Chapter 3: Web 2.

0 Technologies and Mobile Learning in PLE and ONLE

Erica Ellis, Nathan Entrekin, Joseph Kidd

Dynamic and Specialized Learning on the Go

Introduction
The integration of technology into education is so much more than the use of word processing software in the place of paper and pencil. Using technology in the classroom allows for the creation and use of specific resources and tools for content creation, discovery, management and collaboration. The is evolution of digital tools allows learners to engage with their learning in a more personal way and for a lifetime. Out of these new tools comes the opportunity to pair with the existing advanced hardware being used by students in their everyday. This allows for mobile learning, the ability to take learning everywhere. In this chapter the Web 2.0 tools of the age will be presented within educational frameworks as well as the ways that students are now able to reach their learning from anywhere.

Chapter Objectives
a. Define Web 2.0 Technology b. Define Mobile Learning c. Identify and apply frameworks for using Web2.0 Technologies d. Explain the use of mobile learning in an effective ONLE

Web 2.0 Technologies

What is Web 2.0?
Web 2.0 Tools are those part of a new wave of technology and Internet use. Though the definition of Web 2.0 varies depending on whom one may ask, the basic idea is simple. According to CBS News (2008), Web 2.0 is a shift away from the use of the Internet as a research tool to a network where anyone can find, generate and share content. Another important and underlying theme of Web 2.0 Tools is a low learning curve and a free version, if not altogether free software (Shambles.com, 2013). Under Web 2.0 the Internet becomes an open creation play field that is not limited to a select few.

The Progression of Web Tools

Web 1.0 Web 1.0 was the first stage of the Internet as a resource. Very few users created content in limited, largely text-based way and pushed that material to unique pages to be viewed by the rest of the users, those who did not create the content but viewed it. This stage of the Web Tool progression did not provide much opportunity for just anyone to create and publish content. Web 2.0 The next stage of the Web Tool evolution is the Web 2.0 Tool. In this stage of the game, the web gets collaborate, the web gets global. Anyone can create an account with a Web 2.0 Tool, create content and then publish that content back to the web to be discovered and even commented upon and edited by other users. Agarwal (2009) and others often describe Web 2.0 as the read and write web. In a way, Web 1.0 was a CD-ROM you purchase from the store with content, only what is there can you access. But Web 2.0 works like a CD-R or CD-RW, giving you the choice to create your own content, or if you choose make it malleable so that you and others can go back and change it more. Web 3.0 While some still grapple to find a good grasp on Web 2.0 tools, many at the forefront of technology are beginning to envision what will come next and in some ways it may already be here. In some cases, it may already be here. Web 3.0 will once again change the landscape of the web by altering the ways that users can interact with content and other users. Agarwal (2009) explains that what will set Web 3.0 apart from Web 2.0 is the ability to customize. Users will be able to drag and drop content, create mashups and take part in the customizable, semantic web. Through existing tools such as iGoogle, Netvibes and Symbaloo (see PLE below), users can already customize their usage experience in combination with embedding and dropping widgets. Some of the Web 2.0 concepts in this chapter may border on Web 3.0

concepts depending on how you look at them.

Image Source: http://www.theappgap.com/beyond-web-20.html

Using Web 2.0 in Education

As technology integration seems to be the newest hot topic in education, educators must decide what to use and how to use the tools available to them. The use of Web tools for research activities has been around at many levels in PK-16 education. With the expanse of tools available through Web 2.0 the possible uses of web tools has expanded exponentially. Where once the web was used to research and find content, users can now also manage their content or that they find through research, create new content and share that content.

Image Source: http://teachbytes.files.wordpress.com/2013/03/web-1.jpg?w=584

Different Roles of Web 2.0 Tools Finding Content There are more ways than a Google Search or a college online library to find content with the expansive collection of options. Finding content can be done by searching through the web for a specific topic, searching or tracking hashtags using Twitter, or developing an RSS (Real Simple Syndication) feed that culls information from a specific blog or website. Finding interesting, engaging and accurate content is essential to continuing lifelong learning outside the classroom. Managing Content Once content is found through the multiple avenues of the web, there must be an effective way to manage that content so that it can be accessed by the organizer or the viewers. Bookmarking

