Mobile learning news - Summer 2010

MobilelearningnewsSummer issue | 2010www.molenet.org.uk

Consulting | Outsourcing | Research | Technology | Training

Playing games,learning lessonsMoLeNET launches their new publication

‘Games technologies for learning – more than just toys’

MoLeNET projects across all threephases have been utilising, and arecontinuing to use, handheld gamestechnologies such as the Sony PSPand Nintendo DS to support teachingand learning with great success.

LSN recently launched the newpublication ‘Games technologiesfor learning – more than just toys’(Douch, Attewell and Dawson,2010) at the 2010 Game BasedLearning Conference in London(www.gamebasedlearning2010.com).

The report explores the benefits ofgame based learning and theimpressive additional functionalityof handheld games technologies.Drawing from the literature andMoLeNET learner feedback, thereport looks at the relationshipbetween games designed primarilyfor recreational purposes and thosecreated with learning opportunitiesin mind (learning games/edutainment), and the recent

improvements and developmentsin the latter since the introductionof handheld games technologiessuch as the Nintendo DS.

Based on 35 case studies fromMoLeNET phases 1 and 2, LSNexplore the advantages of usinghandheld games technologies(Nintendo DS, Sony PSP andNintendo Wii) across numerouscontexts, highlighting best practiceand positive outcomes. The reporthighlights the key benefits thathandheld games technologies offer,including: improvements in learnerbehaviour and engagement;achievement and skills development;communication and peer groupdynamics; quality and quantity ofwork and evidence of progress;confidence and self esteem; andflexibility of the learning experience.

To access an online copy of ‘Gamestechnologies for learning’ visit us at(www.molenet.org.uk/pubs).

Should you wish to be sent a hard copy of the publication please contact Temi Akinwotu at([email protected]).

The PSP engaged students who had previously been ‘at risk’ ofwithdrawing, resulting in a totalturnaround in performance.Bridgwater College, Somerset

Also inside…Details of the Mobile Learning Conference and MoLeNET Awards 2010 –turn to page 5 for further information.

Mobile learningmoves forwardthrough MoLeNETAcademiesMoLeNET celebrates its third successful year with

the decision to open eight new Academies, firmly

embedding mobile technology in the delivery of

education and training.

Competition to become a MoLeNET Academy was fierce with 25 tenders received and arigorous selection process. The 8 Academies finally chosen willbecome centres of excellence for the development of mobilelearning, supporting colleaguesand a total of 20 MoLeNET microprojects in their locality.

MoLeNET Academies are:

● Ashton 6th form College

● Aylesbury College

● Ealing, Hammersmith & WestLondon College

● Gloucestershire College

● Kingston College

● Northampton College

● Stoke-on-Trent College

● The Sheffield College

The first academy to launch was Northampton College on 12 February. The launch eventincluded speeches from Len Closs,principal of the college and Geoff Foot, programme managerfor LSN and MoLeNET.

Tony Jewson, MoLeNET AcademyManager had the following to say:

We’re really excited to be the firstMoLeNET Academy in the countryto officially open. We’ve beenusing a range of devices in theclassroom for a while now, ourlearners have responded extremelywell and the results have beenoverwhelmingly positive. There’sreally no end to the benefits ofusing this type of learning as partof the curriculum, and we lookforward to working with localschools and colleges and advisinghow they can roll-out this type ofprovision in their own institutions.

The Academies will act as centresof excellence and the staff willchampion the application ofmobile technologies in teaching,learning and assessment. TheAcademies will be expected tosupport the development of mobilelearning models and materials to support the development offace-to-face and virtual networks,and partnerships to deliver mobilelearning; and to act as an exemplarsupporting the delivery of the 20MoLeNET micro projects.

2 Mobile learning news Summer issue 2010

Contents

ITQ for Mobile Learning 3

Using GPS to support learning 4

Mobile Learning Conference 5and MoLeNET Awards 2010

Overview of MoLeNET Phase 3 6

iPad: an overhyped flop or 8an innovation for teaching and learning?

