Friday, May 1, 2015

Issue 2015-1

UNESCO Mobile Learning 2015-Building Network Connections

Submitted by Dr. Helen Crompton

Patience Stephens, UN Women representative opened the conference with a dynamic keynote.  She focused on strategies for empowerment of women and girls worldwide. She described her experiences with the contradiction of schools with high enrollment female student numbers on paper but very low numbers of these students in the actual classrooms. Ms. Stephens explained that many young women are pulled from school to help support their families.  She "dared"  conference attendees to make education equally available to men and women by applying the following acronym to all we do

Dr. Helen Crompton Connects With Colleagues 

Access – affordable
Resources – distribution
Enabling environment

Morning Workshop
Findings of international technology for education landscape reviews, and moving the field forward for collecting evidence of “what works.” This sessions was organized by USAID.
The main focus was on considerations for how to determine if a project had been successful or not.

Key considerations
How do we pair projects with educational outcomes
When making investments in technologies for education policy makers need to know where to spend the money.
Have an evidence trail to look at smart investments in technology to move the evidence agenda forward

We went into groups to look at Impact evaluations (IE)
Evaluation continuum and attribution: Study design and evidence strength. We recognized that these may not be the best way to go about evaluating, but it is one way.

As we conduct the evaluation we need to consider how to collect before and after data on intervention group and another group – counterfactual. Consider what would happen in the absence of the program?
To look at the impact they take the difference pre/post of the intervention group and the non-intervention group. They then look at the difference.

The breakout group was followed by descriptions of studies from organizations such as giz. Where they conducted a synthesis of studies in mobile learning in mathematics.

Planning, implementing and evaluating the use of mobile devices through learning expeditions and scenarios.
With Bachmair, Palsher, Kairamo, Laakso, Seipold, Strasser, and Gonzalez –Sancho.

Definitions of mobile and learning
Talking about Everyone can be an explorer

Key points
Technology cannot be split from the environment so you have to think about how students learn and then how technology can support that.
Think about how technology can bring more content into the hands of the learners.
Slides provide the details
Before you consider implementing a strategy consider what information you are wanting to gain and how you are going to get that information.
Talking about gaming in the real world. study in Finland.

Showed a fun video about Tolastrofi which is a video for students about statistics and why it is important to get data on what is happening in schools which can then be used to make school life better.  Sounds just like problem-based learning although the emphasis was made on collecting statistics to make things better.

Procedure (what to have the students do)
Choose what to research
Collect the data
Visualize and publish

Ben Bachmair covering collaborative knowledge building and context-aware learning.
Described a rap workshop on a war project on creative writing.
Mlearning can be thought of as communication in context.

Judith Seipold and she spoke about The network of mobile learning scenarios:A network of developing and distributing mobile learning practice.
Shared the work of London Mobile Learning Group (LMLG) that can be found on the website

Thomas Strasser Presented via a video lecture.
Presenting the idea of a new type of teacher training that it now has to be different than in past years with the new technologies.
Pre-service teachers should be gaining expertise in using devices with young students.
·         Considering that mobile learners can be:
·         more self-organized,
·         curators of knowledge/artifacts, open for peer-feedback,
·         open for collaborative/constructivist scenarios,
·         producing, not only receptive
Explained how they used -Matrix of learning spaces 

Day 3 - Symposium
Barefoot College India presentation by Meagan Fallone, Chief Executive Offices, Barefoot College
Everyone is a learner and a teacher.
Students consist of rural, poor, children and women.
Teach at a time when the girls can attend at 6:30 in the evening for 4 days a week and there is a 95% attendance rate.
Women train to be mechanics etc.
Women transform communities with the skills they gain from the college
Giving them control of their financial situation is key.
Every skill comes with the central idea that no skill is beyond anybody.
Women rely on technology to shift their life to the positive.
A woman learning how to turn a candle flame into an solar light, this is true emPOWERment and enLIGHTenment.
One of the big things that women say as they start using technology is “how do I teach others to use this”. Confidence builds as they learn, grow, and pass on that task.

Literacy Panel
The panel shared stories of their experiences of how women and girls had been empowered with technology.
·         We need to pay attention to the distance between the digitally connected and the unconnected.
·         Not designing technology thinking that as learners use digital devices that they retain information a different way.
·         Trust is key to sustainability.
·         We need to challenge patriarchy.