is one of the original ways to save content and can be divided amongst bookmark folders using a web browser such as Mozilla Firefox or Google Chrome. The downside to these browser-based systems is that the information is not searchable and cannot be accessed from anywhere. It is local data that can only be viewed in that format on that browser on that particular computer. Especially for students who use a different device at home and at school, keep all of their tools, resources or websites together requires a more global approach that aligns with the ideas of mobile learning, to be discussed later in the chapter. This is where social networking meets content management. using Web 2.0 Tools such as Delicious and Diigo a user can highlight or save anything they want to on the Internet in an account that can be accessed from any Internet browser. That content that is saved can be tagged with keywords that enables the user to search for one term and generate all saved results with that tag. This makes research simpler and referencing an article from the past not such a lengthy process. By adding in the social element to managing content, users can see what other users on the same website are tagging, saving and sharing with others to build an information hub of constantly updating resources. If used correctly the same tool used to manage the content can also be a resource for finding the content. Creating Content One major difference between Web 1.0 and Web 2.0 is the ability to create content. Any user is able to create an count (sometimes this is not even required) with a Web 2.0 site and develop dynamic and engaging content. Content creation tools make up a large share of the web world. Website creation, presentation programs and video tools afford us the opportunity to be the publishers of content on an interactive web. Users are no longer at the mercy of the content posted by a professional. Sharing Content Web 2.0, the power of the Internet and technology heavy programs enable users to get the word out about their content. Social media, file sharing, discussion forums, online courses and galleries within specific Web tools are all ways for users to publicize their work. For example, someone makes a Prezi. That Prezi is published as public and reusable. Now other users on Prezi can find that specific content and not only view it, but reuse it to create their own content. Now the creator or the viewer of that content wants to show it off. They can embed that Prezi into their Wordpress blog, share the link on Twitter, post a link to Facebook, save the link on Delicious and embed the Prezi into their personal portfolio website on Weebly. Now the users on those sites and those who follow the poster on social media are able to view that same content. Blooms Taxonomy and Web 2.0 Blooms Taxonomy is one of those popular phrases you hear thrown around at a conversation among educators. Blooms Taxonomy was developed originally by Dr. Benjamin Bloom in 1956 (Armstrong, 2013). The model was created to show the level of learning in terms of depth of understanding. The higher levels are what we would associate with Higher Order Thinking Skills

while the lower levels demonstrate basic recall actions of knowledge. The model created in 1956 underwent a revision in 2001 that changed the some levels of this pedagogy and a bit the way that it was interpreted. A model created by Owen (2006) shows a comparison of the original and the revised model.

Image source: http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm

One of the major changes to Blooms Taxonomy was the verbage. Instead of being a noun, each level of learning was a verb. It became an action of the learner. With the introduction of educational technology and Web 2.0 there is a plethora of Web 2.0 Tools at the disposal of the educator to help students achieve learning at all levels of the 2001 pyramid. Kathy Schrock (2013) has created multiple models for the use of Blooms Taxonomy with educational technology and Web 2.0 Tools. At each level of the taxonomy there are example of Web 2.0 Applications, Mobile Device Applications and Google Tools that can fit the needs of each area.

All above images from: http://www.schrockguide.net/bloomin-apps.html

Using these charts as examples we can see how different tools create different levels of understanding among learners. The highest level of both the taxonomy and these models is creation.Being able to create a real-world product generates a much deeper understanding of a topic than listing and word processing (remembering is the lowest level). For this reason, Web 2.0 Tools and the deep understanding levels that Blooms Taxonomy strives for goes hand in hand for a symbiotic coexistence of technology and higher order thinking. SAMR Model and Web 2.0 Now that we know that technology is good for education, how do we go about getting it in there? There are several ways to integrate technology into education and it can be done on a variety of levels. One model that effectively demonstrates the levels of technology integration is the SAMR model. The SAMR model indicates the levels of transformation that learning can undergo by using technology in the place of traditional classroom materials. There are four levels to this

model- substitution, augmentation, modification and redefinition. Substitution and augmentation enhance the learning taking place while modification and redefinition transform the learning. Substitution- The technology replaces the existing process without changing that actual action. Augmentation- Learners will complete the same action, but the technology provides added functionality. Modification- This level of integration changes parts of the action, but keeps the basic idea the same. Redefinition- Redefinition is the most dramatic change an action can undergo when introduced to technology. This level changes the task to be something that was otherwise impossible before the addition of the technology. It is crucial to apply this model to the task of the student. This model represents students learning tasks, not teacher or administrational duties. This video will quickly cover how the SAMR model can be applied to the use of Google Docs by students. http://www.youtube.com/watch?scid=social15202614&v=us0w823KY0g If you are looking to effectively integrate technology into your classroom, you can use the SAMR model to be sure that you are not just using technology in the classroom for technologys sake. You can follow this model http://prezi.com/kbxx0ynh6fua/? utm_campaign=share&utm_medium=copy SAMR Learning Activity Using this Google Form, select 2-3 classroom activities you currently use and apply the steps illustrated in the Prezi. Complete the form a new time for each tool and then can see the results from others. Form: https://docs.google.com/a/nau.edu/forms/d/1TGdGl3naPES7PJiCtQi8zJgVXb4dfl_lAof_ViaYTA/viewform Results: https://docs.google.com/spreadsheet/ccc? key=0Aikhkcb2itDhdDBiWmZCNERzX2pwYVlQSXpwaWYxa3c&usp=sharing