New hardware round-up 9

iPhone 3GS accessibility 10

MoLeTV on the iPhone and 11iPod Touch

Help with your first steps 12in mobile learning

Designer: Joel Quartey

Printer: Blackmore, Shaftesbury, Dorset

ISSN 1473-1685

100098NW/05/10/2000

© LSN 2010. All rights reserved

Published by LSN

This exciting qualification, the ITQ in Mobile Learning, isaccredited by City & Guilds andoffers staff an opportunity tohave their specific m-learningskills recognized. These skillsmight involve producingmaterials for mobile devices –such as podcasts, video capture,learning objects and quizzes, oractivities such as sharing files,working collaboratively, usingSMS, etc

In addition, it allows you to studya unit from the Teacher Trainingprogramme (ie. PTLLS, CTLLS orDTLLS) as part of the qualification.By drawing this into the ITQ, itallows practitioners to demonstratethe link between the theory oflearning and practice.

The ITQ for Mobile Learning is an ideal qualification to includewithin your staff developmentprogramme. If you need supportin getting started, LSN can helpwith ‘ITQ for Mobile Learning’skills training, access to mobileresources, support andassessment throughout thetraining programme, and on-goingadvice and guidance on all aspectsof mobile pedagogy. Take a lookat the back page of this newsletterfor further information.

Di Dawson

ITQ forMobileLearning

Mobile learning news Summer issue 2010 3

Optional unitUsing Collaborative TechnologiesThis unit looks for the ability to use IT tools and devices for collaborativeworking and communications. Evidence for this unit will include Web2.0 tools appropriate for mobile devices such as micro-blogging, imagesharing and video streaming and can include conferencing, instantmessaging/chat, online phone and video calls; social networking sites,wikis, etc.

Core unit

Improving Productivity using IT

This unit requires evidence of planning, evaluation and

the ability to show how procedures have been improved

to create efficient systems. This can include ‘e’ as well

as ‘m’ evidence.

Optional unitSoftware FundamentalsThe use of software applications to create m-activitiessuch as quizzes, flashcards, MS Photostory slideshows,documents or simple objects using html pages atsuitable size for mobile phones or multimedia devices.This can include ‘e’ and ‘m’ learning activities.

Optional unit

Using Video

The evidence should demonstrate the ability to record

pre-planned video and sound footage on a video

camera, download the footage to a computer, then edit

to create a short sequence, including adding some

backing music. It also tests knowledge requirements

such as compatibility, file format, file size, coding,

compression and editing.

Core unitUsing Mobile ITThis unit looks for the ability to set up and use mobile orhandheld devices such as a smartphone, PDA, portablemedia player, electronic organiser or data logger for datacapture, processing, data exchange and storage.

Other optional units include ‘Using Audio’, ‘CommunicationFundamentals’ and ‘Digital Imaging Software’. Level 2 learnerschoose two optional units and for level 3 they choose three.

The TechnologyA Global Positioning System (GPS)device works by receiving signalsfrom a network of satellites orbitingthe earth. The device works out its location via a process called

‘triangulation’ which requires itto use data from at least three(usually four) satellites. The positionis updated every six seconds, andmany GPS units will automaticallycalculate direction and speed,based on these position changes.

GPS use has taken off over recentyears both in terms of enterpriseuse, where it is used in navigationand logistics tracking systems, andpersonal use. As technology hasimproved, devices have becomesmaller and more practical to thepoint that most households nowhave access to multiple GPScapable devices, including in-car

‘sat nav’ systems and mobilephones.

Applying the TechnologyGPS comes as standard on mostsmart phones, providing a wholehost of uses beyond simple

navigation. Over recent years, anumber of GPS-based hobbieshave emerged, including:

● Waymarking (where users follow a travel itinerary that points outinteresting locations using GPScoordinates), and

● Geocaching (a form of treasurehunt where players must go to GPScoordinates to find the next clue)

The best way to make use of thetechnology in mobile learning is bybuilding on the fun aspects of suchhobbies and integrating with theother functions available on themobile phone, such as the webbrowser. We will look at using GPS via an app called Mobeedo(www.mobeedo.com) that worksacross both Android phones andthe iPhone.

The benefits of Mobeedo are that it:

● Is relatively simple to use and setup

● Enables you to add ‘push’information for your students touse (see below)

● Is anonymous (ie. it does not ‘track’the mobile user)

Using MobeedoStep One: Go to the toolkit area ofthe Mobeedo website and log in.You can then draw a border aroundan area using Google maps – anydevice with Mobeedo on it withinthis area is informed of the item of interest.

Step Two: Add your owninformation – in this case fromWikipedia


Using GPS to support learningThis is the first of a series of articles exploring how to integrate various

technologies into your mobile teaching. In this edition we focus on GPS

systems and how they can be used to make learning more engaging.

