetica,sans-serif;">**Poster**: Kālewa

<span style="font-family: Arial,Helvetica,sans-serif;">**Citation**: Alvarez, C. (2011). Implementing collaborative learning activities in the classroom supported by one-to-one mobile computing: A design-based process. //Journal Of Systems & Software//, //84//(11), 1961-1976. <span style="font-family: Arial,Helvetica,sans-serif;">**Location**: Elsevier

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<span style="font-family: Arial,Helvetica,sans-serif;">**Notes**: This article is about a proposed design-based process for mobile software platforms which allow the researchers to develop pedagogical learning models that respond to needs of learners and educators. ====== <span style="font-family: Arial,Helvetica,sans-serif;">**Poster**: Kālewa

<span style="font-family: Arial,Helvetica,sans-serif;">**Citation**: M. El-Hussein, M., & Cronje, J. C. (2010). Defining Mobile Learning in the Higher Education Landscape. //Journal Of Educational Technology & Society//, //13//(3), 12-21. <span style="font-family: Arial,Helvetica,sans-serif;">**Location**: Academic Search Premier <span style="font-family: Arial,Helvetica,sans-serif;">**Notes**: This article is about the context and definition of mobile learning within higher education. The authors seek to explain and clarify that mobile learning should be broken down into three categories, technology mobility, learner mobility, and the dynamism and mobility processes of information. <span style="font-family: Arial,Helvetica,sans-serif;">**Poster**: Kālewa

<span style="font-family: Arial,Helvetica,sans-serif;">**Citation**: Huang, J. S., Yang, S. H., Yueh-Min, H., & Hsiao, I. T. (2010). Social Learning Networks: Build Mobile Learning Networks Based on Collaborative Services. //Journal Of Educational Technology & Society//, //13//(3), 78-92. <span style="font-family: Arial,Helvetica,sans-serif;">**Location**: Academic Search Premier <span style="font-family: Arial,Helvetica,sans-serif;">**Notes**: This article is about how Mobile Computer-Supported Collaborative Learning activities (MCSCL), can assist in creating learner-oriented mobile learning knowledge networks in a web 2.0 environment. <span style="font-family: Arial,Helvetica,sans-serif;">**Poster**: Kālewa


 * Citation**: Norman, N. (2011). Mobile Learning Made Easy. //T+D//, //65//(12), 52-55.
 * Location**: EBSCO Host/Academic Search Premiere
 * Notes**: This article discusses the pros and cons of employee training on devices such as ipads and smartphones. The article gathers data from research performed at the National Health Service at Oxford and the e-learning firm EPIC. The pros were increase in memory retention, social learning, and productivity during downtime and the cons were cheating prevention and platform incompatibility.
 * AB:** Naomi Norman, the director of e-learning for Epic, an e-learning company in the UK and honorary visiting lecturer at the University of Sussex, discusses the research conducted by Epic and the UK National Health Service(NHS) over a span of four months from November 2010 to March 2011 to find out the pros and cons of mobile learning. Their target audience was close to 200 NHS medical staff. The study had critical stage reviews by Oxford University's E learning Research Group and was conducted due to the rapid growth of mobile devices such as smartphones and ipads. Norman states the research showed that the pros of mobile learning has many benefits- that it is more relevant and convenient, reduces the learning curve, enhances content retention and user confidence and initiative, and can take place at the very location of learning, amongst other benefits. The article also includes the ease of use in instant recording of audio and images through the mobile device encourages increased reflection as well as improvement of patient care and customer service. However, the research did find cons to mobile learning as well including motivation for resistant users, programming effective learning for mobile devices, cheating prevention, learner progress tracking, and costs of designing for multiple platforms. The article presents solutions to the challenges found. To overcome the challenges of mobile learning resistors, Epic states that the learning must be accessible through the PC as well for flexibility. Solution to the mobile design challenges are to 1. create bite sized chunks of applicable information, 2. have viewable content with minimized downwards scrolling (have feedback be popups rather than scrolling), and 3. be mindful of user limitations to texting and conduct testing of user limitations. Another solution is to convert Flash animations to video which plays on any device to overcome the iphone's lack of Flash software. As for cheating, EPIC states that built in cameras on the mobile device can randomly take pictures of the user to ensure the correct person is the user. For learner progress and security of data, the learning module should be on a separate system than from patient data and design mobile learning with offline capabilities that are already pre-installed on mobile devices which sync with a 3G connection when available to minimize data loss. As for multiple platforms for Android, Blackberries and iPhones/iPads, Epic recommends tools like GoMo Learning with multiple platform capabilities which can be customized by in house designers. The article concludes stating that organizations must take heed right now regarding the demand for mobile learning and designers must share tips and ways to solve challenges with everyone to make the inevitable transition to more mobile learning smoother.
 * Poster**: Marisa