Web 2.0 Tools and The Cloud

Cloud-based services, or those tools with cloud-based features are some of the most popular content creation tools on the web today. Work is created using software on the Web by logging into a user account. All changes are automatically saved and the most current version is always in the cloud. Because it is saved within the server on the tools page, it is not a local document and therefore does have limited access. A file created in the cloud can be accessed from anywhere that can log into that account from the internet. Many Web 2.0 Tools also have tablet

or smartphone counterpart apps that allows users to access, view and sometimes edit on the go with the application. Where these tools get interesting is where more than one person can be editing the same document at the same time, making changes, all in real-time. In June 2013, Apple Inc. presented a keynote speech at their annual WorldWide Developers Conference (WWDC) in where iWork for iCloud was debuted. This gave Apple users the chance to create collaborate documents in the cloud with their iWork suite of Pages, Numbers and Keynote. View the video in this link. At 63:08 in the video Apple CEO Tim Cook gives an introduction to their suite and allows Roger Rosner to take the stage in a full demo. http://www.apple.com/apple-events/june-2013/

The Personal Learning Environment (PLE)

Imagine a place where all of the tools you use each day are stored? Sounds kind of like your bookmarks on a web-browser. Now imagine if you were able to arrange those bookmarks, take them with you anywhere and even have RSS feeds for your news and social media appear on one page? You could almost control your Internet experience from one universal webpage. Welcome to the Personal Learning Environment, or PLE. Web 2.0 Tools are able to serve multiple functions. The unique ability to perform more than one of these four major functions helps these tools be versatile learning tools. The goal of an effective PLE is to compile a group of tools that will perform the necessary functions for the learner with multi-functional efficiency and minimal redundancy. The figure below illustrates the multiple uses of some popular Web 2.0 tools.

QR Codes
A QR Code, which stands for Quick Response, is an individually compiled code, similar to a barcode on a product. This code can be read by a QR Code reader available as an app on most smartphones or mobile devices. QR codes are closely related to Augmented reality because these codes are one of the ways that the AR content can be triggered and displayed. When used in or out of a classroom, this makes gathering information mobile, on the go and usually through memory in the reader applications, referenceable at any time. Contact information, a URL, a photo or a video can be embedded into these codes which can be made by a variety of online and mobile QR Code generation tools. QR Codes can be used to, when attached to a physical book or classroom object, to direct students to additional or more in-depth information about that book for example. It could also be as simple as putting a QR code on an Internet research worksheet so they do not have to type that long URL by hand and risk messing it up. Students are allowed to interact with their physical learning objects such as books to gain greater insights to related sources such as reviews, similar books, author information and

discussion questions. Making connections allows for higher order thinking and critical thinking skills. QR codes can also be attached to walls chairs and other objects and lead students on an interactive, and active scavenger hunt in teams which helps them communicate, collaborate and think critically about how to get to the next checkpoint. Scanning this QR Code with a QR code reader will provide a direct connection to a QR Code generator to make your own QR Code.

QR Code Learning Activity Using the QR Code Generator QR Code, access the QR Code Generator. For this activity you will be creating a QR code to link to one of the Web 2.0 tools you used for the SAMR Model Integration Learning Activity. Once you have created your QR Code, save the image to your computer and upload it to the Google Site Page for this chapter. Then open up a few more codes and scan them to see what other tools are being used by others. https://sites.google.com/a/nau.edu/ebooketc655/web20/content

Augmented Reality
Augmented Reality, or AR, is a live experience of the real-world environment and its elements that are enhanced (augmented) through computer-generated sensory inputs and/or interfaces. The input can be overlays or projections of imagery (3D, animation, etc.), haptic (touch) sensations, audio effects, navigational information, and more. AR is part of the larger concept known as mediated reality, providing interactivity between the virtual and the physical. Whereas virtual reality offers a computer-based simulated reality, Augmented Reality aims to provide digital life, interaction, and digital manipulative capabilities to our own real environment. It should be noted that AR is not limited to the visual or audio realm of our existence, but also our haptic, olfactoy, emotional, and physiological senses. Check out this YouTube video called A Futuristic Short Film HD: by Sight Systems to see one groups vision of potential AR applications.

