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==Definition==
Mobile Computer Supported Collaborative Learning (mCSCL) may have different meanings depending on the context in which it is applied. Mobile CSCL includes any in-class and out-of-class use of handheld mobile devices such as [http://en.wikipedia.org/wiki/Cell_phone[Cell phone|cell phones]], [http://en.wikipedia.org/wiki/Smart_phone[Smart phone|smart phones]], and Personal Digital Assistants ([http://en.wikipedia.org/wiki/Personal_digital_assistant[Personal digital assistant|PDAs]]) to enable [http://en.wikipedia.org/wiki/Collaborative_learning[Collaborative learning|collaborative learning]].
==Overview==
The adoption of mobile devices as tools for teaching and learning is referred to as [http://en.wikipedia.org/wiki/[M-learning |M-Learning]]. M-Learning is a rapidly emerging educational technology trend. The [http://en.wikipedia.org/wiki/New_Media_Consortium [New Media Consortium]] has listed adoption of mobiles for teaching and learning on a [http://www.nmc.org/horizon-project "One Year or Less" Adoption Horizon]<sup>[1]</sup>. 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 [http://en.wikipedia.org/wiki/PDA [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. Devices such as PDA'sPDAs and [http://en.wikipedia.org/wiki/[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 ===
[http://en.wikipedia.org/wiki/Personal_digital_assistant[Personal digital assistant|Wireless interconnected handhelds]] have been used to foster collaborative construction of words among elementary school students. Students in a [http://mobilelearningportal.org/node/2136 first grade classroom in Chile]<sup>[2]</sup>were organized into groups and asked to construct words from syllables. Each student was issued a handheld which identified their group and presented one syllable. Students had to read the syllable and communicate with the rest of their group and decide the appropriate syllable sequence required for word formation. The mobile system employed incorporated a group-based answer approval system that allowed students to submit responses and decide whether more words could be created from the available syllables.
=== Middle School Learners ===
<nowiki>* 95% indicated an intent to keep informed</nowiki>
In 2010, [http://www.tomorrow.org/index.html Project Tomorrow] conducted the the [http://www.tomorrow.org/speakup/index.html Speak Up 2010 national survey], and invited participation from students, parents, teachers, librarians, administrators and technologists from private and public education sectors. Respondents identified mobile device usage as a [http://www.tomorrow.org/speakup/pdfs/SU10_3EofEducation_Educators.pdf key teaching and learning trend]. Sixty-four percent of those surveyed indicated its importance to facilitate communicate in support of learning.<sup>[9]</sup> In the [http://www.eschoolnews.com/wp-content/blogs.dir/2/files/2011/09/mobile_star.pdf eSchool Media ][http://www.eschoolnews.com/wp-content/blogs.dir/2/files/2011/09/mobile_star.pdf STAR (School Technology Action) Report] analysis of the survey, ''"[http://www.eschoolnews.com/wp-content/blogs.dir/2/files/2011/09/mobile_star.pdf 48 percent of high school students and 34 percent of middle school students"] ''used social networks such Facebook to collaborate with other students on class projects.<sup>[10]</sup>'' <br />''
===Location-based Collaborative Mobile Games===
[http://en.wikipedia.org/wiki/[Location-based_gamebased 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 [http://en.wikipedia.org/wiki/[Wireless |wireless]] or [http://en.wikipedia.org/wiki/[Gps |GPS]] connections to enable players to receive and share game information. Rooted in the discipline of [http://en.wikipedia.org/wiki/[Geomatics |geomatics]], [http://geoeduc3d.scg.ulaval.ca/index.php?lg=en&id=1 geospatial games] prompt students to tackle environmental issues such as climate change and sustainable development<sup>[11],[12]</sup> by situating collaborative play in outdoor spaces. One way to create ___location-based games is by creating social [http://en.wikipedia.org/wiki/Scavenger_hunt[Scavenger hunt|scavenger hunts]] using the [http://scvngr.com/ SCVNGR software] on [http://en.wikipedia.org/wiki/[IOS |iOS]] and [http://en.wikipedia.org/wiki/[Android Android ]] mobile devices.