Breakout session
A Digital Story Telling session was presented by Christine McCaleb and she described how story telling and mobile journalism was used to empower women and girls and to build skills. Specifically, these areas were highlighted as positives provided by digital storytelling:
·         Technical skills
·         Empowering their own voice
·         Empowering the voice of his/her peers
·         Smarter producers of information
·         Empathy leading to supportive and understanding communities
·         Social change

Breakout session
Adele Botha shared about the development of rural women in education: A success story in ICT4RED. She described how the teachers earned badges for technology tasks and when they received all the badges the teacher was allowed to keep the tablet that they were using. Schools were also able to gain extra technologies. for more information.

Breakout session
Helen Crompton presenting on Promoting Literacy and Human Rights for Women and Girls through Mobile Learning. On behalf of myself and Judith Dunkerly-Bean I shared a review of the literature that had been written as a book chapter for the Handbook of Research on the Societal Impact of Digital Media. As part of this presentation I described how three themes had emerged from a review of studies supporting women and girls; health, financial, and general education (mathematics and literacy). Examples of studies that fit into these categories were provided.

Fiona Morrell described various projects that they are involved in
·         Theatre for Change: Interactive Theatre
·         Girls’ Education Challenge – UK aid. Worked with 9,000 girls in Malawi to improve sexual and reproductive health, self-confidence, literacy and numeracy.
·         Keeping teachers supported. Have a Facebook group, a SMART phone for each teacher with a 3.3Euro bundle a month. They used the WhatsApp to also connect the teachers.
·         Tisinthe initiative which has 10 minute radio plays. This was interesting as the play went on, when the participants felt that they could help the story to make it better they would shout “Tisinthe” and have a chance to change the story. Stories are about topics such as sexual health.

Thursday – Policy Forum
The Policy Forum was a closed door event and was just held in the afternoon. The session was opened by Irina Bokova, the Director General of UNESCO and Houlin Zhao, the Secretary General of ITU. There were two panels leading the discussions for the afternoon.


In my opinion, the research seminar was the highlight of the week. It was full of what I would call “the meat”. The initial keynote and the panels provided a wealth of information. The keynote was provided by Andreas Schleicher, the Director for Education and Skills, and Special Advisor on Education Policy at the Organization of Economic Cooperation and Development (OECD). This presentation was jam packed with important data connected to women and girls and STEM jobs, opportunities, and perceptions of capabilities related to abilities. This keynote was more broad than the literacy focus of the conference but it helped better understand the overall differences in how males and females are treated and perceived differently.

The panel presentations were very informative as they centered discussion on topics such as The complexity of the gender gap: A moving target understanding the value proposition: preparing girls and women for life and knowing whether ICT is worth the investment, and the post-2015 development agenda: Leveraging technology for the next generation 

Mobile Games For Learning: A Pattern Based Approach 2015

Reported by Dr. Birgit Schmitz
Promoter: Prof. dr. Marcus M. Specht (Open Universiteit), Co-Promoter: Prof. dr. Roland Klemke (Open Universiteit)

Board of Reviewers:  Prof. dr. Paul M.E. de Bra (Technische Universiteit Eindhoven), Prof. dr. John Cook (University of the West of England),  Prof. dr. Ulrik Schroeder (Center for Innovative Learning Technologies RWTH Aachen),  Prof. dr. Liesbeth Kester (Open Universiteit),  Prof. dr. Peter B. Sloep (Open Universiteit)

Institution: Welten Institute - Research Centre for Learning, Teaching and Technology
Open Universiteit in the Netherlands
Valkenburgerweg 177
6419 AT Heerlen (NL)

SIKS Dissertation Series No. 2014-45

Today, pupils at the age of 15 have spent their entire life surrounded by and interacting with diverse forms of computers. It is a routine part of their day-to-day life and by now computer-literacy is common at very early age. Over the past five years, technology for teens has become predominantly mobile and ubiquitous within every aspect of their lives. To them, being online is an implicitness. In Germany, 88% of youth aged between 12-19 years own a smartphone and about 20% use the Internet via tablets. Meanwhile, more and more young learners bring their devices into the classroom and pupils increasingly demand for innovative and motivating learning scenarios that strongly respond to their habits of using media. With this development, a shift of paradigm is slowly under way with regard to the use of mobile technology in education. By now, a large body of literature exists, that reports concepts, use-cases and practical studies for effectively using technology in education. Within this field, a steadily growing body of research has developed that especially examines the use of digital games as instructional strategy.

The core concern of this thesis is the design of mobile games for learning. The conditions and requirements that are vital in order to make mobile games suitable and effective for learning environments are investigated. The base for exploration is the pattern approach as an established form of templates that provide solutions for recurrent problems. Building on this acknowledged form of exchanging and re-using knowledge, patterns for game design are used to classify the many gameplay rules and mechanisms in existence. This research draws upon pattern descriptions to analyze learning game concepts and to abstract possible relationships between gameplay patterns and learning outcomes. The linkages that surface are the starting bases for a series of game design concepts and their implementations are subsequently evaluated with regard to learning outcomes. The findings and resulting knowledge from this research is made accessible by way of implications and recommendations for future design decisions.

