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==Overview==
The adoption of mobile devices as tools for teaching and learning is referred to as [[M-learning|M-Learning]]. M-Learning is a rapidly emerging educational technology trend. The [[New Media Consortium]] has listed adoption of mobiles for teaching and learning on a "One Year or Less" Adoption Horizon.<ref>[http://www.nmc.org/horizon-project "One Year or Less" Adoption Horizon]</ref><ref>Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). [The 2011 Horizon Report. Austin, Texas: The New Media Consortium.</ref> M-Learning research comprises a range of mobile devices and teaching and learning applications. However, the research available for collaborative applications that involve mobile devices is limited. Examples of collaborative mobile learning applications can be found in examples from early adoption of [[Personal digital assistant|PDA]] technology, and in recent examples of ___location-based, mobile collaborative games.
==History==
Wireless-enabled handheld devices have been used as early as 2004 to facilitate collaborative learning.<ref>{{Cite book |last1=Sugimoto |first1=Masanori |last2=Hosoi |first2=Kazuhiro |last3=Hashizume |first3=Hiromichi |chapter=''Caretta'': A system for supporting face-to-face collaboration by integrating personal and shared spaces |date=2004-04-25 |title=Proceedings of the SIGCHI Conference on Human Factors in Computing Systems |chapter-url=https://doi.org/10.1145/985692.985698 |series=CHI '04 |___location=New York, NY, USA |publisher=Association for Computing Machinery |pages=41–48 |doi=10.1145/985692.985698 |isbn=978-1-58113-702-6|s2cid=253603148 }}</ref> Devices such as PDAs and [[Pocketpc|PocketPC's]] traditionally lack cellular connectivity, but are capable of wireless connectivity. This connectivity enables collaborative learning through software-based, decision-making tools and shared display of learning material.
=== Elementary school learners ===
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=== High school learners ===
Networked handhelds can be used to mediate
The software was further developed to mediate the interaction of students in small-groups facilitating their collaboration in activities related to different subject areas. In these activities the groups of students share a set of questions that includes multiple responses that they have to analyze and decide the answer they want to submit as a group. This requires shared commitment and individual responsibility in order to make collective decisions and reach consensus. The methodology uses technology-supported face-to-face collaborative learning as a tool for the assessment of learning.<ref>Nussbaum, M., Gomez, F., Mena, J., Imbarack, P., Torres, A., Singer, M., & Mora, M. (2010). Technology-Supported Face-to-Face Small Group Collaborative Formative Assessment and its Integration in the Classroom. In R. Sternberg & D. Preiss (Eds.), Innovations in Educational Psychology: Perspectives on Learning, Teaching and Human Development (pp. 295-323). New York: Springer</ref>
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=== Museum learners ===
Several research projects have been conducted on handheld devices for applications in museum learning.<ref>[http://edutechwiki.unige.ch/en/Museum_learning museum learning]</ref> Musex is an application in which elementary school students can enhance their understanding of exhibits by collaboratively (in
==Current trends==
Results from the quarterly 2011 Mobile Intent Index<ref>{{Cite
:* 64% indicated an intent to educate themselves.
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===Location-based collaborative mobile games===
[[Location-based game|Location-based mobile games]] mediate play through the use of mobile devices at specified locations. Use of collaborative ___location-based games rely on the availability of [[wireless]] or [[GPS]] connections to enable players to receive and share game information. Rooted in the discipline of [[geomatics]],
=== Groundwater survivor ===
''Groundwater Survivor'',<ref>
* Collaborative play is designed with the Wherigo mobile platform.
* Game software is compatible with
=== Mentira ===
Designed as an iOS application, Mentira is an [[Augmented reality|augmented reality game]] designed to help [[
=== Foreign language learners ===
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== Collaborating in discussion boards on a mobile device ==
[[Discussion board]]s provide the ability for students to collaborate with others and build knowledge collectively. Although students may use personal computers to participate in discussion boards, computer-based discussions do not offer frequent, integrated access to learning applications anytime, and anywhere.<ref>[[Woei-Yann Pauchy Hwang|W. Y Hwang]]; J. H Su; J. L Hsu; H. J Huang (2010). A study on ubiquitous computer supported collaborative learning with hybrid mobile discussion forum. IJMLO - International Journal of Mobile Learning and Organisation, Volume 4, p. 98 - 112.</ref> [[Mobile device]]s help students to keep up-to-date with the current discussions and eliminate the accumulation of unread messages.<ref>Mac Callum, K. (2008). Mobile technology in collaboration: evaluation of a web-based discussion board. IJMLO - International Journal of Mobile Learning and Organisation, Volume 2, p. 318 - 328.</ref> Mobile use of discussion boards promotes collaborative learning by making it easier for students to interact with each other.
== Mobile blogging and collaborative learning ==
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Developed by [[Eric Mazur]] and his group, PI emphasizes the interaction between students as a key component to the learning process. In a typical scenario, an instructor first provides new content in a short lecture. Students individually provide a response to the instructor's questions, then, afterwards, collaboratively discuss their answers in a small group before submitting group answers to the questions. Students' feedback is provided by a mobile device linked to an ARS. PI prescribes that the student interaction involves student defending their chosen answer so as to arrive eventually at a consensus for the group's response to the question.<ref>Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten Years of Experience and Results. American Journal of Physics, 69(9), 970-77.</ref> One other notable collaborative application of an ARS is the method Assessing-to-Learn (A2L).<ref>[http://a2l.physics.umass.edu/ Assessing-to-Learn]</ref>
A2L takes a slightly different approach from PI with regard to learner collaboration. Instead of having learners debate each other for a group answer, the A2L method has learners working on a problem related to the question presented to the learners during a lecture. Once each group of learners has determined a method of solving the problem, they provide their response via the ARS. Afterwards, the instructor displays all group responses and facilitates a class discussion in which each group elaborates upon and defends their method to the other groups.<ref>{{cite journal | last1=Dufresne
==References==
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<!--- Categories --->
[[Category:Learning]]
[[Category:Mobile computers]]
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