Epic Performance Improvement Limited

Introduction
This motion is about 'mobile learning'. Mobile learning used to be defined in terms of learning with mobile devices, any mobile devices, not just smart phones. It is now defined in terms of learning: learning and mobility, learning across contexts, learning adapted and aligned to societies increasingly characterised by mobility and connectedness. Mobile learning is transforming what we know and how we know it, what we learn and how we learn it.

Professor John Traxler
The mobile learning community around the world has demonstrated a number of things in the past decade.

Firstly, we can take learning to individuals, communities and countries that were previously too remote, infrastructurally, institutionally, economically, socially or geographically, for other kinds of initiatives. This was not about a specific type of technology, it was about learning. It started with simple phones and will continue in spite of the ever increasing diversity and functionality of phones. Smart phones are only an episode in this process.

Secondly, we can enhance and enrich the concept and activity of learning, beyond earlier conceptions of learning. Situated, authentic, personalised and context-aware learning are all now infinitely more meaningful with mobile devices. High-spec mobile devices, such as smart phones, only provide the better technology, not the educational or instructional design inspiration.

Thirdly, sadly, we are still grappling with many challenges and issues including scale, sustainability, equity, inclusion and embedding. These are however not the result of inadequate technology nor will they be solved by better technology. Smart phones or smarter phones will not be the answer.

Finally, mobile learning cannot be defined by the idea of learning on smart phones or indeed on any other specific device or technology. The technologies and the devices are chaotically diverse, volatile and ephemeral - any learning and development and educational strategy or policy based on devices would be technology driven and technocentric. It would also confuse and detract from attempts to understand learners and learners, and it might create the illusion that the better the device or technology, the better the learning. This is simply not true.

Kim Whittlestone
I would like you to come with me on a journey. We are going to construct a large oak box as a metaphor for the process of learning. Our box represents learning, and the tools we use represent technology. We start by working out how to build our box (pedagogy) and select the tools needed (technology).

I've chosen a building metaphor as the predominant idea that has influenced writing and perhaps thinking about learning. Learning, like building, is best when you have a solid foundation to build upon. Sequence is important. We may require a framework (or perhaps even scaffolding). We will need some tools and resources to help us in our construction, and to be aware of the environment or culture in which the activity will take place (there may be a debate going on nearby, so we shouldn't make too much noise). We may find along the way that we make mistakes and have to dismantle part of our construction to build it again correctly.

Each tool that we use has its own characteristics that we need to understand (tightening screws is easier with a screwdriver than a spanner, just as writing a thesis is easier with a laptop than a mobile phone). However, we start by defining what we want to achieve (to build a box, to learn a certain procedure), rather than thinking about the tool ("What could we do with this electric drill/smart phone?").

A new tool may help us to achieve our goals more efficiently or effectively but I offer two areas of caution:

Firstly, if we don't know there is such a thing as an electric screwdriver, we will work less efficiently, but we must not let the new tool lead us astray ("I particularly like using circular saws"). Secondly, we should be aware of the culture of the environment that the activity is taking place in and any hidden influences ("We don't do it like that around here").

So the desired outcome is the starting point. We need to think more about the pedagogy than the technology.

A final plea
Learning on smart phones is not about new technology or any technology; it is about a new approach to learning and learners, a new approach to pedagogy. For this reason, we implore you to vote for the motion.

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