Mobile Learning Resources

Mobile pedagogy for English language teaching: A guide for teachers
Agnes Kukulska-Hulme, Lucy Norris and Jim Donohue

Access the guide with this link:

We hope the Guide will be adopted widely across the world and look forward to your feedback!

Prof Agnes Kukulska-Hulme
Institute of Educational Technology
The Open University

 2015:  Worldwide  Mobile Learning Conferences

1st International Workshop on Mobile Learning (WmL'15)
in association with
2015 Federated Conference on Computer Science and Information Systems (FedCSIS)
Lodz, Poland, 13 - 16 September, 2015

WmL’15 is organized within a framework of the FedCSIS Multiconference - a yearly international multi-conference organized by the Polish Information Processing Society (PTI) in technical cooperation with the IEEE Region 8, ACM Special Interest Group on Applied Computing, European Alliance for Innovation, Lodz ACM Chapter, Eastern Cluster ICT Poland, Mazovia Cluster ICT. The International Workshop on Mobile Learning focuses on the development of m-learning theory and practice as well as mobile technologies and solutions which enable learning with portable/wearable devices both in the academic and workplace contexts. The workshop provides a unique forum for knowledge sharing and dialogue amongst scholars, enterprise learning practitioners, developers, industry, government, and international organizations.

Mobile learning, training, and technology experts are cordially invited to present the latest m-learning solutions as well as to discuss and exchange the latest findings and new ideas based on the ongoing research, practice, and experience. We would like to invite contributions from across the globe, from all educational sectors and a broad variety of industries.
We are inviting submissions of high-quality original research and technology papers that have not been previously published and are not under review for any other conference or journal. Submissions will be reviewed by at least two referees on the basis of the originality of the work, the validity of the results, chosen methodology, writing quality and the overall contribution to the field of m-learning.


●      Pedagogical approaches, models and theories for m-learning
●      m-learning in and across formal and informal settings
●      Strategies and challenges for integrating m-learning in broader educational scenarios
●      Context-based m-learning
●      Blended learning
●      Evaluation and assessment of m-learning
●      Research methods, ethics and implementation of m-learning
●      Learning analytics and mobile learning
●      Mobile social media and user-generated content
●      Cloud computing and mobile learning
●      User studies in m-learning
●      Life-long and informal learning using mobile devices
●      Learner mobility and transitions afforded by m-learning
●      m-learning strategies in educational institutions, corporations and government organizations
●      Workplace-based mobile learning
●      Socio-cultural context and implications of m-learning (Theory and Practice)
●      Enabling m-learning technologies, applications and uses
●      Innovative m-learning approaches
●      Tools, technologies and platforms for m-learning
●      m-Learning Management Systems (mLMS)
●      Future of m-learning: trends, emerging mobile technologies, hardware and software applications


●      Paper submission: April 24, 2015
●      Position paper submission: June 1, 2015
●      Acceptance decision: June 15, 2015
●      Final version of paper submission: July 1, 2015
●      Final deadline for discounted fee: July 1, 2015
●      Conference dates: September 13-16, 2015


Papers should be submitted by April 24, 2015. Preprints will be published on a USB memory stick provided to the FedCSIS participants. Only papers presented during the conference will be submitted to the IEEE for inclusion in the Xplore Digital Library. Furthermore, proceedings, published in a volume with ISBN and ISSN numbers will posted at the conference WWW site.
Moreover, most Events' organizers arrange quality journals, edited volumes, etc. and may invite selected extended and revised papers for post-conference publications (information can be found at the websites of individual events).

●      Full paper - up to 12 pages; published in Conference Proceedings with ISBN and ISSN numbers; submitted to IEEE Digital Library
●      Short paper - up to 6 pages, published in Conference Proceedings with ISBN and ISSN numbers; submitted to IEEE Digital Library
●      Position paper - up to 8 pages; published in Position Papers volume with ISBN and ISSN numbers
Detailed guidelines for authors can be found on the conference website


Dr Agnieszka Palalas, Athabasca University, AB, Canada
Dr Elzbieta Gajek, Warsaw University, Poland
Mgr Inz. Przemyslaw Pawluk, George Brown College, Toronto ON Canada,


The full list of the International Program Committee is published on the event’s website