Step Three: When Mobeedo is running and the learner moves into the areathat you have drawn, a message will appear on a green bar to let themknow about it. Alternatively, they can move the map until an icon appearsfor an item of interest.

So this could be used to helplearners explore a local area, or to set a challenge for them toresearch the history, geography or architecture of an area.

John Whalley

Thanks to Adam Blackwood of JISCRegional Support Centre, South Eastfor providing background informationon this application.


Centre on the icon and select.

Click on the info bar.

The information appears – in this case theWikipedia info.

Mobile LearningConference andMoLeNETAwards 2010Preparations are underway for the2010 Mobile Learning conferencewhich will take place in mid-Autumnin central London – exact details are to be announced in the next few weeks.

The event will be participative in format, including sessionsshowcasing the findings of eachMoLeNET 3 project, practicalworkshops, exhibition areas,keynote speakers and an exclusive awards event to recognise outstanding work in the field of mobile learning.

For up the minute information visitwww.molenet.org.uk/conference2010

Nominate now…The MoLeNET Awards 2010 willrecognise outstanding achievementunder MoLeNET Phase Three across13 categories:

● Senior Leadership Award● Project Manager Award● MoLeNET Academy Leadership

Award● Lead Practitioner Researcher Award● Practitioner (Teacher) Award● Student Learner Award● Staff Development Award● MoLeSHARE/MoLeTV Award● Technical/Internal Support

Systems Award● Best Product Award● Mobile Applications Development

Award

Nomination forms are available fromwww.molenet.org.uk/awards2010

MoLeNET phase 3 started inOctober 2009. The structure of thisphase differs from previous years,with all projects falling under oneor more of the following key themes:

● Employment and Employability

● Holistic Change

● Sustainability

Overall, there are a total of 22’macro’ and 20 ‘micro’ projectsdelivered under the phase. We take a quick peak at some of theprojects below…

Macro projectsChichester College – Real Science,Real Places, Real Learning!

This project delivers on the themeof Employment and Employabilityby supporting the government’sSTEM agenda to attract more youngpeople into Science, Technology,Engineering and Maths relatedcareers.

They will use mobile technology to support work-based learners,apprentices, Not in Employment,Education or Training (NEETs) andfull-time learners on land-basedcourses to record and process datain the field, monitor changes to theenvironment, conductinvestigations and explore thebenefits of GPS positioning.

The consortium links with NaturalEngland, the government’s advisoron the natural environment, whowill provide advice and access tothe Kingley Vale nature reserve in

exchange for the data collected bystudents, which they will use tosupport long-term management ofthe reserve.

Other outputs include a completedcase study centred around theimpact of m-learning in field studies,a repository of m-learning teachertraining materials, a series of trainingmodules, a bank of lesson plansand the installation of suitablehardware and software to supportthe recording, transmission andreception of data for the project.

It is hoped that the 300–400learners (aged 14–25) involved inthe project will choose to follow ascience based career path with anemployer or enter into a furthercourse of science-related study.

Birkenhead Sixth Form College –Thin.clusion

This project delivers on the themeof Sustainability by establishing asustainable digital infrastructure tosupport teaching and learning oncollege Childcare and Health & SocialCare courses. There is particularemphasis on driving use amongstwomen learners who make up themajority of students on health andsocial care courses, but tend to beless familiar and confident in usingdigital technology.

Each college within the consortiumwill be responsible for developing awireless and thin client infrastructureto support up to 100 concurrentmobile devices either within thecollege or via the internet/3G.Additionally, the project will deliver

Overview ofMoLeNET Phase 3


two case studies, a flexible bespokee-portfolio application and acomparative report of learners’experiences with using thetechnology and the impact theyfeel it had on their learning.

The project will engage a total of 63 learners, aged 16–19.

Moulton College – IT is in teaching

IT is in teaching addresses theholistic theme by incorporating the Mobile Learning ITQ 2009Qualification into the TeacherEducation programmes of the three FE colleges involved in theconsortium. The philosophy beingthat when teachers possess goodIT skills, their students’ IT skills willincrease proportionally. The projectis generating holistic culturechange across the organisations byhelping to reach existing teachers

who want to embrace technology(but lack the confidence and skills),as well as new entrant educators.

The key output is a comprehensivecurriculum pack published toMoLeSHARE, which will help othercolleges implement similar projects,should they choose to do so.Additional outputs will include 3case studies (one per college) andpodcasts/vodcasts by educatorswhich will be published via MoLeTV.In total, the project involvesapproximately 500 19+ learners.

