Written by Jill Attewell, Programme Manager, Technology for Learning at LSN

The Learning and Skills Network (LSN) have been running the Mobile Learning Network (MoLeNET), helping FE colleges use mobile devices such as iPod Touches, IPAQs and GPS loggers to teach a variety of courses. Recent research on the project has found that teachers and learners overwhelmingly believe that mobile learning helps the learning process and achievement rates.

“Mobile technology enables the classroom to be wherever you would like it to be.... the school laboratory is easily transportable and becomes the South Downs National Park, Kingley Vale National Nature Reserve or Chichester Harbour. As a result, learning becomes a more relevant and enriching experience” This was one of the findings of the MoLeNET project led by Chichester College. 

LSN, experts in learning ‘from the classroom to the boardroom’, designed and led the Mobile Learning Network (MoLeNET); Europe’s largest mobile learning initiative.  Since 2007 MoLeNET has engaged over 180 colleges and schools, 40,000 students and 7,000 teaching staff.  The project has encouraged and supported the use of handheld technologies to enhance and extend the reach of teaching and learning. 

Recent evaluation reports on this research, published by LSN, add to the already significant body of evidence about the benefits of using mobile technologies for teaching and learning. 

In addition to some of the perhaps more predictable research findings related to convenience and portability, MoLeNET researchers have found that the personal nature of mobile technologies increases students’ feelings of ownership of the process of learning.  It’s also been found to support real world problem solving and encourage the development of complex ideas and knowledge transfer.

Improved communication and staff motivation, closer relationships between IT and teaching staff and a new ‘buzz of excitement and enthusiasm” were all very welcome side effects of MoLeNET projects. 

This is particularly interesting as some teachers were sceptical at the beginning, fearing that the technologies might distract from learning and encourage disruptive behaviour.  However, teachers who experience mobile learning first hand mostly react very positively.   93% of teachers who responded to an LSN survey last year felt that mobile technologies can help their students to learn, and 94% wanted to continue mobile learning in the future.  Over 96% of students agreed that mobile technologies helped them learn and 98% that they made learning more interesting*.

More interested learners results in better attendance and less drop outs.  Annual comparisons of MoLeNET Further Education (FE) college students’ retention data with national statistics for all English FE have consistently suggested that mobile learning can improve retention by between approximately 6 and 9 percentage points.

Number crunching aside, the most compelling endorsements of mobile learning come from the teachers.  For example when they did use traditional classrooms Chichester College’s partner schools, Bognor Regis, Bourne and St Anthony’s Secondary Schools, all reported increased attendance rates “because the technology made the lessons more interesting”. 

The students used iPod Touches, IPAQs, GPS loggers, Penfriends and specialist scientific mobiles whilst studying Computing, Horticulture and A-Level and GCSE Science.   Bognor Regis teacher Adam Robbins reported “simulations are replaced by real scientific investigations which bring value to the whole learning experience” and his class benefitted from being able to test and retest samples in the field without having to wait until they returned to school.  Bourne students referred to their visit to the nature reserve as like “CSI and being real scientists”. Steve, a teacher involved in the programme found “the devices were simple, easy to use and above all else, reliable!” Whilst a teacher at St Anthony’s noted the usefulness of mobile technology for assisting students with special needs who might struggling with communication and interaction.

Equipment included iPod Touches, iPads, Nintendo DSi, Sony PSPs, smartphones and netbooks.    Some of the schools used Nintendo Brain Academy software to provide alternative ways of learning to understand mathematical formulae.  Others found comics downloaded onto the iPod Touch motivated students whose first language was not English to improve their reading using enjoyable material including the support of visual cues.   Access to the very latest technologies also contributed to the development of students’ ICT skills and their preparation for the world of work.

LSN says that it is fully committed to continuing to encourage and support the use of mobile technology having witnessed the very positive impact to-date.  Most of institutions involved in MoLeNET projects also intend to continue mobile learning despite a lack of external funding.  Colleges and schools are controlling costs by investing in wireless infrastructure, and some mobile technology, whilst allowing and enabling students to use their own mobile devices.