Science and Mathematics Education-a Workshop for Researchers 

November 3-6, 2015
Cancun, Mexico

Workshop  characteristics:

1.          The workshop’s objective is developing the capacity to investigate in Mathematics and Science Education through the exchange of investigations and findings between the participants in Mexico and UK. The development of investigation capacities will be specifically approached in the subjects of Mathematics and Science Education through the development of the investigators’ ability to do critical analysis, make propositions and have an international vision. It seeks to promote investigation, innovation and networking as it looks for integrated investigation and publication opportunities.
2.          Position papers setting out projects, ideas, concepts, experience and theories are now welcome. The workshop agenda includes the following topics:

a)          Particular characteristics of the investigation of the Mathematics and Science Education compared to other educational areas
b)          STEM learning with mobiles
c)          The importance of discussion in STEM and digitally mediated learning
d)          Citizen science with mobiles
e)          Mobile science teacher training
f)           A comparison of education in Mexico compared to the United Kingdom
c)          The use of technology to promote learning in Science and Mathematics
d)         The importance of context in the academic performance of students taking Science and Mathematics courses
e)         Use of technological tools for investigation purposes.
f)           The institutional design of Science and Mathematics courses
3.          The results expected from this workshop are:
a)         Creation of a joint investigating network in Science and Mathematics between the United Kingdom and Mexico.
b)         An e-book containing the collaboration of participating student and teacher investigators.
c)          Investigators formed in the use of technological resources for their jobs.

d)         Investigators formed in the promotion of mathematics and science learning.

The Call Basis:

1.          The applicants should be studying a Doctorate in Education and be interested in doing their doctoral thesis on a subject related to Science or Mathematics Education.
2.          The applicants should be available to travel on the dates in which the workshop will be taught. Dates will be mentioned further in this document.
3.          Mexican applicants should have an English level equivalent to 550 points in TOEFL.
4.          In order to compete in the selection process, applicants should send an e-mail (Mexicans: ) containing three or four documents:
a)         A curriculum that contains: not only education and professional experience, but also address, telephone number e- mail, detailed information of the program and University where they are studying. It should be between two and three pages and written in English.
b)         A research investigation, not published, about a subject related to the workshop. For example, the instructional design
of formational experiences, use of educational technology, interaction between education and the context in which it takes place, etc., all of which should be in the framework of the education in mathematics and science. The proposal should indicate in which way it is related to the workshop inserted in the proposal. Extension: 8 to 10 pages.
c)          Copy of IFE o INE for Mexicans or copy of passport for English.
d)         Mexicans: a copy of their TOEFL exam.
5.          The deadline for receiving proposals is May 15th 2015.
6.          The documents handed in will be evaluated by a selection committee. 15 Mexican participants and 15 participants from the United Kingdom will be chosen to attend the workshop.
7.          A notification will be sent on June 15th 2015 to the applicant’s e-mail address.
8.          The applicants should be available to create a commitment that will publish an investigation report in an eBook which will be edited as a result of this workshop with the required quality standards. The final report shall be handed in no later than November 10th 2015.
9.          The workshop will be offered during four days, 3rd November to 6th November 2015. Applicants need to be available to travel one day before and one day after the workshop.
10.       The workshop will be taught in Cancun, Quintana Roo, Mexico. The hotel venue is yet to be determined.
11.       Travel expenses, room and board will be covered by the workshop organizers. 

Deadline to receive documents
May 15th 2015
June 15th 2015
Notification confirmation (participants)
From July 1st to 15th 2015
Logistics coordination (flight tickets)
From July 16th to 30th 2015
Previous work (revision of materials)
From July 15th to September 30th 2015
From 3rd to 6th November 2015
Final report deadline
November 10th 2015

For more information or questions please contact the workshop organizers:

México: María Soledad Ramírez Montoya-Tecnológico de Monterrey <

UK: John Traxler-University of Wolverhampton <>

2015: Calls for Papers

Special Issue On: Mobile Learning in Teacher EducationSubmission Due Date 6/30/2015

Guest Editors
Tony Hall, School of Education, National University of Ireland, Galway
Seán Ó Grádaigh, School of Education, National University of Ireland, Galway
Sinéad Ní Ghuidhir, School of Education, National University of Ireland, Galway
Veronica McCauley, School of Education, National University of Ireland, Galway

The growing ubiquity of mobile and portable technologies in education and schools presents both challenges and opportunities for learning and teaching (Naismith et al., 2004; Arnedillo-Sánchez, 2014).