Micro projectsWithin the micro projects beingdelivered under MoLeNET three,there are a number of specialistcolleges delivering projects aimedat learners with learning difficultiesand disabilities (LLDD). A primeexample being…

Henshaws College – M-Learning: A Tool for Promoting IndependentLearning in LLDD

The project is based at HenshawsCollege, a specialist provider forLLDD with a specialism in visualimpairment. The project providesand evaluates the use of mobiletechnologies in supporting learnersto access opportunities in anemployability context and toidentify how technology cansupport individual achievement. M-learning is used as a tool to empower students with the skillsand confidence to maximise theirindependence and employabilityand minimise the effects of theirdisability.

A full list of projects is available on the MoLeNET site atwww.molenet.org.uk


The second tablet computer releasedby Apple, the iPad attempts tomerge the boundaries betweensmartphone technology and thefunctionality of a laptop computer.The iPad allows users to carry outsimple tasks such as web browsing,watching videos, gaming andreading on its modified operatingsystem iPhone OS. Although manycritics initially had a lukewarmreaction to the keynote launch with most regarding it as an overanticipated adaption of the 2007Apple iPod. Audiences have begunto delve deeper, considering theoften seamless correlation mobileand handheld technologies havewith teaching and learning.

How will this affect thelearning and skills sector? There’s been a lot of anticipationamong educators about the uses ofthe iPad in the classroom, as wellas its potential to transform learners’consumption of literature given thealready established iPhone appCourseSmart is the country’slargest provider of electronictextbooks, providing access to alibrary of over 87,000 textbooks.With the addition of Apple’s newiBookstore service and companioniBooks ebook reading application,the accessibility to learningmaterials is unlikely to be matched.Yet even with Apple’s unrivalledsuccess with the iTouch and iPhone,

sceptics have once again doubtedwhether Apple have filled a niche,noting the invariable similarity thatthe iPad shares with its predecessorthe Apple Newton. This handheldtablet computer or PDA, as they arenow referred to, was released inthe early 90’s but failed to impressas an efficient tool for schedulingcalendars, transcribing notes andproviding a suitable replacementfor laptop computers.

So, will the Apple iPadreplace current mobilelearning technologies?Given the worldwide success of the iTouch and the iPhone, onemay be fearsome of criticising thenew release by Apple too hastily.And with Steve Jobs, Apple’s CEO,regarding this as ‘the mostimportant thing I’ve ever done’,

one may question whether in light of previous successes, theculmination of his career would be to create an ‘oversized iPod?’

The device has spanned decades indevelopment, with Apple strategicallytraining audiences to consumemusic in a new way, learning toadapt to touch-screen interfacesand now to transform the way weconsume media altogether. Asmany critics have so promptlyhighlighted, we do not want to beencumbered by technology butrather have it improve our lives, to enhance efficiencies, andlearning capabilities and not toinflict limitations. Though perhapsthe iPad may not be simply a deviceto satisfy an unmet need now, butto anticipate the needs that usersare not aware of, a planned solutionto a not yet established need.

iPad: an overhyped piece of kit or an innovation forteaching and learning? With the imminent launch of Apple’s eagerly anticipated ‘iPad’, we take a look

at what it might mean for mobile learning.


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JTEK mini micro DVcamcorderThis tiny DV camcorder, picturedagainst a standard-sized USB stickincludes a 4Gb micro SD card(upgradeable to 16Gb) and iscapable of recording 720x480resolution video. It is ideal forrecording outdoor activities, oractivities where a person’s point ofview is important, and comes with asports pack, enabling it to be usedas a ‘headcam’. Potential learningapplications include gatheringvideo evidence for course work andassignments, field trip activities oreven role play situations. Find out more athttp://tinyurl.com/jtekdv

PenfriendSome of the most importantmobile technologies started life asspecialist disability solutions. Forexample, text to speech – just tryto imagine how useful an in-car satnav would be without the decadesof research into developing text-to-speech for blind users. A keyemerging technology for teachingand learning is Optical Identification(OID), which is used by our nextdevice: the PenFriend.

The PenFriend is around 8 inches(20 cm) in length, about the size ofa hand-held microphone. One endof the device is a microphone for

recording audio,the other end isthe opticalidentificationreader and fourlarge tactilebuttons in themiddle control thefunctions. Thedevice comes witha pack of labels,each of which carries a uniquemicrodot identifier.

