2010 4th International Conference on Distance Learning and Education (ICDLE)

Prospect and Implementation of M-Iearning for Future Curriculum

Muhammmad Ridhuan Tony Lim Abdullah! and Saedah Siraj, PhD2

1 Management and Humanities Department, PETRONAS University of Technology , Tronoh, Perak.

2 Faculty of Education, University of Malaya, Kuala Lumpur.

E-mail address: (ridhuan_tony@petronas.com.my).

Abstract-Technology advancement has indeed revolutionized how we conduct our lives including education, but in so doing, technology creates a widening educational gap between privileged and underprivileged countries. While students in the first world countries fiddling with the state of the art computer engaging learning electronically, their counterparts in the third world countries are still struggling to learn with torn textbooks. However the latest advanced approach, mobile learning or m­learning does not have to face the same fate. This new wireless entry in learning aided by mobile technologies, m-Iearning, will lead to the emergence of new pedagogical approach which facilitates students-centered or self-access learning experience, thus increase opportunities to succeed in education anytime and anywhere, even despite their limitation of access to educational facilities and infrastructure. Thus the paper highlights the benefits and prospect of m-Iearning implementation for future curriculum to promote education for all by defining what m-Iearning is; probing into the prospect of m-Iearning and its benefit; and ending with a discussion of m-Iearning process in curriculum implementation before we conclude.

Keywords: m-learning, future curriculum, mobile devices, mobile learning environment

I. INTRODUCTION

Technology advancement has revolutionized curriculum from distance learning (d-Iearning) to the widespread of e­learning which sets foot in the advent of wired networking technology. However with the development of mobile devices, learning approach is also revolutionizing itself towards an advanced approach known as m-Iearning or mobile learning. Mlearning basically refers to learning using mobile-devices such as mobile phones, smart phones and PDAs. This learning approach has the potential to bring a whole new meaning to future learning- changing roles of teachers and students which would inevitably raise some pedagogical issues but more importantly, giving more liberty to students in taking charge of their own learning experiences in a dynamic learning environment, defYing time and space convention of a traditional classroom. Thus, students would also gain more access and opportunities to success. Although m-Iearning is still in its infancy stage, it has great potential as learning mode of the future. It would then be natural to affect the future curriculum. Hence, this paper will discuss the prospects of m-Iearning in education environments through defining briefly what m-Iearning is; probing into the prospect of m-Iearning and its benefit; and

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ending with a discussion of m-Iearning process in curriculum implementation before we conclude.

II. WHA T IS M-LEARNING?

M-Iearning is either regarded as a subset or an extension of e-Iearning which refers to learning using mobile-devices such as mobile phones and PDAs. The main difference is e­learning originally referred to learning via wired network access before the widespread availability of radio networks, while m-Iearning came along to focus on phone networks and devices which they first used and handheld with small screens. In the beginning of the new millennium, m-Iearning in Curriculum Studies was defined as new teaching and "learning approach through mobile computational devices" [1] network-based learning content [2], wireless network­learning [3] or technology-based curriculum [4]. However, these definitions have evolved to be more dynamic and comprehensive due to the fact that m-Iearning covers not only learning via mobile devices, network and wireless, but it has expanded covering any service or facility that provides a learner with general electronic information and educational content that assists in knowledge acquisition anywhere and anytime[5].

III. PROSPECT AND BENEFIT OF M-LEARNING FOR FUTURE

CURRICULUM

Past educational experiences have witnessed that when first world countries were advancing from traditional face-to­face learning to distance learning (d-Iearning) which then enhanced by e-learning, most underprivileged third world and poor countries tend to be left behind due to the main reason : cost. Most of the underprivileged countries are economically disadvantaged to embrace new educational technologies where in certain cases it would proved to be costly to provide necessary infrastructures and facilities to support the technologies. For instance, rural areas like Macha, Zambia in Africa would have to fork out a whopping $1100 per month for a bandwidth connection of only 128 kpbs shared among all Internet users within the village to support e-Iearning [6]. This would inevitably lead to the predisposition for m-Iearning that its predetermined target market would also for first world learners too.