A new and emerging context for the design and deployment of mobile learning apps, infrastructures and solutions is teacher education (Ó Grádaigh, Ní Ghuidhir & Hall, 2015). The integration of ICT within teacher education remains a highly significant, critically important dimension to the wider, successful deployment of educational technology in schools (Rizza, 2011). However, there is a dearth of a unified research literature exploring and analysing the design, deployment and evaluation of mobile learning specifically within teacher education.

This special issue of the International Journal of Mobile and Blended Learning aims to collect and publish empirical and evaluative research, (rigorously informed by relevant theories of technology-enhanced learning), in the novel, frontier domain of mobile learning within teacher education. The special issue will present papers - both conceptual and empirical - addressing foundational aspects of the design, deployment and evaluation of mobile learning along different stages of the continuum of teacher professional formation. This will encompass pre-service and initial teacher education; induction and early career teaching; and longer-term, in-service development of teachers.
Conceptual papers will draw on, and synthesise, extant research literature to examine critically and theorise about mobile learning and its application and development in teacher education. Empirical papers will present exemplars of the deployment of mobile applications and technologies, both early-stage/exploratory, and longitudinal, systematic examination of the integration of mobile learning within teacher education.
Accepted papers will be theoretically rigorous, drawing on contemporary, relevant research, situating findings and reflections critically within the extant, wider educational technology research literature. The special issue will examine the manifold aspects that constitute the complex socio-technical ecosystem of mobile learning deployment within teacher education, including: apps, devices, multimodal and multi-touch interfaces, and interoperability infrastructures. A key focus of the special issue is to present a comprehensive, critical insight into affordances and impacts of mobile learning within teacher education. Further, papers will provide frameworks and models that can be adopted and adapted into a range of teacher education contexts, to enhance learning and teaching through the appropriation of mobile learning apps, devices and systems.

Recommended Topics
Topics to be discussed in this special issue include (but are not limited to) the following:
·         The design, deployment and evaluation of mobile and portable applications and technologies within pre- or in-service teacher education
·         Implementations of mobile learning in teacher education, informed by extant, relevant conceptual frameworks for educational technology, e.g. technology-mediated mobile learning (Sharples, Taylor & Vavoula, 2010) and TPACK (Koehler & Mishra, 2009)
·         Situated ontological innovations (diSessa & Cobb, 2004) for the use and evaluation of mobile learning applications and devices within the field of teacher professional education
·         Conceptualisation and theorisation of the design and deployment of mobile learning in teacher education: pre-service, early career or longer horizon, teacher continuing professional development
·         Mobile learning to support innovation within subject teaching methodologies and classroom instructional practice
·         The development and use of mobile learning to support and augment teachers' learning and development as reflective practitioners
·         School-wide, 1:1 deployments of mobile learning apps and solutions, with a particular focus on affordances for teachers' professional development
·         Exploratory educational design research in mobile learning within teacher education
·         The use and evaluation of virtualised, Cloud infrastructures to support and augment mobile learning in teacher education
Arnedillo-Sánchez, I. (ed.) (2014). 'Mobile Learning 2014'. International Journal of Mobile and Blended Learning, 6(2), 2-74.
diSessa, A., & Cobb, P. (2004). 'Ontological Innovation and the Role of Theory in Design Experiments', Journal of the Learning Sciences, 13(1), 77-103.
Koehler, M. J., & Mishra, P. (2009). 'What is technological pedagogical content knowledge?', Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). ‘Mobile technologies and learning’, Futurelab Literature Review Series, Report No. 11. Available at: Date last accessed: 10th February 2015.
Ó Grádaigh, S., Ní Ghuidhir, S., & Hall, T. (eds.) (2015). Proceedings of MiTE 2015: The First International Conference on Mobile Learning in Teacher Education, (in press).
Rizza, C. (2011). ICT and Initial Teacher Education: National Policies. Paris: OECD Directorate for Education.
Sharples, M., Taylor, J., & Vavoula, G. (2010). 'A Theory of Learning for the Mobile Age'. In Bachmair, B. (ed.), Medienbildung in neuen Kulturräumen, Germany: Springer.

Submission Procedure
Researchers and practitioners are invited to submit papers for this special theme issue on Mobile Learning in Teacher Education on or before 30th June 2015. All submissions must be original and may not be under review by another publication. INTERESTED AUTHORS SHOULD CONSULT THE JOURNAL’S GUIDELINES FOR MANUSCRIPT SUBMISSIONS at
Be sure to select the International Journal of Mobile and Blended Learning and the special issue on Mobile Leaning in Teacher Education. All submitted papers will be reviewed on a double-blind, peer review basis. Papers must follow APA style for reference citations.