 * Citation**:Gedik, N., Hanci-Karademirci, A., Kursun, E., & Cagiltay, K. (2012). Key instructional design issues in a cellular phone-based mobile learning project. //Computers & Education//, //58//(4), 1149-1159. doi:10.1016/1.compedu.2011.12.002
 * Location**:EBSCO Host/Academic Search Premiere
 * Notes**: The research discusses key issues regarding mobile learning design for 11th graders and to find out the students' perceptions and recommendations about motivation, satisfaction, specific content, and the implementation of the mobile learning design.
 * AB:** Gedik, Hanci-Karademirci, Kursun, and Cagiltay, Computer Educators based at various universities in Turkey, try to understand the key points in order to design effective mobile learning to support face to face learning. The study they conducted lasted 10 days for a limited amount of 11th grade students within a special learning institution therefore they recognized that the data is not generalized. However, the focus of the research was on M-learning design, not learning outcomes, so the study was found to be just as effective without the need for a wider audience. The advantages to m-learning, the researchers found, was that it appealed to their young target audience because of familiarity and interest in mobile devices. The splitting of subjects into consistent sub topics proved to increase the designers control over content. A great motivation for this age group of learners to start studying on their devices was that they could study and revise content in their homes but small screen and keypad size decreased effectiveness as a sole device for learning. The m-learning instruction was requested more as a support for face to face instruction. The researchers suggest that the designers for mobile learning should have strong software and hardware knowledge for cross platforming and decisions in multimedia streaming and that there needs to be one test period conducted face to face regarding the mobile instruction and device. The researchers suggest that when learners use their own phone for instructional content, designers have need to coordinate and combine the most minimal technical conditions with the most content rich pedagogical learning. The researchers conclude that mobile learning is beneficial and increased motivation in the age group, however, further studies are needed with longer duration and instead of learners' own phones being used for studying, different devices should be used. Cloud computing integration for mobile learning instruction to enhancing learning experience should be further studied as well.
 * Poster**: Marisa

doi:10.1111/j.1467-8535.2011.01245.x
 * Citation**: Wong, L. (2012). A learner-centric view of mobile seamless learning. //British Journal of Educational Technology//, //43//(1), E19-E23.
 * Location**: EBSCO Host/Academic Search Premiere
 * Notes**: This article emphasizes seamless mobile learning - a mobile learning method of seamlessly jumping from one scenario to the other to maximize the potential of mobile learning rather than be restricted to external resources of learning objectives. The three categories this article focuses on regarding seamless mobile learning are: learning across time, formal and informal learning, and ubiquitous knowledge access.
 * AB:** Wong, the Singapore based researcher, discusses the definition of seamless learning as a learning style where the learner can fluidly switch from one scenario to the next, meaning formal and informal learning, social and personal learning, and also can learn in a variety of scenarios. This is called Mobile Seamless Learning (MSL). Wong states that this style is comparible with Laouis and Eteokleous' (2005) view that the point of mobile learning is to increase learning capabilities by having the learner move with their personal learning environment as well to maximize mobile learning potential. However, after 5 years of studies and research discussions, MSL has not become an established learning model. To address this issue, Wong and partner, Looi, conducted a literature review containing 10 features that characterise seamless MSL. A challenge was that Wong's 10 features should be re-categorised in multiple hierarchies and Wong devised a diagram to address this challenge. Wong continues to address subtle changes in his diagram and wording, for instance, revising the words "ubiquitous knowledge access" to "ubiquitous access to learning resources" which, Wong states, better reflects MSL. Wong also includes a research project on seamless learning conducted at a primary school in Singapore where the mobile device was set up as a learning hub, with everything the learner needed installed on the device. This resulted in a "pick and mix" type learning where learners seamlessly synthesize various learning resources when need arises. However, the learning hub view of MSL did not equal the more complex tasks of the desktop and laptop computers and is found to not be as flexible. A solution to this inflexibility to do complex tasks, Wong states, is cloud computing where learning hubs need not be an actual device but an account and advocates a combination of a smartphone, a cloud based learning hub account, and a desktop computer for an ideal learning environment that can be personalized and seamless.
 * Poster**: Marisa

