Advancing mobile learning in for

重要！！！

Khaddage, F., Müller, W., & Flintoff, K. (2016). Advancing mobile learning in formal and informal settings via mobile app technology: Where to from here, and how?. Journal of Educational Technology & Society, 19(3).

main purpose：

The unique approach proposed here that combines skills RLOC and the inclusion of STEAM to test MAT, could be considered a first step towards bridging this gap between the two types of learning (formal and informal),

1. Khaddage et al. (2015)---the framework that addressed mobile learning implementation challenges (pedagogical, technological, policy and research). 

2. The most recent discussions tend to assert there has been a shift from defining mobile learning as based on the devices used (Soloway et al., 2001) towards the inclusion of context (Sharples, Taylor, & Vavoula, 2007, p. 4). Mobile learning is accepted to represent a technological advance, enabling rich, distributed and contextualized approaches to learning (Crompton, 2014). 

3. Chan et al. (2006) coined the term seamless learning for this, which they define as the “ubiquitous access to mobile, connected, personal, handhelds creating the potential for a new phase in the evolution of technology-enhanced learning, marked by a continuity of the learning experience across different environments.”

4. The rise of the Internet of Things (IoT), the scope of m-learning and apps are poised to be redefined in a very significant way. Wearable devices and IoT interactions introduce a whole arena of new considerations, and all of these combined poise challenges on informal learning.

5. 

ideas: bridge formal and informal learning(two modes), recognition and assessment of informal learning,  

what we need to do in the future

√ on the policy level,different challenges(should be further distinguished on a school level, regional level, national level, and even international level), novel approaches for honoring the increase of skills and performances from informal learning, corresponding frameworks.

√ on the level of research, case studies in impact on informal learning, and on the acquisition of competencies, both in formal and informal learning, based on comparison studies.

6. Definition of  informal learning 

There exists agreement that informal learning represents learning that takes place outside of formal learning and educational establishments, that informal learning does not follow a specified curriculum and that it is not necessarily pedagogically planned or organized (McGivney, 2006). More concisely, the distinction between formal and informal learning can be seen in the presence or absence of a formal curriculum and the frequency with which we visit the places where learning occurs. (Looi et al., 2016).

For the purposes of this paper the most significant differentiation between formal and informal relates to who determines the what, where and when of learning, i.e., is an accrediting body defining the required learning (formal) or not (informal). ----------this paper. 

7. current states in the perspective of policy 

Valuing informal learning should be a crucial element to consider when developing and adapting educational policies. 

So far only a few countries (such as South Africa and Ireland) award credential based on knowledge gained via informal learning, while the rest still have no formal policy framework for this type of learning (Werquin, 2010).

8. 重要性

√ Making informal learning a valued and visible component of the education system is very important.

√ Instead, approaches should be sought and required that ease linking of formal and informal learning phases, and which foster the transfer of acquired knowledge and skills.

√ Currently one of the most flexible and portable ways to access information is via mobile technology and devices, and in particular via apps and social networking.

√ Educators and schools have become interested in the application of mobile learning via apps that bridge the gap between formal and informal learning, in an effort to extend their reach into spaces and times that have previously been regarded as outside the scope of formal education. Such approaches offer opportunities to flexibly deliver learning content that complements formal class settings.

9. 现存的问题

Instead schools tend to bring in and integrate the technologies and deliver the same static content without any changes to existing traditional methods. （只是引入，并未有效结合）

10. 方式 

mobile apps, social networking

功能：collaborative learning， virtual interaction (Virtual meeting points)， 

11. 相关观点

√ 支持派 Researchers in ICT (Information and Communication Technology) in education have been reporting for years that formal learning is getting boring and this is resulting in dropouts in schools. Formal learning is slowly disappearing, as it follows a static linear and routine approach that the 21 century digital native learners find boring and no longer useful (Voogt, Knezek, Cox, Knezek, & ten Brummelhuis, 2013). 

√ 中庸派 Some would argue that both formal and informal learning are valuable for gaining skills and obtaining knowledge (Billet, 2001). 

√ 反对派（需基础）Other researchers have shown that strong foundation skills allow learners to make the most of their informal learning (Nordman & Hayward, 2006). They suggest that informal learning may not be useful to those without such a foundation. 

√ 结合派（作者）The authors believe it is crucial to find a unique approach capable of bridging the gap between formal and informal learning via mobile technologies and applications. As we see from the literature, there is no doubt that new technological innovations are changing the whole ecosystem and the economic direction; hence changing our education system.

12 好处

Khaddage and Knezek (2012) discussed how the use of already-existing educational apps is important and can be used to empower informal learning. Many authors have described and discussed methods of mobile technology integration (Boden, 2001; Candy & Edmonds, 2002), and how it improves creativity, collaboration and engagement amongst students. Khaddage and Knezek (2012) stated that students can use mobile apps to demonstrate a variety of tasks in formal and informal settings. They described the benefits that can be offered, as illustrated in Figure 3.

By using mobile apps, these tasks could be performed anywhere and anytime and the RLOC for any specific subjects could be met.

They can communicate, engage and create, then gain ideas and learning resources that they obtained in one location and apply or develop them in another – and that could be in class in a formal setting (Sharples et al., 2005).

13. limitation 

A review of published literature on mobile learning highlights the fact that informal learning is indeed possible with

mobile apps (Jones et al., 2006; Scanlon, Jones, & Waycott, 2005; Clough Jones, McAndrew, & Scanlon, 2007;

Khaddage, Knezek, & Baker, 2012). The only limitation to mobile app integration for informal learning is that it can

be difficult to capture informal learning when it occurs, and there are no common key performance indicators against

which to measure the progress of learners. 

14. 功能

Smartphones and tablets will perform many functions, including acting as remote controls, displaying and analysing information, interfacing to social networks to monitor “things” that can tweet or post for learning activities and tasks informally. This combination of smart objects and mobile apps and technologies will enable an even wider range of informal learning opportunities (Gartner, 2015).

Terms 

Required Learning Outcome (RLOC)

 Internet of Things (IoT) 物联网

hybrid/blended-learning environment 

会议：

International Summit on ICT in Education (EduSummIT）