All submissions and inquiries should be directed to the attention of:
Dr Tony Hall, School of Education, National University of Ireland, Galway
Seán Ó Grádaigh, School of Education, National University of Ireland, Galway
Sinéad Ní Ghuidhir, School of Education, National University of Ireland, Galway
Veronica McCauley, School of Education, National University of Ireland, Galway

Special Issue On: Student-Generated Multimedia: A Shift in the Educational Paradigm for the 21st CenturySubmission Due Date 8/15/2015

Guest Editors
Dr Laurel Evelyn Dyson, University of Technology, Sydney, Australia
Dr Hardy Ernst, The University of Queensland, Australia

From the Information Superhighway of the 1990s to Web 2.0 in the 21st Century, there has been a major change from expert-generated content to user-generated content. This paradigm shift has its parallel in education, with students increasingly involved in student-generated multimedia projects in which they produce photos, podcasts, videos, slowmations, screencasts, digital games, etc., as a way of engaging with the curriculum and their peers. Convergence, as exemplified by mobile technologies such as the smartphone and iPad/tablet PC, has been a major enabler of this phenomenon. Student-generated multimedia offer a path to educational reform, moving to a model in which students are at the centre of learning.

This Special Issue aims to explore student-generated multimedia, its benefits for learning and strategies and issues with its implementation. Based on credible evidence, it intends to examine the multifaceted characteristics of student-generated multimedia in which audio-visual elements, the construction of artefacts, group processes, peer learning, and professional and field-based learning contexts all contribute to rich learning and aid in sense-making for the students and their student audience. This Special Issue also aims to contribute to the current discussion about BYOD approaches in education, and the roles different technologies may afford in student-generated multimedia.

Recommended Topics
Topics to be discussed in this special issue include (but are not limited to) the following:
·         Case studies of student-generated multimedia projects and learning activities
·         The impact of student-generated multimedia on achieving rich learning outcomes
·         Issues with implementing student-generated multimedia projects and lessons learnt
·         Student-generated multimedia and its link to peer learning
·         Designing, implementing and evaluating student-generated multimedia initiatives in different educational settings and at different levels of the education system
·         Expert-generated versus student-generated multimedia resources in flipped learning
·         The role of student-generated multimedia in distance education
·         The role of different technologies in student-generated multimedia, e.g., smartphones, iPads/tablet PCs, wearable and embedded technologies
·         BYOD and its role in student-generated multimedia
·         Ethical issues in student-generated multimedia
·         Sustainability and student-generated multimedia
·         Theoretical explorations of student-generated multimedia, including collection and evaluation of credible evidence for a wide range of learning outcomes

Submission Procedure
Researchers and practitioners are invited to submit papers for this special theme issue on Student-Generated Multimedia: A Shift in the Educational Paradigm for the 21st Century on or before 31st August 2015. All submissions must be original and may not be under review by another publication. INTERESTED AUTHORS SHOULD CONSULT THE JOURNAL’S GUIDELINES FOR MANUSCRIPT SUBMISSIONS at All submitted papers will be reviewed on a double-blind, peer review basis. Papers must follow APA style for reference citations.
All manuscripts must be submitted through the E Editorial DiscoveryTM

All submissions and inquiries should be directed to the attention of:
Dr Laurel Evelyn Dyson and Dr Hardy Ernst
Guest Editors
International Journal of Mobile and Blended Learning and


The International Association for Mobile Learning (IAmLearn) is seeking Expressions of Interest to host the mLearn conference in 2016.  mLearn is the leading annual international conference for researchers, policy makers, educators, developers and solutions providers in the fields of mobile, ubiquitous and contextual learning and learning with emerging ambient technologies. It attracts participants from more than 60 countries.

The benefits of hosting an mLearn conference
•      The hosting institution, or consortium, and the lead academic/s will benefit from the prestige attached to organising the premier international conference in an exciting and rapidly growing field.
•      mLearn 2002 was the first international mobile learning conference and the series continues to provide the leading annual event with worldwide reach, attracting key players in the field and delivering high academic quality, whilst also being attractive to education and training practitioners and industry.
•      mLearn is the only conference endorsed by the International Association for Mobile Learning (IAmLearn), a membership association which promotes excellence in research, development and application of mobile and contextual learning.
•      The mLearn conference series has an established relationship with the official journal of IAmLearn, the International Journal of Mobile and Blended Learning (IJMBL). This is the leading journal in mobile learning, indexed in Scopus and PsycINFO and included in the ACM digital library. In line with established practice, organisers can anticipate a peer-reviewed Special Issue coming out of the conference, thus incentivising academic contributions.
•      Income from the conference, after all costs including a contribution to IAmLearn have been covered, is retained by the hosting institution or consortium.
•      mLearn offers unique opportunities for networking with key academic and commercial contacts.