The basic principle is to associateunique labels with unique audiofiles. The user scans the label thenrecords an audio file to associatewith it. From that point on, any timethe scanner head comes into contactwith that particular label, it willreplay the associated audio file.

The device is a potentially powerfultool for students with learningdifficulties, helping train them forindependence, travel or remindingthem of instructions for operatingdevices around the home orworkplace. However, there aremany possible mainstreamapplications, including:

● Supporting practical learning – for example, in motor vehiclemechanics, different enginecomponents could be labelled up so that an individual could use the PenFriend to retrievedetailed audio instruction for each component

● In the workplace or a laboratory –labels could be used to provideinstant, on-demand informationand support

● In assessment – learners couldlabel important parts of a processor an artefact, creating their ownexplanatory recording for eachlabel

● Being used as an audio diary –labels can be stuck in a book withmessages recorded against themand each page representing a dayor a week

The device retails at around £65and is available from the RNIB(http://onlineshop.rnib.org.uk/)and, with labels working out at 3peach, it makes for quite a cost-effective piece of equipment.

You can also see the penfrienddevice in use athttp://tinyurl.com/oid-labels

Thanks to Lilian Soon and AlistairMcNaught for their contribution tothis article.

New hardware round-upMany people have shared their current favourite hardware with us –

here is a round-up of just some of them.


Microphone OID reader

20 cm

The iPhone 3GS has someaccessibility features which can be very useful for those who areblind or visually impaired. Thesecapabilities are also available onthe 3rd Generation iTouch too (late 2009 – 32GB and 64GB only).

There are two key functionsVoiceOver and Zoom – though it isworth noting that the two functionscannot be used at the same time.

To access these features go toSettings >> General >> (scroll down)>> Accessibility, as per the imageflow diagram below.

VoiceOver

As you would expect from thename, the VoiceOver function will read aloud whatever you haveon-screen. However, it changes the way you ‘touch’ the screen to control the device, so there are a few points to bear in mind:

● To activate an App or aninstruction, you have to first of alltap the required function and thendouble-tap to open or activate it.

● To scroll up and down or to flickright or left you have to use threefingers on the screen.

● When the phone has closed down(i.e. there is no active screen) it is

reactivated by touching the homebutton. The VoiceOver will read outthe time (as this is always presenton the opening screen), which letsyou know where you are. One tapat the bottom of the screen tellsyou what to do next or double-tapto unlock and the phone opens atwhatever screen you were last on,then tells you what that was.

You can also use the Rotor function where you use two fingers(your finger and thumb) as if youwere turning a dial. This can beused to change the way VoiceOvernavigates the text.

For example, a flick up or downmight move through text word byword. But when you choose the

‘character’ setting, each time youflick up or down VoiceOver willmove through the text character by character — perfect whenyou're proofreading or editing text.

Fromwww.apple.com/accessibility/iphone/vision.html

Zoom

Generally users can increase thesize of a page they are viewingusing Apple's ‘pinch and spread’function, though there are someexceptions that do not work with

this function. The Zoom function,however, works on all pages.

Once the function is turned on, it is controlled with three fingercommands:

● double-tap with three fingers totoggle between zoomed and normaldisplay

● drag three fingers around the screento move the magnified image

● another double tap will allow theuser to increase or decrease thesize of magnification:

To increase and decrease the levelof magnification, you must do athree-finger double tap, keepingyour fingers on the screen after the second tap. While keepingyour three fingers on the screen,move up to increase magnificationand move down to decreasemagnification. Lift your fingers off the screen when the desiredmagnification level is reached.

Fromwww.nillabyte.com/blog.php?b=280

David Sugden

iPhone 3GSaccessibility


Scroll down


A dedicated FREE application for theiPod Touch/iPhone is now available.This application allows you to streamvideo (using a wireless connection)on your iPod Touch or iPhone3G and,optionally, download the content toview offline. For information onhow to download and install theapplication go to www.moletv.org.uk/MoLeTViPodHelp.htm

When you open MoLeTV on theiPod Touch or iPhone, it will load alist of available videos and MP3s. Ifan internet connection is available,it will also load any updates thatare available online. Items whichare not available for download onMoLeTV will not be available to themobile device.

