J.E. Sandars and G.S. Frith

Introduction

Over the last few years, an increasing range of devices with computing capability have become available for use whilst on the move. These mobile devices have become smaller in size but have continued to offer most of the computing power and functions that are provided by personal computers. Originally there were distinct differences between the various types of device, such as the PDA (personal digital assistant) or the web-enabled mobile phone, but their functions have now started to merge. The result has been the smartphone, with its wide range of functions, and this convergence of technology has created exciting new possibilities for teaching and learning on the move. This is the world of m-learning.

The types of mobile device

There are a wide variety of mobile devices. Their use was originally determined by the group using the device and the particular function of the device. Laptop computers and PDAs (personal digital assistants) were mainly used in a professional environment for various administrative functions, such as e-mail, and the provision of information, such as access to clinical guidelines. In contrast, digital media players (iPods and MP3 players) were mainly used by a younger generation for entertainment, such as listening to music. Mobile phones were originally used for communication, by either speech or text messages. However, over the last few years these boundaries have started to become less distinct and increasingly there is convergence, where one device has the same functions as those provided by another device.

Most mobile phones are now ‘smartphones’ and have the additional functions of a PDA, an MP3 player and a digital camera. These smartphones have connectivity not only to cellular telephone networks but also to wireless networks that provide easy access to the internet. The mobile phone now has similar functions to a laptop computer. The latest innovation is the tablet device (such as the iPad), which combines a range of different functions that previously could only be obtained from a single device, yet it is lightweight, is relatively inexpensive and has a convenient screen size. The introduction of high-quality touchscreen technology has significantly increased the usability of both smartphones and tablet devices.

The choice of device for teaching and learning will significantly depend on the rapidly changing global marketplace that is dictated by both the preference of the users and the functionality of the devices supplied by the manufacturers (Box 28.1). The degree of connectivity (availability of wireless or mobile phone networks) in the various situations where the devices are expected to be used is usually also an important consideration.

Currently, Apple has a significant share of the market with their operating system for the iPhone, iPod Touch and iPad (iOS), but there is increasingly strong competition from other manufacturers who are offering similar functionality with their own operating systems, such as Android OS and Blackberry OS (Box 28.1). Unfortunately, there is little compatibility between these operating systems at the device level. The focus for compatibility has, however, now moved to the availability of the various applications and the capability of the device to connect to wireless and/or mobile telephone networks.

The functions of mobile devices that can enhance teaching and learning

The great value of any mobile device is that a range of functions can be easily provided in a busy workplace or remote community setting. The immediacy of obtaining information also often engages a reluctant learner.

A wide range of learning resources can be downloaded directly onto the device from a desktop computer or by a connection to a wireless or mobile phone network. These resources can be text (such as standard textbooks and revision aids) or audio and/or video (podcasts). The two latest trends are the use of ‘apps’ (which are small software programs that can be downloaded onto smartphones and tablet devices) and e-readers that are designed primarily for the purpose of reading digital books and periodicals. All of these resources that are loaded onto the device can be viewed at any time, and most importantly, at any place.

Data can be uploaded from the device. Assessment templates can be completed and sent to computerized data banks. The learner can make audio or video recordings, either as self-reflection or from encounters with patients, which can be sent to an e-portfolio.

An internet connection can provide access to the same vast number of web-based resources that are available to static computers. Institution based e-learning systems, such as a VLE (virtual learning environment), can usually be accessed.

A wireless or mobile phone connection allows communication between users, by voice, text e-mail messages or electronic alerts. Tutors can mentor their students but also revision notes can be sent to students.

Managing the process of learning is essential, and an administrative function can be provided with calendars, reminders and log books.

The impact of mobile devices on teaching and learning

The use of mobile devices to enhance teaching and learning has been increasingly evaluated over the last few years, and there are some important themes that can inform their further widespread use. It is sometimes stated that only undergraduate medical students prefer to use m-learning and other new technologies for teaching and learning, but a recent survey has highlighted that both established doctors and doctors in training also are highly aware of and use these new approaches, albeit less than medical students.

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