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Which Technology?

The term m-learning is applied to learning with many different technologies, and an equal variety of learning contexts. Different combinations work for different purposes in different places.

This section describes the major technologies explored in the m-learning project and some of the issues you need to consider before you decide which will work for you.

SMS (text messaging)

Text messaging is the simplest of all the technologies, and interactive learning activities can be devised with very basic equipment. All mobile phones, including the cheapest, most basic models, can send and receive text messages, so this is by far the most widespread of the technologies.

Partly because of its widespread use, and partly because of the limited length of text messages, it has developed its own etiquette and social protocols for use. The language of text messaging (characterised by the use of abbreviated and phonetic spellings and unconventional use of capital letters) may already be familiar to some learners, and their interest in this form of writing could be exploited. Activities based around the content of text messages (e.g. 'translating' them into standard English to convey the same message to a different audience in a different format) can be done in class with no expense.

Activities which require learners to send messages could be of two types:

• Learners interacting with their tutor (e.g. for extra hints, reminders, revision tips or homework questions in between classes).
• Learners interacting with a computer that sends automated replies.

Interacting with a tutor need not require the tutor to use a mobile phone to send text messages. A number of web sites exist which allow tutors to receive text messages from learners on their PC using an interface similar to an e-mail program. These allow you to send a text message to a number of learners at once (e.g. one question simultaneously to all members of the class) and view or print learners' responses easily.

Alternatively, learners could use text messaging to get automated feedback from a computer on their answers to questions, freeing the tutor from any additional workload. One of our most popular m-learning applications uses SMS for awareness-raising and practising skills, combining a paper-based resource (quiz, info) with SMS to check your skills. Typically, the learner reads a flier, poster or brochure that has some learning resources on it, as well as some questions to check their understanding. They send their answers for instant feedback. In some cases they may also receive follow-up messages (e.g., in a project with pregnant teenagers, reminding them to eat more vitamins). This is already being used for a variety of purposes, such as to deliver health information, for drugs support and advice across the UK, and for learner drivers to practise driving theory questions.

If you would like to find out more, have a look at the SMS Quiz page on the m-learning portal.

Downloadable phone games

The good news: You can reach a very large number of phones. Mobile phone providers have been promoting game-enabled phones as a way of getting extra income from the less wealthy segments of the market. This means that many phones, even the cheapest, are capable of downloading and playing simple games.

The bad news: It is very expensive and time-consuming to make your own. The games need to be very small, which rules out multimedia. There are many existing games available, though not a lot of educational ones.

So what types of game work? Quizzes are effective and simple to author. They typically consist of short, multiple-choice, quiz-type questions with attractive graphics and instant feedback. They lend themselves very well to drill and practice activities. This format has been used successfully by the BBC in their GCSE revision programmes for science and maths. CTAD has developed a generic 'engine' that makes it cheaper to author new quizzes. We have used this to create quizzes for driving theory practice, for teenage sexual health issues and for quick checks of numeracy and literacy skills. Because learners use their own phones, this format has proved very popular despite the technology restrictions.

If you would like to try these out, we have developed some games to practise for the UK Driving Theory test. Text the words "BSM Tribal" to 80806 for a free sampler (UK only). More information on the BSM Theory Mobile page.

PDAs

There are many competing products and technologies in this area. PDAs (personal digital assistants) originally targetted business users. They are also called 'palmtops' or 'handhelds'. They have functionality that is fast approaching the PC. 'SmartPhones' are PDAs that are also phones, often with onboard cameras, web-browsers, e-mail and MP3 music players.

Almost all of the m-learning case studies that have funded the handhelds themselves have gone with one of these devices because of their potential to be used for a wide variety of m-learning activities, with scope to cater to different learning styles and provide relatively media-rich learning materials (e.g. with animation and music). However, these are often best suited to scenarios where the learning provider also supplies the technology since few learners currently have a PDA or SmartPhone of their own.

If you would like to find out about an authoring tool, to create your own, have a look at the Pocket PC page on the m-learning portal.

MMS

MMS is 'picture messaging', the system by which camera phones and PDAs can send images, audio clips and even video clips as well as text to other phones and to e-mail addresses. This opens up a vast range of potential learning. A number of web sites are available (a subscription may be required in some cases) which allow you to set up a web page and send text, images and audio to it directly from a picture message. A variety of collaborative active learning activities have been tried out in a number of contexts (ESOL, family learning, numeracy) and in different countries (UK, Sweden, Italy, Australia) using this technology as part of the m-learning project, the NRDC's ICT Effective Practice study and the Maths4Life Pathfinder.

MMS, used in conjunction with a web-based platform such as Ploggle, MoblogUK or mediaBoard, provides learners with a very simple tool for publishing to the web. Ploggle and MoblogUK are attractive and easy to use but most of the trials to date have used mediaBoard which was specifically developed with educational activities in mind. MediaBoard offers a number of exciting features that the other sites do not.

If you would like to find out more, have a look at the MediaBoard page on the m-learning portal.

MediaBoard

MediaBoard is a virtual 'place' (held on a web site) where learners and tutors can set up an image or map as the front page of their web site, and send text, pictures and audio messages to different locations on the image or map. One use for this in the m-learning project has been to set up live events. For example, students are set tasks individually or in teams, and send in text and picture messages to prove they have been accomplished (e.g. find a specific building and take a picture of it to prove you are there). Although very popular, this requires an enthusiastic tutor to facilitate and moderate the process.

Many potential applications for this technology have emerged as a result of extensive experimentation, demonstrations and discussions of this technology with teachers and learners. They include:

• collecting and sending in evidence for vocational or other qualifications
• supporting people in work experience placements
• supporting tutors and mentors in outreach situations.

If you would like to find out more, have a look at the MediaBoard page on the m-learning portal.

VoiceXML

VoiceXML is a way of letting you talk to a computer via your phone (a bit like an automated telephone answering system). It can be used to simulate real-life dialogues, which is very popular with ESOL or LDD learners because they can practise a dialogue (e.g. job interview, doctor's appointment) as many times as they wish. It combines:

• real-voice recordings
• speech recognition
• speech generation (computer voice)
• conversation-flow logic.

Voice recognition technology does not 'understand' you: it can respond with a machine voice, or with pre-recorded phrases; it can recognise words and phrases, but only from a predefined list; and it can record what callers say and play it back to them. With careful planning and skilful scripting, the combination of these three features can make for some quite plausible dialogues, but development is time-consuming.

Others

Here are some other technologies to watch, and approaches worth exploring: