Britisch Council Almaty Workshop reading

UNESCO Mobile Learning Policy






A slide deck discussing the nature of research




ADL, Mobile Learning Handbook, download

Ally, M. (Ed.) (2009). Mobile Learning: Transforming the delivery of education and training, download

Ally, M. & Tsinakos, A. (Eds) (2013) Global Mobile Learning Implementations and Trends, China Central Radio & TV University Press, Beijing China 10 2013, ISBN 978-7-304-06343-6 available online: download

Ally, M. & Tsinakos, A. (Eds.) (2014) Increasing Access through Mobile Learning.Commonwealth of Learning download

Berge, Z. & Muilenburg, L.Y. (Eds.) (2013), Handbook of Mobile Learning, New York: Routledge

Brown, E. (ed.) (2010) Education in the wild: contextual and location-based mobile learning in action. A report from the STELLAR Alpine Rendez-Vous workshop series. Nottingham, UK: Learning Sciences Research Institute, University of Nottingham. Available at download

Crompton, H. & Traxler, J. (Eds.) (2015) Mobilizing Mathematics: Case Studies of Mobile Learning being used in Mathematics Education, New York: Routledge

Danaher, P., Moriarty, B. & Danaher, G. (2009) Mobile Learning Communities – Creating New Educational Futures, London: Routledge

Herrington, J., Herrington, A., Mantei, J., Olney, I. & Ferry, B. (Eds), (2009) New technologies, new pedagogies: Mobile learning in higher education, Faculty of Education, University of Wollongong. 138p. downloadable for free as individual chapters or as the whole book

JISC (2009), Emerging Practice in a Digital Age download

JISC (2005) Innovative Practice with e-Learning Guide free download

JISCINfo Kit, download

Keegan, D. Mobile Learning, A Practical Guide, download

Kinshuk, Huang, R. & Spector, M. (Eds) (2013). Reshaping Learning – The Frontiers of Learning Technologies in a Global Context, Berlin: Springer

Kukulska-Hulme, A. & Traxler, J. (Eds) (2005). Mobile Learning:A Handbook for Educators and Trainers by, London: Routledge

Marshall, S. & Kinuthia, W. (Eds.) (2013). On the Move: Mobile Learning for Development, Hershey, PA: IGI Global

McConatha, D., Penny, C., Shugar, J. & Bolton, D. (2013). Mobile Pedagogy and Perspectives on Teaching and Learning, Hershey, PA: IGI Global

Metcalf, D. & De Marco, J. M. (2006). Mlearning: Mobile Learning and Performance in the Palm of Your Hand, Human Resource Development

Naismith, L., Lonsdale, P., Vavoula, G. & Sharples, M. (2005). Literature Review in Mobile Technologies and Learning. Report 11, NESTA Futurelab. Bristol: NESTA Futurelab. Also available at download

Needham, G. & Ally, M. (Eds.) (2008). M-libraries: libraries on the move to provide virtual access, London: Facet Books

Pachler, N., Pimmer, C. & Seipold, J. (2011). Work-based mobile learning: concepts and cases. A handbook for academics and practitioners, Peter Lang: London

Parsons, D. (Ed.) (2011). Combining e-Learning and m-Learning: New Applications of Blended Educational Resources, Hershey, PA: IGI Global

Parsons, D. (Ed.) (2012). Refining Current Practices in Mobile and Blended Learning: New Applications. Hershey, PA: IGI Global

Parsons, D. (Ed.) (2013). Innovations in Mobile Educational Technologies and Applications. Hershey, PA: IGI Global

Quinn, C. (2012). The mobile academy: mLearning for higher education.  San Francisco, CA, USA: Jossey-Bass.

Retta, G. (Ed.) (2010). Mobile Learning: Pilot Projects and Initiative, Santa Rosa, CA: Informing Science Press,

Retta, G. (Ed.) (2009). The Evolution of Mobile Teaching and Learning, Santa Rosa, CA: Informing Science Press

Ryu, H. & Parsons, D. (Eds.) (2009). Innovative Mobile Learning: Techniques and Technologies. Hershey, PA: IGI Global

Traxler, J. & Kukulska-Hulme, A. (Eds.) (2015), Mobile Learning: The Next Generation, New York: Routledge

Traxler, J. & Wishart, J. (2011). Making Mobile Learning Work: Case Studies of Practice,Bristol: ESCAlate (HEA Education Subject Centre) download

Vavoula, G., Pachler, N. & Kukulska-Hulme, A. (2009). Researching Mobile Learning: Frameworks, Methods and Research Designs. London: Peter Lang

Wexler, S., Brown, J., Metcalf, D., Rogers, D. & Wagner, E. (2008). Mobile learning: What is it, why it matters, and how to incorporate it into your learning strategy. Retrieved from

Kazakhstan – Mobile Learning Researcher Forum

In the coming week, I will have an opportunity to visit this Central Asia nation which used to be a Russian economy. The reason for going to Kazakhstan (K) is because of a specialist interest group of researchers in Mobile Learning will be joining Almaty Management University and University of Wolverhampton and British Council to discuss and address the implications of Mobile Learning in Kazakhstan.

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Wiki Page


CFP – Open University Hong Kong

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The 2nd International Conference on Open and Flexible Education is having a call for paper and this year the title is related to Mobile Learning – and is called “Making Learning mobile and ubiquitous”.

