The framework will serve as a guide through the design, development and implementation of the mobile learning initiatives besides being used by educators to evaluate mobile learning outcomes.
This chapter presents a mobile Web 2.0 framework for pedagogical change based upon the implementation of over 30 mobile learning (m-learning) projects between 2006 and 2011.
It had a significant in design research methodology to participant learners and instructors of mobile learning and to adopt multiple simultaneous design, implementation and validation.
The study was part of a project exploring the development, implementation and evaluation of a practice-based mobile learning intervention.
The implementation of Mobile Pedestrian Navigation and Augmented Reality in mobile learning contexts shows new forms of interaction when students are taught by means of learning activities in formal settings.
The researchers and educators have recognized the importance of getting insights into the mobile learning in the informal contexts, but challenges on the curriculum design and implementation, as well as the assessment of students' learning process exist.
Results have implications for mobile learning researchers, practitioners, and policy makers, particularly those charged with the design and implementation of professional development programs.
For curriculum implementation, teacher feedback should be scattered equally in response to students' mobile learning artifacts.
The paper provides the general information of the curriculum, especially for the design features of mobile learning activities, which were shaped on the basis of long-term curriculum development and implementation.
This study aims to reveal critical issues in designing mobile learning based on a program for 11th graders and to unfold students' perceptions about reasons for participation, satisfaction, implementation processes, and specific content representation types.