Then, what makes m-Iearning any different? Firstly, the remarkable fact that the growth of wireless

infrastructure in Africa, though as a third world country, overwhelms even first world countries. It was reported that there was an explosive growth of mobile phone subscribers

2010 4th International Conference on Distance Learning and Education (ICDLE)

in Africa - 5,000% between 1998 and 2003[7]. In another report, mobile phone usage in this country jumped from 63 million users to 152 million in 2006 - almost twice as fast as any other region [8]. These create a dominating mobile environment which plays a pivotal role in m-Iearning for a feasible future curriculum for the country. M-Iearning, then would be not exclusively for first world countries but fortunately could also serves as a viable alternative to technology-based learning for third world rural and remote area learners who have mobile devices. It would be a solution to the deficiency at learning institutions which cannot afford the needed infrastructure and facilities, teaching staff and accommodation. Students would save on accommodation fees, travelling expenses, time etc. making education more affordable. New initiatives on mobile technologies such as solar powered mobile phones like the Samsung GSM Ell 07[9] connected by wind powered cell towers[10] will enable m-Iearning to be accessed by learners in remote and rural areas which are deprived of electricity. In short m-Iearning is possible to be within reach of any individuals where they can have access to learning materials at their own regardless of inadequate infrastructure and facilities.

Secondly, in highly populated countries like China, tertiary institutions could hardly keep pace with enrolment growth. The universities reported receiving 21 million applicants yearly but could only admit 4.2 million with an 81 % rejection rate [11]. The total tertiary enrolment was reported at only 7.5% for this year [12]. However, China holds the largest mobile phone subscribers in the world since 2001[13], conveniently creating pathway for m-Iearning. With m-Iearning, students could learn anywhere and anytime; universities by then may not have to limit their enrolment and decrease their rate of rejection, thus 'education for all' could be achieved. This led to extensive researches in m­learning especially since 2005, and interestingly most mobile manufacturers in the country incorporating m-Iearning services in their products; thus increase the prospect of m­learning for future curriculum in the case of highly populated country.

Thirdly, students were presumably learn more effectively with face-to-face contact with instructors but the ever high ratio of students to instructors especially in large classrooms/campuses does not permit all students to have equal opportunities to do so. With m-Iearning, more students not only could communicate with their instructors and with other students but even with community of practice synchronously or asynchronously either through verbal communication or text-based communication such as short message service (SMS) or multimedia message service (MMS). This illustrates the strength of m-Iearning which lies in communication approach in delivering learning content to learners; thus increases prospect of m-Iearning for future curriculum in gaining higher quality education for all levels.

M-Iearning is also seen as a viable mode of learning for users with physical disabilities. Mobile devices which are small and portable are ideal for the disabled to learn as these devices can be attached to a wheelchair, for instance. However there is a need to customize the mobile devices to

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suit these learners, for example, special larger buttons for keypads, voice activated function, and adjustable screen size. In one study on mental disabled people at workplace, mobile devices claimed to enhance motivation of these people and serves as a catalyser to improve their learning and performance [14]. They stressed that customizati on and personalization with respect to special-needs education should be applied in their educational concept.

Another advantage which the authors found worth included here is that m-Iearning would be a vital learning mode for an education continuity plan when a certain country is hit by an epidemic or worse a pandemic like the present HINI attacks. In extreme cases, schools and other learning institutions may have to be closed to avoid human contact to contain the pandemic. However, like business sectors and public services, education needs to have a continuity plan to sustain human capital development. This is the point where m-Iearning could prove worthwhile to be included in the curriculum to enable learners to resume their education ubiquitously at their own safe place and time.

IV. M-LEARNING PROCESS IN CURRICULUM

IMPLEMENT A nON

Prior to the curriculum implementation, three main factors need to be considered: infrastructure, mobile devices and educational processes. M-Iearning could incur high costs if choice of infrastructure does not consider available funds and users' affordability, resulting in low acceptance and usability especially when costs are borne by the users. It is proposed that if funding is limited, m-Iearning could be initiated through file transferring (e.g. course content) via personal area networks (e.g., Bluetooth or Infrared transmission) [15] between users' mobile devices: mobile phones and PDAs. This would overcome initial costs. Although coverage range is very limited, the systems can be upgraded via wireless networks (WLAN) [16]. However if there is existing funding for m-Iearning, a wider wireless LAN covering the whole campus area should be an option for the educational institutions. WLAN is more suitable for universities or schools which have large campuses/compound. Incentives or special discounted packages on network connectivity and hardware (e.g. mobile phones, PDAs) to users would boost acceptance and wide usability of m-Iearning. An example of a proposed model of an overall structurelflows-process of m-Iearning implementation in a higher institution is shown in Fig. 1.