doi:10.1080/01449290701806337
 * Citation**: Chih-Kai, C. (2010). Acceptability of an asynchronous learning forum on mobile devices. //Behavior & Information Technology//, //29//(1), 23-33.
 * Location**: EBSCO Host/Academic Search Premiere
 * Notes**: This article states that a big drawback to mobile learning is the lack of effective asynchronous forums for mobile devices due to challenges of typing on keypads. The researchers create an audio based learning forum for wireless internet learning device (WILD) that is supported by streaming media technology as well as an evaluation of learner's satisfaction with asynchronous learning forums on WILD using Technology Acceptance Model (TAM). The results of the evaluation show very little difference in satisfaction between an audio based asynchronous forum and a written based asynchronous forum, however, the audio based forum is found to be more useful and beneficial in enhancing mobile learning on WILDs.
 * AB:** Chih-Kai demonstrates a fully audio asynchronous forum on a wireless internet learning device (WILD) to study the acceptance of an audio forum over a text based one using streaming media technology. An open source forum was modified (phpBB) to encode audio clips to streaming format. Chih-Kai states that after informally interviewing learners, the results showed learners thought audio based forums for WILD's were more useful than text based asynchronous forums albeit not a critical need, however, there is not much significant differences or ease of use between acceptance of a text based forum and an audio based forum. Chih-Kai concludes that the study shows modified audio forums can be successfully implemented without compromising ease of use and usefulness of WILD systems.
 * Poster**: Marisa

doi:10.1111/j.1467-8535.201001071.x
 * Citation**: Ozdemir, S. (2010). Supporting printed books with multimedia: A new way to use mobile technology for learning. //British Journal of Educational Technology//, //41//(6), E135-D138.
 * Location**: EBSCO Host/Academic Search Premiere
 * Notes**: This literature focuses on the pros and cons of mobile learning for supporting the content of printed books. The pros of mobile technology is the increase in mobility and interactivity compared to TV or radio, however, the cons of mobile learning is that the screen and keypads are too small. The solution presented is to compliment the printed book content by using 2-D barcodes for immediate access to various multimedia and using videos, audio, and images to support learning from printed material.
 * AB:** Dr. Selcuk Ozdemir, an Assistant Professor in the Department of Computer Education and Instructional Technologies at Gazi University, discusses the use of 2D bar codes in order to supplement printed textbooks with multimedia on a mobile device in order to ease information overload for the learner. Ozdemir states that mobile devices can be taken anywhere by learners and although mobile learning is a fast growing field, the focus is mainly on the technology rather than the pedagogical issues. Mobile learning's focus is mainly on collaboration enhancement and short messaging to access and disseminate information available on the Internet, to share files, and to deliver quizzes, amongst other things. However, a disadvantage of mobile learning are the small screens and keypads but if used as a support for traditional and existing educational settings and materials, mobile learning can be very useful, Ozdemir argues. With text intensive information, the mobile device is not ideal and reduces learning motivation and performance and so should focus mostly on audio and visualizations. Ozdemir states that further research is needed to fully analyze the effectiveness of mobile devices as a means of helping the learner disseminate complex information. Ozdemir suggests the use of QR codes and Microsoft Tag integration on printed textbooks as a means to supplement learning to fill the multimedia gap of text intense books and the combination of the two results in a more meaningful learning experience.
 * Poster**: Marisa