Implementing Augmented Reality in the classroom opens up virtually endless possibilities in terms of learning content, interacting with others, and enhancing productivity. Growing research literature is exploring the benefits that educators and learners can reap from the application of certain forms of AR in teaching and learning. Skill developments aside, there are also numerous classroom benefits for technology education teachers. First, AR allow teachers to incorporate new technology in the classroom. Second, AR allows greater detail, explanation, and clarity of examples through the establishment of visual and spatial relationships. Third, this approach can be an effective tool for providing accommodation resources to students with disabilities. Finally, AR presents opportunities for further educational engagement and process/ competency reiteration for at-risk learners as well as the general noncategorical student populace. AR appeals to the constructivist approach of learning by allowing teachers to use hands-on approaches through interaction and manipulation of models (Thornton, Ernst, & Clark, 2012, pp. 19-20). Lee (2012) discusses the advantage of AR in enhancing the physical books we read, making them more interactive and immersive. People, especially young children, can read books in more interactive and realistic ways by superimposing 3D rendered models onto books with AR technology (Lee, p. 16). A book is called a magic book when its user can place it underneath a computer-driven camera system (i.e. a smartphone, tablet, etc.), and the book comes to life with 2D/3D animations, motion graphics, and audio which augment its story. The visuals are usually placed on the book in interesting ways, and move along with the books movement, as a reader is engaged with the content (ex: Jekyll and Hyde Augmented Reality Book).

An exciting development in the implementation of augmented reality is in museums, zoos, and other exhibitions. Zoo-AR is one such application that enhances live experiences of zoo visitors with animals and other creatures (especially sleepy or not-too-exciting animals). At any one exhibit, there might be numerous computeranimated, live recorded, and/or infographic overlays which interact seemingly in 3D perspective. The same animals who might be lounging around are augmented by these enhanced visuals, through the use of the visitors smartphone or tablet technology, providing much more informative and entertaining input. According to Dunleavy, Dede, & Mitchell (2009), the most significant affordance [of AR in education] is its unique ability to create immersive hybrid learning environments combining digital and physical objects, facilitating development of process skills like critical thinking, problem solving, and communicating in collaborative exercises. They also mention some of the

challenges and limitations faced by AR application in the classroom. Issues such as inherent pedagogical and managerial complexity in AR implementation, as well as scalability, equipment availability, and teacher preparation and training with its use, technically and strategically (Dunleavy et al., 2009). AR can assist in differentiating instruction by making content, skills, and knowledge more readily available to learners with special needs. Augmented reality also brings the possibility of enhancing missing senses for some users. For example, AR could be used as a sense substitution device. Hearingimpaired users could receive visual cues informing them of missed audio signals and sightless users could receive audio cues notifying them of unknown visual events (Carmigniani et al., p. 370). Another area of augmented reality with which I am personally interested is haptic-based humancomputer interfaces and the mediation of our touch senses through technology. This sibling of AR is certainly wide open for a new way of learning, beyond seeing and hearing, that embraces a channel of sense that is most primal to humans. In their article about augmented reality haptic interfaces and what they refer to as social mediated touch, Haans and IJsselsteijn (2006) suggest that emerging technologies and research in this field are converging on the potential for learning, navigation, and even communication amongst each other. Through tactile and kinesthetic input and feedback, learners can experience these multimodal interactions driven by touch-based AR to discover object surfaces virtually, enhance virtual tours, and improve performance in certain tasks or projects. In Putting Haptics into the Ambience by MacLean (2009), she refers to the ubiquitous opportunities of introducing haptics into our environment, not only through devices. As a shift away from traditional information displays, she discusses ambient interfaces which can encompass a human in the real world to enhance sensations, communicate information, improving awareness and context, and much more. Such haptic ambience could provide learners with a multiplicity of input and feedback, while creating a dynamic environment that supports a host of instructional strategies.

A more rigorous study was performed by Hou and Wang (2013) about the benefits of AR compared with more conventional training manuals in assembly and manufacturing work industries. It found that after AR-based training, assemblers were able to achieve better performance compared with those who did not use AR. This obviously has major implications with the workforce at large and adult learners. An excellent example of the potential of augmented reality in workforce training can be seen here.