In terms of mobile devices, PDAs found to be more preferable for m-Iearning compared to mobile phones in most of the m-Iearning projects in schools or universities. Although more costly, PDAs have bigger screens, easier to use and have larger data storage capacity compared to mobile phones. Thus they are better to support learning purposes. PDAs could be accessible to students by absorbing the cost through sponsored projects or national initiatives. However, m-Iearning projects could take the advantage on mobile devices owned by students for lower implementation cost. Learning contents and other curriculum content could be customized to suit the technical limitation of mobile phones. Moreover, mobile phones are more affordable and

2010 4th International Conference on Distance Learning and Education (ICDLE)

widespread in use. Nevertheless, the encouraging fact is that, mobile phones will be more and more affordable as these devices are getting cheaper; the more reason m-learning should be initiated earlier though it means to start with low tech devices at initial stage, as we might risk left behind with others who had embraced m-learning earlier.

Another point for consideration of m-learning implementation would be the educational processes. The

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main aim of m-learning is students should be involved in educational process when and where they are. Students should also be able to access specific information within the shortest time possible. The educational processes should also be able to accommodate students' mobile devices individually. They would be able to choose from available transaction option that suits their devices. For example, different versions of the same

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Figure 1. Overall structurelflows-process of mLearning. Source: Saedah Siraj and Roslan Daud (2002). Power Point presentation for University of Malaya m-Iearning Project (UMMLP) Proposal.

learning content for different mobile devices where shorter notes and lower resolution graphics for mobile phones; longer text and higher resolution graphics for PDAs and smart phones; and full text and a more detailed graphics for mobile tablet PC or laptops. It is proposed that, the new learning content is placed in an existing technology platform. M-learning should not be an approach where technology is the driving criterion that normally calls for development of dedicated devices or specific infrastructure, meaning m­learning initiative should be independent of technology platform, though in reality, the computing, associated peripherals and the transmission medium involved in delivering m-Learning content would be costly[l7]. Here m­learning would serve as a compliment or an extension mode of learning to the existing electronic learning.

V. CONCLUSIONS

What is definite is whether one highly accepts, tolerant, or being indifference towards m-learning, nobody could brush off the idea that it would influence the future mode of learning and holds the prospect of at least being part of the future curriculum. In fact, similar to m-learning, curriculum itself very much connected to the future as Saedah Siraj[18] stressed that curriculum is planning denoting that curriculum itself touches the future. Hence, curriculum would become

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more sustainable by the existence of m-learning. The main driving contributing factor to this future of m-learning is the fact that mobile devices especially mobile phones have become a necessity of billions of people worldwide including third world countries notably among youngsters and even children who dominates learners of formal education in learning institutions. Wide use of mobile phones and other mobile devices develop the new mobile environment which at present giving new exciting meaning not only to communication but also to entertainment, gaming and file sharing. Indeed the mobile technology era is here, and people nowadays are always on the move doing things. Inevitably, education would have to cater for the mobile environment, at least to prepare for the worst case scenario: mobile environment being the dominant and preferable learning environment of the future. Attending classes, face-to-face learning or even wired networked based learning could then be a thing in the past. This new pedagogical approach in Curriculum Studies not only revolutionized education in highly populated and developing nations but also to all nations and offers as a solution to educational dilemmas and illiteracy crisis. It also facilitates working people especially ones who are always on the go, committed mothers to their household, or people who lives in remote areas to grant higher education. To add, students who are at risk of contact

2010 4th International Conference on Distance Learning and Education (ICDLE)

with others especially during a pandemic attack in their country could stilI continue their studies. These would define clearly the maxims of m-learning: "learning at anytime, anywhere," making it the state of the art future educational solution for all.

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