MMA – synchronous or asynchronous?

One of the long established understanding from many educational tech researchers about elearning is whether the media is “asynchronous” or “synchronous”

Prof. Diane Laurillard in her book “Rethinking  University Teaching”  on page 146 even defined that :-

Synchronous – where particpiants are together in time, communicating through text, audio, or video via a network;
Asynchronous – where participants use the system at different times. Tutors and students can engage in 1 on 1 conversation via email, audio link, or desktop video or more usuakly in a many to many conversations.

But with the advent of technology and phenomenal growth in the use of Mobile Messaging Applications (MMA) like Whatsapp, BBM, SnapChat, Line, WeChat, etc. Does this understanding – this rule of thumb still hold water ? and with its features which can support both Synchronous and Asynchronous communications methods, it is now the time to revisit whether there is such a clear distinction between synchronous and Asynchronous communications.

Study contradictions, meaning and texts in mobile learning

Having been intrigued by Activity Theory (AT) – I was able to find some literature that actually goes deeper to investigate the type of contradictions.
It has been said that “Contradictions” is AT’s basic principles, by way of the subject identify differences in the task, and reflect upon with teachers and the learnt “outcomes” has somewhat deviate from the original planned outcomes.

Some literature of the Contradictions in Activity Theory

Gedera, D. S., & Williams, P. J. (2013). Using Activity Theory to understand contradictions in an online university course facilitated by Moodle. International Journal of Information Technology & Computer Science10(1).  can be retrieved at the following


From – introducing a perspective of Activity Theory

Historical roots and underlying assumptions

The immediate conceptual roots of activity theory can be traced to Russian/Soviet psychology of the 1920s and 1930s (footnote 2). During that time theoretical explorations in Russian psychology were heavily influenced by Marxist philosophy. A collective effort of a number of prominent psychologists, most notably Lev Vygotsky and Sergey Rubinshtein—which effort also involved much disagreement and even open conflicts—gave rise to a socio-cultural perspective (understood in a broad sense) in Russian psychology (e.g., Vygotsky, 1978Rubinshtein, 1946;Rubinshtein 1986).

The main conceptual thrust of the socio-cultural perspective was to overcome the divide between, on the one hand, human mind, and on the other hand, culture and society. As opposed to most psychological frameworks of that time, the perspective considered culture and society generative forces, “responsible” for the very production of human mind, rather than external factors, however important, that merely constitute conditions for the functioning of the mind without changing its basic nature.

The work based on the socio-cultural perspective produced a number of fundamental insights. Some of the most important contributions were as follows:

  • Vygotsky’s universal law of development, according to which human mental functions first emerge as distributed between the person and other people (i.e., “inter-psychological ”) and only then as individually mastered by the person himself or herself (i.e., “intra-psychological”), and
  • Rubinshtein’s principle of “unity and inseparability of consciousness and activity”, according to which human conscious experience and human acting in the world, the internal and the external, are closely interconnected and mutually determine one another.

Aleksei Leontiev’s activity theory (footnote 3) emerged as an outgrowth of the socio-cultural perspective. The theory employs a number of ideas developed by Vygotsky, Leontiev’s mentor and friend. It is also strongly influenced by the work of Rubinshtein, a major figure in Russian psychology and a long-time colleague of Leontiev’s (Brushlinsky & Aboulhanova-Slavskaya, 2000). Arguably, activity theory also features some other important influences which are more difficult to discern, such as the framework developed by Mikhail Basov (Basov, 1991). The basic assumptions of activity theory are the same as those underlying the socio-cultural perspective in general: namely, the assumptions of the social nature of human mind and inseparability of human mind and activity.

At the same time, Leontiev’s activity theory is not a simple imprint of all these influences. As discussed below, while the theory incorporates?a variety of ideas developed by Vygotsky, Rubinshstein, and others, these ideas have been revised and elaborated upon by Leontiev to form his own distinct and consistent conceptual framework.

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This is extracted from

CITERS Hong Kong University 2014 Research Forum

This is the 2nd year I have participated as a researcher presenting my working papers or finished paper. I personally really like this and CITE (short for Centre of Information Technology in Education) has been really generous and often invite scholars and world renowned experts from around the world in E-learning, MLEAR, Educational Research, Social Media, Digital Literacy and even privacy. I have seen first hand academics right here in HK and understand their research, giving me new perspective and an rare moment of opportunity to network. These opportunities if you join enough is almost equivalent to attending 3-4 conferences in a year.

Anyway, my paper(s), two of them has been accepted. One of them is what I have submitted previously for assessment at the program that I am enrolled in. Another paper is something I am working on for my doctoral thesis and this year I have also proposed a workshop in using OpenClass for managing all kinds of flipped learning activities.

Paper # 1

Service Learning with the use of mobile technologies in Higher Education

Paper # 2

“A study of awarding credits for completing pre-class activities in flipped learning model at City University of Hong Kong  ”

Workshop – A 50 Minute workshop

“Using OpenClass to manage flipped classroom activity, data collection and other activities”

3 SIM cards for receiving 3 calls & SMS

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An Android phone that can accept a custom build native application. Android is basically a small linux machine and with 3 SIM cards, that is a simple SMS / GSM Modem pool on its own with connectivity to connect to WiFi and a host server. This will enable a lot of applications to be further developed in the Education, Promotional Event and Exhibition management.