Technology for Technologys Sake? As the world continues to flatten and add to the voluminous collection of technologies, educators should not lose focus of their main task...learning. By following the tenets of sound, empirically-rich instructional strategies and principles, such as the SAMR model discussed previously, they can make better decisions as to whether a technology could be integrated effectively or not. As challenging as it is to determine if an emerging technology or Web 2.0 tool will fit the bill when it comes to building a diverse and engaging lesson, a successful 21st- Century educational experience is promoted by attention to both quantitative and qualitative details. Through ongoing assessments, formative and summative evaluations, and following tested strategies, educators can ensure their teaching and technologies are successful. To learn more about how technology can be integrated into the classroom (whether physical or virtual), check out Technology to Support Education. Some Popular Web 2.0 Tools
Animoto A popular slideshow-style video creation tool that allows for the creation and sharing of small scale projects. These movies can included pictures with captions or slides with just words and be tuned to a selection of provided music or the addition of a track by the user. There are multiple options available for sharing the final videos. Tutorial Link: http://www.youtube.com/watch?v=lbyWThAIfoU Delicious This website will allow the user to bookmark, tag and organize multiple web pages as well as search for others based on tags, categories or users. Tutorial Link: http://www.youtube.com/watch?v=QZRr6tJy3y4 Diigo A web-highlighting tool that can be used to save specific pieces of web pages into one location for future reference. These highlights and their respective web pages can be visited again later in a way that makes the Internet one giant searchable textbook that users takes notes from and highlight as they please.

Diigo Videos: https://www.diigo.com/learn_more/videos Edmodo Edmodo was rated #2 on a list of Learning Management System (LMS) Solutions by Edudemic (2012). Functioning like the Facebook of education, Edmodo allows for an immersive parent, student and teacher experience with interactions similar to those found in the classroom. Demo Video: https://www.youtube.com/watch?v=TzPHQr1ONaA EduClipper The Pinterest for education, eduClipper allows users to create accounts and share education related ideas and documents. Notable features include a mobile iPad application and the ability to create classes that students can enroll into using a code. Those courses can also include "clips" for specific assignments that students can provide Intro Video: http://www.youtube.com/watch?v=Ky8rpvsyO9c Google Drive Part of the SAMR model indicates the need to go above and beyond the standard uses of pencil and paper. Google Docs and Google Drive is Google's own suite similar to Microsoft Office but with extra collaborative features that align with this SAMR model. The following video indicated the application and uses of Google Docs with the SAMR model. http://youtu.be/us0w823KY0g Getting Started with Google Drive: http://howto.cnet.com/8301-11310_39-57419559-285/howto-get-started-with-google-drive/ MashMeTV!: This dynamic, user-friendly social networking tool is great, not only for communications, but for full-on collaborations as well. It has powerful tools similar to those in Vyew with virtual meeting rooms and ways to import documents, graphics, video, audio. It also has co-browsing of the Web, sharing and co-creating documents, and video conferencing, providing a community-ofinquiry platform in the online learning environment.

Meograph This convenient, creative tool allows users to tell their story or any story in a movie video format. Complete with ways to link map locations, import infographics at key points, audio narration at key points, and soundtracks, Meograph provides powerful audio narration which promotes peer-peer learning.
Nabble Because collaboration and discussion are pivotal in developing ONLE and higher-order thinking skills, a place to do so that is properly structured is essential. Nabble allows for the creation and use of free discussion forums, blogs and newspapers. Users contributions can be tracked and scored for participation and content. Padlet

Wouldnt it be great if you were able to create a digital version of that corkboard you have hanging on your bedroom wall with all of your ideas? With Padlet you can. Padlet is a wallbased Web 2.0 tool that allows users to create a wall and add many different file types and forms of content to that wall and move it around as they like. Walls can also be collaborative, allowing more than one user to access and edit the wall. Padlet Videos: http://padlet.com/features Pinterest Largely popularized for its fashion, fitness and food content, Pinterest can actually be a valuable content discovery, management and sharing tool. Users can categorize content in self-made and determined categories that can range in specificity. Prezi As a more dynamic and cloud-based alternative to PowerPoint, Prezi allows for a wide-open canvas that navigates to elemetns of the presentation through panning and zooming. This tool allows for realistic connections between ideas to be visualized and then focused upon when giving a presentation. Also, as a cloud-based tool, Prezis are accessible from any browser with an Internet connection or the Prezi application for mobile devices, unlike Microsoft PowerPoint. Ideal for group work of students who work at school and at home using different devices. Prezi Support Videos: https://prezi.com/support/ Twitter The original user of the #hashtag, Twitter has become a Web tool that can be used for news gathering, content sharing, direct messaging, polling and content discovery. By using personalized and popular hashtags users are able to search for people, things and specific 140 characters or less messages known as "Tweets". Twitter is considered part of the microblogging family of content sharing. Imagine if a student was researching a person or an institution and was able to Tweet out and get an answer back straight from the source for research. With the ability to follow peers, experts, educators, professionals, and more, learners can access more knowledge faster than ever before. Vyew This unique Web 2.0 tool allows for live collaborations with a vast amount of ways to edit, create, chat, and share content within virtual rooms. People may be invited to these rooms to meet, discuss, co-produce, and review. Its not just limited to inserting graphics, videos, and documents, but also custom plugins such as MP3 players, quizzes, polls, calculators, etc. The whiteboard is particularly enjoyable with many creative tools. Vyew excels with its social content and resource sharing affordances. Students can generate and share content directly within this tool, as well as critically review each others work. Weebly Weebly, like so many websites out there, is a creation hub for users to make their own websites. Keeping the .weebly notation in the web URL keeps the account and the website free for the user, making this a valid way for students to create portfolios, beginning websites and begin to