The  responsibilities
Working in cooperation with IAmLearn, the host organisation will take responsibility for the local administration and the academic quality of content.  The host organisation will gain financial benefits from a successful conference and must be prepared to underwrite any financial losses.

Guidelines for Expressions of Interest
Expressions of interest should be submitted to IAmLearn Vice President Professor John Traxler by email at:  by 6th  July 2015; these will be assessed by the IAmLearn Executive Committee.

The Expression of Interest should briefly describe (3 pages maximum) each of the following:
•      The envisaged scope and themes of the conference
•      The rationale for hosting the conference in your country
•      The organisation/s which will be responsible for the conference and their previous experience of organising international academic conferences (consortia should include at least one university)
•      The conference chair and the leading academics to be involved and how academic quality will be ensured
•      The venue and facilities available and the arrangements for publication of papers
•      The envisaged budget, including a break-even analysis
•      The envisaged sponsorships and companies that will be targeted for sponsorships
•      Ideas for extending the reach of the conference, for example any fee-paying on-line access to the conference giving remote presenters presentation and publication opportunities
•      The expected arrangements for conference management and organisation
•      How delegates from around the world will be attracted, including delegates from the developer, practitioner, commercial and policy communities, and details of any identified or potential sponsors or endorsements.
•      The approximate dates on which you wish to host the conference (mLearn usually takes place in a date range between mid-October to mid-November each year)
•      Any additional information of importance

The mLearn 2016 conference will add to the findings, knowledge sharing and community building of all the preceding conferences held in: Birmingham, London, Rome, Cape Town, Banff, Melbourne, Telford, Florida, Malta, Beijing,

Helsinki, Doha, Istanbul and the forthcoming conference in the Mediterranean  (17-24 October 2015) - see for archived websites for some of these conferences.

Interested parties are welcome to contact me by email for informal discussion in advance of submission and those expressing an interest will receive detailed guidance prior to being asked to submit a full proposal.

John Traxler
Vice President, International Association for Mobile Learning

mLearn 2015 Update   

14th World conference on mobile and contextual learning

The mLearn 2015 conference will be held on a cruise ship during October/November2015.  The theme of the conference suits the cruise theme wonderfully, namely: 

"The mobile learning voyage: from small ripples to massive open waters.

The International Association for Mobile Learning (IAmLearn) ( is the custodian of the mLearn conference series.  mLearn is the leading annual international conference for researchers, policy makers, educators, developers and solutions providers in the fields of mobile, ubiquitous and contextual learning, and learning with emerging ambient and wearable technologies, attracting participants from more than 60 countries.

The mLearn 2015 international mobile learning conference will take place from 17 to 24 October 2015, on a cruise ship departing from Venice, Italy.  Pre-conference Workshops will take place on 18 October 2015.  This fourteenth annual conference on mobile and contextual learning is the key research and networking event for researchers, strategists, educators, technologists and industry practitioners from all over the world.  mLearn attracts a large number of participants from more than 60 countries representing all continents, and is, therefore, the world's largest international conference on mLearning and emerging ambient technologies.

The mobile learning voyage: from small ripples to massive open waters

The conference will fulfil the need for stimulating critical debate on and research into theories, approaches, principles, applications and the implementation of mLearning.  It will provide an opportunity for professionals and practitioners to share their knowledge, experience and research in the various areas where mLearning is applied.

The conference programme will make provision for leading, invited keynote speakers, pre-conference workshops, full and short papers, poster presentations, roundtables and debates, special focus sessions, and practical events including technology, product and service demonstrations.  The conference will also host an exhibition area, where the latest trends and a series of vendor presentations and demonstrations will be available.

The objectives for the conference have been defined as follows:
  • To promote the development of mLearning, globally, but especially in developing countries.
  • To stimulate critical debate on and research into theories, approaches, principles and applications of mLearning. 
  • To share local and international developments, experiences and lessons learned.
  • To promote networking and business opportunity development.
  • To encourage the study and implementation of mobile applications in teaching and learning.
  • To stimulate and assist personal professional development and the development of new skills for educators.
  • To provide a forum for education and knowledge transfer.
  • To facilitate dialogue, sharing and networking between diverse cultures with regard to the optimum use of emerging technologies.