Use the buttons across the bottomof the screen to access differentparts of the program:

● ‘Latest’ and ‘All Videos’ give you a list of the available content tobrowse through. ‘Latest’ shows themost recently added content, while‘All Videos’ presents the list inalphabetical order with a searchfeature.

● From these two screens, you canplay back video and audio, ordownload it if you want to play it

back later when you don't have aninternet connection.

● ‘Downloads’ will list the media youare currently downloading. A smallbadge on the button shows thenumber of active downloads.

● ‘My Videos’ shows the content youhave downloaded to your device.You can always play back contentfrom here, even without an internetconnection.

MoLeTV Shoot on the iPhone3GS

MoLeTV Shoot is an iPhone3GSapplication which enables users toshoot video on the device, use basicediting (trimming) on the deviceand upload it to MoLeTV. A webbrowser is not required. Theapplication is particularly useful forcapturing work-based assessmentand e-portfolio evidence.

Shoot your video – do a simple edit,if required, and upload to MoLeTVfrom the iPhone.

Before uploading you will need toenter information about the videoincluding a title and description,add tags and select a category.

For more information regarding theapplication go towww.moletv.org.uk/MoLeTVShoot

Note: It is recommended that youcreate an account on MoLeTV(www.moletv.org.uk) prior toshooting video and uploading fromthe device although you can createan account using the device – if so,you will need access to the emailaccount you use for registrationfrom the device.

Viewing MoLeTV and MoLeSHAREon mobile devices

A Beta website for viewing MoleTV and MoLeSHARE on allmobile devices is available. Access www.moletv.org.uk orwww.moleshare.org.uk on yourmobile device.

Steve Butler

MoLeTV on the iPhoneand iPod Touch

With the increasing financialpressure on learning providers, andthe increasing time constraintsplaced on learners, more and morecolleges and schools are turningtowards mobile learning as a meansof connecting with their learnersmore effectively. LSN has developeda range of courses and consultancyprogrammes to support colleges atall levels of development in mobilelearning, helping them to establishand improve their use of mobiletechnologies. Take a look belowand see which is most suitable for you.

LSN Introductory CoursesLSN introductory mobile learningcourses are designed to helplearning professionals get startedin mobile learning. Based on theexperiences and learning ofhundreds of colleges and schools,they cover the key building blocksto give attendees the foundationthey need to start using mobiletechnologies in their teachingstraight away. Topics include:

● Re-purposing content for mobiletechnologies

● Mobile technologies for teachingand learning

● Using mobile technologies in theclassroom

● Using mobile technologies outsideof the classroom

● Mobile technologies for e-portfolios

● Mobile technologies for assessment

LSN Technical CoursesLSN also delivers a range of technical courses to help IT teams and learningprofessionals to develop their knowledge of the technologies underpinningmobile learning. Following the course, delegates will have a greaterunderstanding of when and how the technology should be utilised, and beable to develop and publish learning content on that platform. It is anticipatedto run a series of courses over the latter part of 2010 and early 2011:

Course Length Dates

iPhone App Development – Part 1 One day 9 July 2010Development Tools 8 October 2010

22 November 20109 December 2010

iPhone App Development – Part 2 One day 10 December 2010Introduction to iPhone Programming 21 February (2011)

Designing learning content for mobile Two day 14 – 15 October 2010devices using Flash/Flash Lite 2 – 3 December 2010

18 – 19 March (2011)

Introduction to ASP.NET (Part 1) Two day 21 – 22 October 201016 – 17 December 201024 – 25 February (2011)

Working with ASP.NET (Part 2) Two day 10 – 11 March (2011)

Call an LSN advisor on +44 (0)20 7492 5388 or mail([email protected]) if you are interested in attending any of thesedates and would like further details on venues and costs.

LSN Mobile Learning ConsultancyIf you’re not quite ready for hands-on courses and need some support firstin establishing your mobile learning capability, there is LSN’s Mobile LearningConsultancy Service. This covers a broad range of topics and is specificallydesigned to provide your organisation with a framework for the sustainabledevelopment of mobile learning provision. Programmes include:

● Establishing a mobile learning infrastructure● Building a sustainable mobile learning environment● The procurement and selection of mobile technologies● Setting up a Moodle infrastructure● Implementing the ITQ in Mobile Learning


Help with your first steps in mobile learning

To find out more about how LSN can support you, visit the mobile learning section of the LSN website atwww.lsnlearning.org.uk/m-learning or contact our team of advisors on +44 (0)20 7492 [email protected]