understand the basic structures of web creation and HTML coding. Web domain names can be updated to remove weebly notation for an annual fee. Wordpress Blogging is a good way to allow students to reflect on their learning, current events or write creatively. Blogging allows collaboration between students and those outside of the school community with publically published blogs. Here is a comprehensive list of the Web 2.0 Tools out there and the many functions http://www.go2web20.net/#

Mobile Learning
What is Mobile Learning?
So what is Mobile Learning and how is it defined? Is mobile learning simply accessing online resources from a mobile device, or is it something more? The truth is that many definitions of mobile learning have been offered. In fact, most experts provide different definitions of Mobile Learning and emphasis on which considerations have the most impact on its success.

Image Source: http://d128.org/mobilelearning

Read the following definitions. As you read the definitions, articles and watch the videos below, decide how you would define mobile learning. You may access these links from a standard Web Browser, or use your mobile device and scan the QR Code. Web URL Intel Mobile Learning Intels Mobile Learning research page offers multiple definitions provided by the leading experts in the field of mobile learning technologies QR Code

Advanced Distributed Learning (ADL) Advanced Distributed Learning provides a comprehensive guide to understanding the basics of mobile learning and the technologies available. The guide begins with offering definitions from many of the leaders in mobile learning and provides their own perspective on who they define mobile learning.

Academia EDU John Traxler provides a comprehensive definition on mobile learning in his research titled, Defining Mobile Learning. Explore Traxlers definition

MLearning4Me Video THis video by MLearning4Me provides a visual perspective on defining mobile learning.

How do you define Mobile Learning? Which definition of mobile learning made the most sense to you, and why? Now is your opportunity to tell us what you think.

Please post your response on our discussion thread at Defining Mobile Learning on Nabble. you are encouraged to use the QR code (right) with your mobile device for accessing the discussion and posting your responses.

How can we use Mobile Learning?

There are a variety of uses for mobile learning with a vast array of technologies at our disposal. Whether its formal learning at an accredited institution, informal learning driven by personal interests and desires, or staying on top of industry requirements for your line of work, mobile learning provides opportunities for every situation.

See how each of these industries and institutions are applying mobile learning:

Web URL Mobile Learning Associates Provides 11 Examples of how Popular Business are applying Mobile Learning technologies

QR Code

Bottom Line Performance

Provides 3 examples of how mobile learning can be used

Boise State Describes their proposal to transform learning through the use of mobile learning technologies

Anderson Universitys Mobile Learning initiative

Kahn Academy Video on how the Kahn Academy is developing Mobile Learning Solutions

Ubiquitous Learning Provides examples how mobile learning is making a difference in special needs students

More Thoughts on Categories of Mobile Learning Content Gary Woodill provides general ideas for mobile technology usage in this article

Fractus Learning Provides a list of 5 mobile learning applications for children

Image Source: http://sevhandenise.edublogs.org/files/2013/05/types-of-message-2hheeuo.png

Developing the Framework

Image Source: http://placesmobile.files.wordpress.com/2013/05/koole.png

The displayed mobile learning framework developed and proposed by Marguerite L Koole, of Athabasca University in Canada, is a popular framework in how base mobile learning development. Each of the interconnected circles represents the three primary aspects which make up mobile learning. Each intersection defines attributes shared by the intersecting aspects (Koole, 2009). Read more about Kooles mobile learning framework, under the Part One section, A Model for Framing Mobile Learning (pp 25-41).

Learning Activity

Learners will demonstrates their understanding of the mobile learning frameworks through performing a Google Search on the topic locating other frameworks proposed by experts in mobile learning. What other frameworks have been proposed? 1. Perform a google search on Mobile Learning Framework to find additional models for building mobile learning. 2. Go to our Nabble Discussion, Defining Mobile Learning, and post a response to our Mobile Learning Framework Topic. 3. Include the image of the mobile framework diagram you found and provide a summary of the framework in your discussion. 4. Respond to two other framework posts

The Advantages and Challenges of Mobile Learning

Advantages offered by mobile learning are vast and abundant. The Advanced Distributed Learning (ADL) group (2013) identifies personalization and ubiquitous access as two advantages which sets mobile learning apart from traditional learning mediums. Traxler (2005) highlights spontaneity and portability as common affordances of mobile learning technologies. Yet, there is no silver bullet in mobile technology solutions. There are challenges that exist which prevent many from adopting the functions, features, and affordances promised by mobile learning. Read/View the following web pages and videos to learn about the common advantages and disadvantages of using mobile devices in education and learning.

