Another evolutionary step from 2006 was Futurelab’s Savannah project, which was the first mobile learning application that overlaid imaginary (rather than informational) virtual content onto real world contexts (Facer et al. 2004). 2007 saw the beginning of the large scale MoLeNET
(Mobile Learning Network) Project in the UK, which claimed to be the world’s largest and most diverse implementation of mobile learning to date, including 50,000 learners and 4,000 staff. The increasing maturity of mobile learning as a research field began to lead to more formal outlets for publication and collaboration. The first issue of the International Journal of Mobile Learning and Organization, the first journal to include mobile learning in its title, was published in 2007. This was followed in 2009 by the first issue of the International Journal of Mobile and Blended Learning. The International Association for Mobile Learning (IAMLearn) was established in 2007, while in 2009 the first free mobile learning books were published on line (Ally, 2009; Herrington et al., 2009.) Meanwhile, technology development continued apace. In 2008 the first mobile learning apps began to appear in the App stores for both Apple and Android devices, enabling mobile learning apps to be distributed for both platforms.
Another significant first took place in 2011, with the first UNESCO Symposium on Mobile Learning, acknowledging that mobile learning was by now of global interest, and a potentially important tool for educational delivery in developing nations. The following year, with increasing interest in the potential of massive open online courses (MOOCs), the first MOOC on mobile learning (MobiMOOC) was delivered. Around the same time, a sea-change began to occur in the way that mobile learning was deployed in schools and higher education institutions, with the increasing uptake of bring your own device (BYOD) policies (Norris & Soloway, 2011.) This change suddenly brought mobile learning into the mainstream, forcing mobile learning researchers to adapt to the new world of research challenges and opportunities brought by mass adoption of mobile learning. It is notable that the timeline reveals three distinct phases in mobile learning evolution. Initially, innovation is driven by individual researchers or small groups, perhaps supported by technology vendors such as Palm and Apple, exploring new concepts in teaching and learning by being early adopters of new technology. Later, we see a series of large scale projects, sponsored not by commercial enterprises but by quasi-governmental organisations such as the European Union. More recently, we see new channels of dissemination and collaboration; journals, conferences, MOOCs etc. Underlying these developments we see the evolution of mobile technology from early portable devices, through PDAs, to contemporary touch screen smart devices, owned by learners. Given this context, it may be useful to the researcher to consider what the next phase of mobile learning research might be, and how the research community might contribute to future developments.
Concepts ‘bubbled up’ through the process of interactively developing the mind map, so were not starting points in our analysis, rather they were the final result of generalizing concepts from the specific to the generic. In the remainder of this article we have attempted to summarize the key concerns of each area, presenting the relevant sub tree of the mind map, with some indicative examples where appropriate. For example under ‘Content’, one of our sub concepts is ‘Subject Specific (content)’. Within this branch of the mind map we include a number of popular subjects that have been addressed by mobile learning, but this is by no means an exhaustive list. Similarly under the ‘Learning’ concept, in the ‘Specific Context’ sub concept, we include some popular contexts for mobile learning. Again, these are only intended to be indicative. A similar philosophy applies to most of the branches of the mind map.
2.1.2 ONLINE LEARNING TODAY
With the introduction of the computer and internet in the late 20th century, Mobile learning tools and delivery methods expanded. The first MAC in the 1980’s enabled individuals to have computers in their homes, making it easier for them to learn about particular subjects and develop certain skills. Then, in the following decade, virtual learning environments began to truly thrive, with people gaining access to a wealth of online information and m- learning opportunities (Gogos, 2008).
In the 2000’s business began using m-learning to train their employees. New and experienced workers alike now had the opportunity to improve their industry knowledge base and expand their skills. At home individuals were granted access to programmes that offered them ability to earn online degrees and enrich their lives through expanded knowledge. Today, m-learning is more popular than ever, with countless individuals realizing the benefits that online learning can offer (Gogod, 2008).
