| Description |
* Conference background and goals
The Intricacies of Mobility
Early definitions of mobile learning focused on the mobility of the technology. They described mobile learning as: “elearning through mobile computational devices: Palms, Windows CE machines, even your digital cell phone.” (Quinn 2000).
Recently, definitions of mobile learning have shifted their focus from the mobility of the technology to the mobility of the learner. Accordingly, researching mobile learning requires studying: “…how the mobility of learners augmented by personal and public technology can contribute to the process of gaining new knowledge, skills, and experience” (Sharples et al. 2007).
The change in emphasis from the mobility of the technology to the mobility of the learner is a significant one in that it signifies a broadening of the many dimensions of mobility that interplay in enabling learning.
This provides us with a more comprehensive outlook into the inherent complexity of the notion of mobility in mobile learning. Such complexity encompasses among others, mobility in physical space, mobility in conceptual space, mobility in social space and mobility of technology (Sharples et al. 2007).
This multidimensional view of mobility enriches the discourse in this area of research and poses additional challenges. The IADIS Mobile Learning 2008 International Conference seeks to provide a forum for the discussion and presentation of mobile learning research. In particular, we aim to further our understanding of mobile learning from the standpoint of learner mobility. We seek to explore how the multiple perspectives of mobility and the interactions among these influence and enhance current definitions, design, and evaluation
of mobile learning.
* Format of the Conference
The conference will comprise of invited talks and oral presentations. The proceedings of the conference will be published in the form of a book and CD-ROM with ISBN, and will be available also in the IADIS Digital Library (accessible on-line). The best paper authors will be invited to publish extended versions of their papers in the IADIS Journal on Computer Science and Information Systems (ISSN: 1646-3692) and also in other selected Journals.
* Types of submissions
Full and Short Papers, Reflection Papers, Posters/Demonstrations, Tutorials, Panels and Doctoral Consortium. All submissions are subject to a blind refereeing process.
* Topics
Mobility in Physical Space
Submissions under this topic should critically explore the implications of learner mobility in physical space in relation to how the physical space may contribute to the learner’s acquisition of new knowledge, skills, and experience. Physical spaces may include, amongst others, formal and informal learning settings, work place, home and recreational environments.
Mobility in Conceptual Space
Under this topic we seek contributions that will investigate the notion of learner mobility in conceptual space. Conceptual spaces may include, amongst others, domain specific content, curriculum based content, recreational content and content generated by personal interests.
Mobility in Social Space
We invite submissions under this topic that examine learner mobility in social space. Social spaces may include, amongst others, formal and informal learning situations, professional, family, and recreational interactions.
Mobility of Technology
Under this topic we request contributions that will investigate mobility of technology from the perspective of the learner. We seek submissions that examine how learners transition and alternate from one tool to another or from one device to another in order to perform tasks. Transitions may be determined by numerous factors such as access to technology and resources or suitability of the technology in relation to the task at hand.
Interplay between Different Dimensions of Mobility
We invite submissions under this topic that examine the interplay of two or more dimensions of mobility. We are keen on exploring how the added complexity of transition between dimensions of mobility, for example from social space to conceptual space or from social space to the mobility of technology space, influences learning processes.
Additional Dimensions of Mobility
Under this topic we seek contributions that propose additional dimensions of learner mobility and that examine how these dimensions contribute to learners’ acquisition of new knowledge, skills and experiences.
Contributions under all of the above topics may include, but are not limited to, the investigation of areas such as:
- How do the different conceptualisations of learner mobility contribute to current definitions of mobile learning?
- Designing learning experiences, tools, and technologies that support learner mobility in spaces (for example mobility from one physical space to another or from one conceptual space to the next), and between dimensions of mobility (for example from social space to conceptual space or from social space to the mobility of technology space).
- Educational pedagogies and approaches that support learner mobility in spaces and between dimensions of mobility.
- Learner mobility in spaces and between dimensions of mobility as a learning context.
- Studies that report on experiences of learner mobility in spaces and between dimensions of mobility.
- Research methodologies to evaluate learner mobility in spaces and between dimensions of mobility
- Technologies and tools to facilitate learner mobility in spaces and between dimensions of mobility.
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