Topics of interest are:
·        From pilot projects to mainstream implementation: strategies for the large-scale deployment of mLearning
·        Mobile technology to support open and distance learning (ODL)
·        Mobile technology for teaching and learning support
·        Assessment techniques and practices in mLearning
·        Design and development of learning material for mLearning
·        Learning objects and metadata for mLearning
·        Informal and lifelong learning with the aid of mobile technology
·        Challenges for mLearning in developing countries
·        mLearning as a tool for social change
·        Building and implementing mLearning strategies in educational institutions, companies and public sector organisations
·        mLearning management systems (mLMSs)
·        Creating interactive and collaborative mLearning environments
·        Future trends in mLearning technology, including the impact of emerging technologies
·        Emerging hardware and software for mLearning
·        Location-aware technologies
·        Contextual and situated learning
·        Augmented reality
·        Serious gaming and simulations
·        Ambient intelligence and ubiquitous learning
·        Innovation in learning theory and pedagogy

Who should attend?
This event brings together some of the leading researchers and practitioners in the field of mLearning.  It also appeals to a wide range of audiences who are interested in enhancing learning with designing content and developing systems for mobile devices and wireless networks. 
The list includes:
·        higher education institutions
·        training providers
·        educators and researchers from all sectors
·        industry practitioners
·        commercial companies and vendors
·        mobile device manufacturers and service providers
·        hardware and software developers
·        community and voluntary organisations
·        content developers
·        learning and skills councils
·        education authorities
·        government departments
·        telecom operators
·        publishers
and all others with an interest in mobile and ambient learning.

Some of the benefits of attending the mLearn 2015 conference:
·        mLearn 2015 will provide researchers, academics, industry practitioners and commercial vendors all the benefits of participating in one of the premier international conferences and being exposed to the exciting and rapidly growing field of mobile and contextual learning. 
·        mLearn offers unrivalled opportunities for networking with key academic and commercial contacts.
·        mLearn is the only conference endorsed by the International Association for Mobile Learning (IAmLearn), a membership association which promotes excellence in research, development and application of mobile and contextual learning.
·        The mLearn conference series has an established relationship with the official journal of IAmLearn, the International Journal of Mobile and Blended Learning (IJMBL). This is the leading journal in mobile learning, indexed in Scopus and PsycINFO and included in the ACM digital library.

Abstract submission information:
Submissions may be made in the following participation/presentation categories:
Full papers, poster presentations, panels/roundtables, technical showcases, product/service presentations and pre-conference workshops.

For further details regarding the presentation categories, submission guidelines and more informationplease visit the mLearn 2015 conference website at:

To submit an abstract please go to:

Important dates:
·        Closing date for the submission of abstracts  –  17 April 2015.
·        Last date for early-bird registration –  1 July 2015
·        Notification of acceptance  –  9 May 2015
·        Full paper submission – 1 August 2015
·        Full paper and/or slide show for Technology Showcases – 1 September 2015

Information with regards to registration categories and registration fees for the mLearn 2015 conference is available online at:

Conference proceedings:
The Conference Proceedings will be published by Springer.  An edited peer-reviewed post-conference publication, that will include a selection of the most relevant and influential papers, will be published.

Royal Caribbean Cruise Ship: Splendour of the Seas
Departure (return): Venice, Italy

Steering Committee:
Prof Herman van der Merwe (Conference Chair), mobile +27835550052
Prof Tom Brown (Programme Chair), mobile +27828824669
Dr Johan Freysen (Operations Chair), mobile +27828055330
IAmLearn Executive Committee
Programme Committee:
Prof Tom Brown (South Africa)
Prof Herman van der Merwe (South Africa)
Dr Johan Freysen (South Africa)
Prof Marcus Specht (Netherlands)
Prof Mike Sharples (UK)
Prof Mohamed Ally (Canada)
Prof John Traxler (UK)
Prof Agnes Kukulska-Hulme (UK)

An International Review Panel and Scientific Committee will assist the Programme Committee with the double, blind, peer review process and selection of abstracts.

If you have any further questions, please contact the Conference Secretariat at:
Tel: +27169103497, E-mail:
or visit the conference’s newly launched website

Sea’ you on the cruise!

Moving Forward

As our journey into 2015 continues, we send warm thanks and appreciation to all of our members who contribute to our worldwide community. Please encourage fellow colleagues and business associates to explore our resources at

Our commitment to  IAmlearn members worldwide includes building and in turn extending our expertise to learning communities worldwide.  Please let us know how we can continue to improve and enrich this resource.  

We would like to invite you to contribute your ideas, articles, resources, and other submissions you wish to share through future issues of the IAmLearn newsletter. Email your submissions to Agnieszka Palalas ( and copy Nicole Berezin ( and Dr. Birgit Schmitz (  Thank you.

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