Web URL eLearning Network The eLearning Network provides its 24 benefits for using Mobile Learning. THis is a comprehensive list of advantages from accessibility to heightened engagement

QR Code

Academy Express Courses 12 benefits of mobile learning is outlined here

EDUdemic EDUdemic provides a list of 5 advantages and 5 disadvantages of mobile learning

St Pius x School Presented by members of the ST Pius X School, this video provides a list of advantages and disadvantages of using mobile learning in schools

SlideShare Presentation This Slideshare presentation outlines the various disadvantages of mobile learning highlighting the challenges learners and designers face

mLearning World Blog This mLearning Blog defines 5 common disadvantages of mobile learning

Learning Activity Learners will demonstrates their understanding of the advantages and disadvantages of mobile learning through the creation and posting of a Prezi presentation. The presentation will summarize the advantages and disadvantages of mobile learning, provide a comparison of each, and provide at least two suggestions on overcoming the challenges faced by learners,

teachers, and designers. 1. Go to www.prezi.com and create a Prezi presentation which outlines the following a. Summary of the advantages of mobile learning b. Summary of the disadvantages of mobile learning c. A compare/contrast of both advantages/disadvantages d. At least two suggestions on how to overcome challenges 2. Go to the Nabble discussion on Mobile Learning Advantages/Disadvantages and post the link to your Prezi presentation 3. Provide feedback on at least two other discussion posts/prezi presentations

Conclusion
Web 2.0 technologies and mobile learning are helping us define how we engage with each other and content in our ONLEs and PLEs. The abilities and affordances that such tools and resources offer educators and learners are only limited by the instructional strategies and pedagogical goals we employ, manage, and uphold. As we move away from Web 1.0 information display to Web 2.0 information creation, re-organizing, and sharing, and beyond, we look to functional models and elicit methodologies designed to assist us in this new paradigm of learning. With the participatory and social networking tools provided by a dedicated Online Network Learning Environment and the learner-centered, customizable Personal Learning Environment, online (and offline) learners are positioned to benefit cognitively throughout formal, informal, and lifelong learning. Mobile learning, with its wide range of synchronous and asynchronous features, as well as its burgeoning app base and cloud-based attributes, extends our reach in and out of the classroom. It is supporting the delivery of innovative instructional practice and online constructivist learning through interactive and immersive media, social networking, distributed resources, and collaborative experiences. With the advent of Augmented Reality and newer forms of ubiquitous computing, like wearable human-computer interfaces and ambient haptics, educators are poised to extend learning in ways only dreamed of. As these tools and technologies continue to evolve, we will see more and more support of the PLE and the ONLE, and we will have developed research-oriented strategies which better complement 21st-Century learning.

Glossary
Augmented Reality (AR) - A live experience of the real-world environment and its elements that are enhanced (augmented) through computer-generated sensory inputs and/or interfaces. Cloud-Based Tools - A document, file, video or image that is stored using a Web 2.0 tools such as Google Drive, Dropbox, iCloud or Skydrive. Once that item is in the cloud it will be accessible anywhere by logging into the account for the website it uses. For cloud services that allow for file editing such as Google Drive and iCloud, changes are saved automatically and collaborators can be invited to make real-time changes to a file.

Hashtag - A tag or searchable term or phrase attached to a Tweet, Facebook Status or other social media posting and is placed behind a pound sign #. No spaces are used in the string of terms or between the # and the terms or it breaks the hashtag. These hashtags are searchable through that specific social media site or by aggregation with a tool such as Tagboard. Mobile Learning - Mobile learning is the ability for learners to access content, and in many cases create content, on their mobile device. Open Network Learning Environment (ONLE) - A digital and social environment, facilitated by integrated Web 2.0 tools, allowing users to participate with others in creating, organizing, reorganizing, and sharing resources in collaborative ways. Personal Learning Environment (PLE) - An emerging learning concept that describes how users can personalize and manage their own tools, resources, and connections to others in order to achieve learning goals, interests, and needs. Quick Response (QR) Codes - A two dimensional barcode that can be generated and scanned from free or paid applications that link to contacts, content, webpages, SMS messages or images.

