Mobile Learning infoKit
JISC infoNet
2. Aim for low information density 3. Use multimedia sparingly 4. Make use of built-in features for collaboration 5. Provide tools as well as content Their checklists focus on usability as well as the technical and functional aspects of the mobile learning experience - something that, as explained in the section on the importance of context, it is vital to bear in mind. The Open University do a good job of providing support to users of their mobile learning offerings through their mobile portal, learner support blog and apps page (see box to the right). Such a ‘joined up’ approach requires buy-in from across the institution, as set out in the Strategy section. The Open University's Mobile Portal57, Apps page58 and Mobile Learner Support blog59 may interest and inspire those institutions getting to grips with the technical side of mobile learning.
Accessibility One of the least touted features of mobile learning is the amount of accessibility it affords learners. Whilst some, quite rightly, point out the potential for mobile learning to widen the ‘digital divide’ the amount of personalisation devices enable can be liberating for some learners. The fact that learners are using devices they have chosen and are familiar with means they are in a context with which they are comfortable. Although there is no such things as the 'perfectly' accessible device, learners are likely to have developed workarounds if they know the device's shortcomings. As John Fairhall from the University of Bradford comments, some smartphones such as the Apple iPhone have “amazing accessibility features” built into them, of which should be made a “bigger deal.” However, he points out, “it’s important that you don’t disadvantage students... unless you’re going to ensure everyone’s got an appropriate mobile device you need to make sure there’s an equivalent PC experience.” Although the iPhone has a high level of accessibility at the operating system level, it should be noted that this is not necessarily true of other platforms such as Android and Windows 7. In addition, specific apps may not be accessible to some learners as the text-to-speech functionality may have been neglected by the app developer. Planned appropriately (see Strategy), mobile learning experiences can be inclusive and designed to be ‘accessible’ in both the ways outlined above. The issues with the first type of 57
http://www8.open.ac.uk/about/teaching-and-learning/mobile/
58
http://appstore.open.ac.uk/
59
http://www.open.ac.uk/blogs/mLearn/index.php
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