Informal Learning with PDAs and Smartphones

Informal Learning with PDAs and Smartphones

The research article reviewed in this post was taken from the Journal of Computer Assisted Learning. It is titled Informal Learning with PDAs and Smartphones. The authors of the article are G. Clough, A.C. Jones, P. McAndrew, and E. Scanlon.

The topic discussed was how PDAs and Smartphones lend to informal learning.  By informal learning it is meant that people are seeking knowledge for the purpose of gaining knowledge on a topic rather than following instruction or course work.

There were several questions asked.

1.      Do mobile device users use their mobile devices to support intentional informal learning?

2.      Do informal learners use their mobile devices to convert unforeseen events into informal learning occurrences, for example, by accessing situated content or contacting others with expert knowledge?

3.      Does the mobile connectivity available with mobile devices such as PDAs and Smartphones encourage or support collaborative informal learning? (Clough et al, G.)

This study researched people in the UK who were “experience and enthusiastic” (Clough et al, G.) users of PDAs and Smartphones.  They gathered general information such as gender, age, etc., and because of the diversity of locations they opted to conduct surveys online rather than monitor the users in person.  The study was conducted over a 4 week time period.

It was discovered that the users experienced the same user difficulties as sited in the past for reasons not to use handheld devices for learning. However, because of their experience and enthusiasm with the mobile unit they were confident and were able to overcome these difficulties with ease.  The research found that people did use their mobile devices to support informal learning. A surprising result is the creativity in which people adapted their handhelds to meet their needs and interests.  In answer to questions two and three the results indicated that ‘some’ learners use their devices when unforeseen events occur and ‘some’ participate in collaborative informal learning such as Geocaching.  “Geocaching is a social activity that builds and distributes knowledge across people and locations in a functionally collaborative structure…”  (Clough et al, G.) However geocaching is not dependent on the use of mobile devices.  Overall, the study group used their handhelds daily and would feel “lost” without them.

It was found that those who are comfortable with their mobile device uses it constantly and often prefer it as a tool to learning rather than some of the other tools available.  However, an excellent question was raised, “Can we scope such learning 'opportunities' into our formal learning curriculums or would this disadvantage those with less access to mobile technology.” (Clough et al, G.) The question of everyone having access to a mobile device has been addressed. While not everyone seems to be using handhelds a study in March of 2006 found that “82% of UK adults owned a mobile phone. In China, mobile phone ownership had already exceeded landlines by 2004, (BBC News, 2004) and by 2007, this trend was being repeated in other countries throughout the world (Central Intelligence Agency, 2007).” (Clough et al, G.)

It seems that mobile devices are becoming the next technology wave. This area of use has sparked interest in researchers and educators alike. It will be interesting to see over the next decade if they will replace the laptop and desktop computer just as they have nearly replaced the land line telephone. If educators want to stay ahead of the technology fads, then mobile devices might be something to watch.

BBC News (2004) China Mobiles Outstrip Landlines. Available at: http://news.bbc.co.uk/1/hi/business/3374893.stm (last accessed 29 August 2007).

Central Intelligence Agency (2007) The World Factbook. Available at: https://www.cia.gov/library/publications/the-world-factbook/ (last accessed 30 August 2007).

Clough, G., Jones, A.C., McAndrew, P., & Scanlon, E. (2007). Informal Learning with PDAs and Smartphones. Journal of Computer Assisted Learning, 24, 359-371

Ofcom (2006) Media Literacy Audit: Report on Adult Media Literacy. Available at: http://www.ofcom.org.uk/advice/media_literacy/medlitpub/medlitpubrss/medialit_audit/medialit_audit.pdf (last accessed 29 August 2007).