Required Readings
Throughout this chapter, there are many linked articles, webpages and journals to be reviewed in conjunction with this chapter. Those that are linked, will be required for this chapter but may be read as they appear in the chapter and do not have to be read before beginning the chapter.

Optional Readings and Extra Resources

This Tagboard aggregator will show all instances of the hashtag #mobilelearning on Twitter. The aggregated information cannot be edited and is likewise, dependant on the information tagged with #mobilelearning in the chosen community.

Teaching Resources
Prezi Resources for Web 2.0 and Mobile Learning
Web 2.0 Tools
http://prezi.com/7rpwffcbqlda/?utm_campaign=share&utm_medium=copy

Mobile Learning
http://prezi.com/6azx3rwl9six/?utm_campaign=share&utm_medium=copy&rc=ex0share

Discussion Questions for Chapter 3

Accessed through https://groups.google.com/forum/#!forum/etc655chapter3fall2013 How would you use mobile learning in formal learning, informal learning, and professional development? Is mobile learning ready to replace traditional online learning? If so, why. If not, why not? What are some examples of Augmented Reality? In what ways can Augmented Reality help to differentiate instruction to create effective learning and/or mobile learning? How might you use a QR Code in your classroom support mobile learning? What is Web 2.0? What makes Web 2.0 unique from Web 1.0? Does Web 2.0 itself foster effective ONLE? Choose one of the Web 2.0 Tools from the list and provide a short summary to include a) type of of tool b) one possible use of the tool in education and c) a link to an outside article about this tool.

Resources
Delicious listing for Chapter 3 Resources. The following tags have been used to indicate resources for this chapter etc655, ETC 655 Lesson 3, ETC 655 Book, Chapter 3, group 3

References
Agarwa, A. (2009, May 30). Web 3.0 concepts explained in plain english [Web log post]. Retrieved from http://www.labnol.org/internet/web-3-concepts-explained/ Armstrong, P. (2013) Blooms taxonomy [Webpage]. Retrieved from http://cft.vanderbilt.edu/ teaching-guides/pedagogical/blooms-taxonomy/ Carmigniani, J., Anisetti, M., Ceravolo, P., Damiani, E., & Ivkovik, M. (2011). Augmented reality technologies, systems, and applications. Multimedia Tools and Applications, 51, 341-377. doi: 10.1007/s11042-010-0660-6 Dunleavy, M., Dede, C., Mitchell, R. (2009). Affordances and Limitations of Immersive Participatory Augmented Reality Simulations or Teaching and Learning. Journal of Science Education & Technology, 18(1), 7-22. doi: 10.1007/s10956-008-9119-1 Dunn, J. (2012). The 20 best learning management systems. Retrieved from http:// www.edudemic.com/the-20-best-learning-management-systems/

Haans, A., & IJsselsteijn, W. (2006). Mediated social touch: A review current research and future directions. Virtual Reality, 9, 149-159. doi: 10.1007/s10055-005-0014-2 Hou, L., & Wang, X. (2013). A study on the benefits of augmented reality in retaining working memory in assembly tasks: A focus on differences in gender. Automation in Construction, 32, 38-45. doi: 10.1016/j.autcon.2012.12.007 Koole, M. L. (2009). Mobile Learning: Transforming the Delivery of Education. (M. Alley, Ed.) AU Press, Athabasca University. Retrieved from http://scholar.google.com/ scholar_url?hl=en&q=http://mobile-learning-anupam-fahad.googlecode.com/ svn-history/r92/trunk/references/ Mobile.Learning.by.Mohamed.Ally.pdf%23page%3D45&sa=X&scisig=AAGBfm33GEs34sH_oliH 7XCVGZnqlC9dew&oi=scholarr Lee, K. (2012). Augmented reality in education and training. TechTrends: Linking Research & Practice to Improve Learning, 56(2), 13-21. doi: 10.1007/s11528-012-0559-3 MacLean, K. E. (2009). Putting Haptics into the Ambience. IEEE Transactions on Haptics, 2, 123-135. doi: 10.1109/TOH.2009.33 Shambles.net (2013). Web 2.0. Retrieved from http://www.shambles.net/web2/# Thornton, T., Ernst, J.V., Clark, A.C. (2012). Augmented reality as a visual and spatial learning tool in technology education. Technology & Engineering Teacher, 71(8), 18-21. Retrieved from http:// www.iteea.org. Wilson, L (2006). Beyond Bloom- A new version of the cognitive taxonomy [Webpage]. Retrieved from http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm Wolcott, M. (2008). What is web 2.0? [Online News Story]. Retrieved from http:// www.cbsnews.com/news/what-is-web-20/