 * Citation**: Yu-Lin, J., Ting-Ting, W., Yueh-Min, H., Qing, T., & Yang, S. H. (2010). The Add-on Impact of Mobile Applications in Learning Strategies: A Review Study. //Journal Of Educational Technology & Society, 13//(3), 3-11.
 * Location**: EBSCO Host/Academic Search Premiere
 * Annotated Bibliography**: This literature review identifies and discusses the essential characteristics of mobile learning. They specifically investigate add-on applications, such as radio frequency identification (RFID), the internet, embedded cameras and gps receivers, and their effect on mobile learning. The results indicate that add-on applications can facilitate the learning process of students by leveraging mobile devices to develop "situated classrooms" which assists learners to gain skill and knowledge in a the context of their daily lives.
 * Poster**: Darryl


 * Citation**: Ju-Ling, S., Chien-Wen, C., & Gwo-Jen, H. (2010). An Inquiry-based Mobile Learning Approach to Enhancing Social Science Learning Effectiveness. //Journal Of Educational Technology & Society, 13//(4), 50-62.
 * Location**: EBSCO Host/Academic Search Premiere
 * Annotated Bibliography**: This study uses a inquiry-based mobile learning approach to investigate learning during a social science activity of thirty-two fifth grade elementary school students. Inquiry-based learning is a concept which encourages exploration and investigation to learn about a subject. This model encourages students to be active learners and teaches learners how to learn. In this study, the authors used a PDA to guide students learning in a local temple in southern Taiwan. The knowledge content included geographical, historical, and cultural issues. The results indicate the inquiry-based model proposed in this research significantly increased learning achievement without increasing the students' learning burden.
 * Poster**: Darryl


 * Citation**: Cavus, N., & Ibrahim, D. (2009). m-Learning: An experiment in using SMS to support learning new English language words. //British Journal Of Educational Technology, 40//(1), 78-91. doi:10.1111/j.1467-8535.2007.00801.x
 * Location**: EBSCO Host/Academic Search Premiere
 * Annotated Bibliography**: This experimental study examines the use of Short Message Service (SMS) text messaging as a tool to help students learn the English Language. Forty-five 1st year Near East University, Department of Computer Information Systems students were randomly selected to participate in this study. This study observed the students' usage of the Mobile Learning Tool (MOLT) system, gathered their feedback, and measured the effect it had on their learning. The results indicate that students enjoyed and learned new words with the help of their mobile phones.
 * Poster**: Darryl


 * Citation**: Tsung-Yu, L., Tan-Hsu, T., & Yu-Ling, C. (2009). Outdoor Natural Science Learning with an RFID-Supported Immersive Ubiquitous Learning Environment. //Journal Of Educational Technology & Society, 12//(4), 161-175.
 * Location**: EBSCO Host/Academic Search Premiere
 * Annotated Bibliography**: This study investigates the use of an environment of ubiquitous learning with educational resources (EULER) based on radio frequency identification (RFID), augmented reality (AR), the internet, and ubiquitous computer embedded system to assist students' learning of natural science at the Guandu Nature Park in Taiwan. EULER consists of two subsystems: the mobile learning environment (MOBILE) for use by teachers and the mobile-tools (m-tools) for students. The participants were fifth grade elementary teachers and students at the Affiliated Experimental Elementary School of Taipei University of Education. A total of 4 teachers and 72 students participated in this study. The results indicate that these technologies increased student interest and improved student learning.
 * Poster**: Darryl

It also investigates if age or gender has an effect on these determinants and which m-learning format best promotes the transfer of knowledge. This study used a non-random sampling of university students to identify participants into three groups: lower-level undergraduate, upper level undergraduate, and graduate. The results show behavioral intentions are strongly affected by performance and effort expectancy, but age and gender have no effect.
 * Citation**: Lowenthal, J. N. (2010). Using Mobile Learning: Determinates Impacting Behavioral Intention. //American Journal Of Distance Education, 24//(4), 195-206. doi:10.1080/08923647.2010.519947
 * Location**: EBSCO Host/Academic Search Premiere
 * Annotated Bibliography**: This study investigates five factors (performance expectancy, effort expectancy, social influence, perceived playfulness, and self-management of learning) that impact the behavioral intention of students to use mobile learning (m-learning) technology.
 * Poster**: Darryl