=== Groundwater Survivor ===
''[http://www.educause.edu/EDUCAUSE Quarterly/EDUCAUSEQuarterlyMagazineVolum/StudentCommunityCollaborationt/236668 Groundwater Survivor]'', a game located on the [http://en.wikipedia.org/wiki/University_Of_Guam[University Of Guam|University of Guam]] campus, asks middle school students to collaborate to find fresh water. Students play the role of "shipwreck" survivors who are looking for sources of fresh water. Along the way, they must determine potential water sources, and must decide between contaminated and potable water sources.<sup>[13]</sup>
<nowiki>* Collaborative play is designed with the </nowiki>[http://www.wherigo.com/ Wherigo] mobile platform.</nowiki>
<nowiki>* Game software is compatible with </nowiki>[http://en.wikipedia.org/wiki/List_of_Garmin_products[List of Garmin products|Garmin GPS handsets]] and [http://en.wikipedia.org/wiki/Hp_ipaq[Hp ipaq|HP IPAQ]] devices.'' ''</nowiki>
=== Mentira ===
Designed as an iOS application, [http://mentira.org Mentira] is an [http://en.wikipedia.org/wiki/Augmented_reality[Augmented reality|augmented reality game]] designed to help [http://en.wikipedia.org/wiki/University_Of_New_Mexico[University Of New Mexico|University of New Mexico]] students learn to speak Spanish. In the project, ''[http://arisgames.org/featured/mentira/ Taking Language Learning Out of the Classroom and Into the Streets]'', students are immersed in solving the mystery that is Mentira. Situated in [http://en.wikipedia.org/wiki/[Albuquerque |Albuquerque, New Mexico]], players must interact with real people and collect clues to help them solve the mystery, and in the process read and interact with the application in Spanish. Mentira was developed using the [http://www.arisgames.org ARIS iOS game platform].
=== Foreign Language learners ===
A mobile-device-supported [http://www.innovateonline.info/extra/definition2109.htm peer-assisted learning] (MPAL) system runs on [http://en.wikipedia.org/wiki/Tablet_personal_computer[Tablet personal computer|tablet PC]] and is used to facilitate collaborative reading activities of elementary [http://en.wikipedia.org/wiki/English_as_a_foreign_or_second_language[English as a foreign or second language|English as a foreign language]] (EFL) learners. An MPAL system consists of a phonological-skills training module and a [http://en.wikipedia.org/wiki/[Self-_and_Peer and Peer-Assessment |peer-assessment]] module. Online helpers (typically more advanced students) can assist their peers in the peer-assessment module via Skype. While evaluating their peers' oral reading, online helpers identify mispronounced words by marking the words with a stylus. The MPAL system is then used to assess the readers' performance as a "fail" or "pass" based on the accuracy ratio provided. MPAL successfully promotes EFL learners' motivation to improve reading skills, and makes them engaged in reading activities; thereby ensuring that learners have timely online assistance anytime and anywhere.<sup>[14]</sup>
== Collaborating in Discussion Boards on a Mobile Device ==
[http://en.wikipedia.org/w/index.php?title=Discussion_board&redirect=no Discussion boards] 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. <sup>[15]</sup> [http://en.wikipedia.org/wiki/Mobile_device[Mobile device|Mobile devices]] help students to keep up-to-date with the current discussions and eliminate the accumulation of unread messages.<sup>[16]</sup> Mobile use of discussion boards promotes collaborative learning by making it easier for students to interact with each other.
== Mobile Blogging & Collaborative Learning ==
See also [http://en.wikipedia.org/wiki/Mobile_blogging[Mobile blogging|Mobile Blogging]].
[http://en.wikipedia.org/wiki/Blogging [Blogging]] encourages collaboration in a variety of learning settings. Mobile blogging enables students to publish, view, and respond to comments anytime and anywhere. The mobility offered through mobile blogging greatly enhances communication and interaction in several ways. Mobile blogging augments physical space through information exchange, coherently aggregates the efforts made by all students, and archives student work for future reference.<sup>[17],[18]</sup> Collaborative learning through mobile blogging provides a positive emotional experience for students, and makes it easier for them to learn cooperative skills, even when they do not meet face-to-face.<sup>[18]</sup>
== In-class Collaborative Mobile Learning ==
An [http://en.wikipedia.org/wiki/Audience_response[Audience response#Audience_response_systemsAudience response systems|Audience Response System]] (ARS) is a system in which learners are able to provide instantaneous feedback via a mobile device to questions posed by an instructor. After students submit feedback (typically to multiple choice or true-false questions), the instructor can display the submitted feedback anonymously in diagram form. Applications of ARS include administrative uses (i.e. taking attendance), [http://en.wikipedia.org/wiki/Formative_assessment[Formative assessment#Definition |formative assessment]] (i.e. what is the answer to this question?), and collaborative questions. <sup>[19]</sup> Given the potential of enhancing learning through the use of an ARS, many instructors have shown a keen interest in the collaborative application of the technology. One notable collaborative application of an ARS is a method called [http://en.wikipedia.org/wiki/Peer_Instruction [Peer Instruction]] (PI).
Developed by the [http://en.wikipedia.org/wiki/Eric_mazur[Eric mazur|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.<sup>[20]</sup> One other notable collaborative application of an ARS is the method, [http://a2l.physics.umass.edu/ Assessing-to-Learn] (A2L).
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.<sup>[21]</sup>
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