 * Citation**: Chong, P.F., Lim, Y.P., & Ling, S.W. (2009). On the design preferences for eBooks. //IETE Technical Review, 26//(3), 213-222.
 * Location**: EBSCO Host/Academic Search Premiere
 * Notes**: An exploratory study (conducted at Multimedia University (MMU) in Malaysia involving undergraduate and graduate students and faculty) proved that usability and good design are critical to user satisfaction and success of e-books. Navigation, page layout, and content design were some of the factors that were important to users of e-books. This study by Electronic Books ONscreen Interface (EBONI) group involved three non-fiction books in PDF format that differed in content, layout, and appearance. The study determined that use of dynamic interactive visuals, good hardware design (high quality display, balance between portability and legibility, robust device, etc.) and usability guidelines (simple page design, easy navigation and quality content) make e-books effective.
 * Poster**: Helen


 * Citation**: Duncan, R. (2012). eBooks and beyond: Update on a survey of library users. //APLIS, 24//(4), 182-193.
 * Location**: EBSCO Host/Academic Search Premiere
 * Notes**: An electronic survey of 40,000 library members was conducted in Queensland, Australia in April 2010, then followed up with another survey in April 2011 to measure the change in behavior of library users. 344 responses in 2010 and 1428 responses in 2011 found growing interest in eBooks, eAudiobooks, and portable devices. Particularly interesting was the survey question #9 "Why do you use ebooks/audiobooks?" 81% cited portability, 39% cited instantaneous delivery, and 36% cited lower cost than paper books as the reason for using ebooks. (The question allowed multiple selection.)

These growing trends in behavior and expectations of the library users pose challenges for the libraries in providing and advocating for the new materials in demand. The author believes that the results of the study reflect international trends regarding use of and attitude toward ebooks.
 * Poster**: Helen


 * Citation**: Folb, B., Wessel, C., & Czechowski, L. (2011). Clinical and academic use of electronic and print books: The Health Sciences Library System e-book study at the University of Pittsburgh. //Journal of the Medical Library Association, 99//(3), 218-228.
 * Location**: EBSCO Host/Academic Search Premiere
 * Notes**: A web-based survey of library users with online access at the University of Pittsburgh found that the use of physical and virtual library is correlated: The heaviest users use both. Users in information-intensive roles, whether research, clinical, or study-oriented, are the heaviest users of both e-books and print books. 55.4% of survey respondents used e-books, and 86% of interns, residents, and fellows reported using e-books. The survey participant's physical distance from the library, demographics, and reason for use did not affect the use of ebooks or printed books.

Other results include the highest preference of e-books for reference books, and highest preference of printed books for Textbooks. Overall, Health Science users are flexible about whatever type of source they use, therefore the authors warn the libraries to worry less about the information containers (print vs. electronic) and more about the content.
 * Poster**: Helen


 * Citation**: Larson, L. (2010). Digital readers: The next chapter in e-book reading and response. //Reading Teacher, 64//(1), 15-22. doi:10.1598/RT.64.1.2
 * Location**: EBSCO Host/Academic Search Premiere
 * Notes**: A small case study with two second-graders who were given Amazon Kindle digital reader and shown how to use the additional features such as annotations and built-in dictionary. Quantitative data showed increased meaning-making, questioning, and answering questions. Qualitative data analysis (interviews, analysis of annotations) showed increased confidence in reading, strong involvement with text, comprehension, individual engagement, and changes in reading disposition.
 * Poster**: Helen


 * Citation**: Lamb, A. & Johnson, L. (2011). Nurturing a new breed of reader. //Teacher Librarian, 39//(1), 56-63.
 * Location**: EBSCO Host/Academic Search Premiere
 * Notes**: Technology is changing the way children read and learn. The authors examine five real-world issues for school libraries including devices, resources, skills, attitudes, and approaches: 1-Quality content is more important than cool tools. 2-Availability of e-books and devices are exploding. 3-Interactive reading increases comprehension. 4-Students prefer and enjoy electronic reading. 5-Current best practices of teaching reading can be transformed/adapted to electronic means, rather than being abandoned.

The preference and attitude of this generation of young learners have implications for higher education teaching in the near future. The digital natives will soon become college students.
 * Poster**: Helen