Mobile learning or m-learning has been defined differently in different studies, which indicates that m-learning is still in an evolving phase (Peng et al., 2009). M-learning has been defined as "e-learning using mobile devices and wireless transmission" (Hoppe et al., 2003; Chang et al., 2003). Two important aspects of m-learning are its ubiquity and mobility. Ubiquitous computing is access to computing technologies whenever and wherever they are needed and mobility can be defined as learning on the go (Peng et al., 2009). While e-learning is mostly dependent upon desktop personal computing (PC) technology, m-learning is dependent upon mobile devices (Orr, 2010).

Mobile medical devices and apps are popping up all over. Doctors are incorporating them into their practices to be more effective and efficient. Patients are using them to monitor specific aspects of their health, fill in gaps in their medical care, and take more responsibility for their well-being. Both doctors and patients are finding that mobile devices and apps can provide a fast and efficient way to stay in touch and exchange information. The mobile health technology market-including devices, applications, and services-is expected to exceed $8 billion by 2018, according to research company GlobalData. That's up from $500 million in 2010, a 44% compound annual growth rate. The rapid growth is being fueled by the increasing availability of a variety of healthcare applications. This growth offers opportunities for developers, clinicians and patients alike. But along with those opportunities come several obstacles to contend with. Depending on the type of app, developers will have to jump through all sorts of hoops to get FDA approval. Similarly clinicians sometimes face resistance from IT managers when they want to bring their own devices into the enterprise setting. And patients are faced with a long list of mobile apps, some of which offer more hype than help.

This book provides a comprehensive basis for you to take advantage of mobile learning. It approaches mobile learning from a fundamental perspective, helping you understand and appreciate the rich opportunities that mLearning presents. The book briefly reviews the history of learning from a broad perspective and then goes on to survey the breadth of devices available in today's market, equipping you with appropriate ways to think about and pursue mobile learning. mLearning requires some new perspectives, and a variety of ways to think differently about the opportunities are presented to help shake up your thinking in productive ways. The book addresses the process of designing, delivering, and deploying mobile solutions, along with organizational pragmatics, to guide you through your mobile projects. Finally, discussions of strategic implications and a review of coming directions keep you prepared for the future. Examples help ground the concepts throughout the book.

In recent years universities have made significant investments in corporate technology systems to support various aspects of students’ studies and learning. These include gateways and learning management systems, all of which work on the assumption of attracting or “pulling” students into the online environment of the university. On the other hand, students come increasingly equipped with mobile devices, most notably mobile phones, which allow quick and easy communication and information sharing. These devices are an emerging phenomenon of significance for online teaching and learning as they represent opportunities for technology solutions where students can be primed and supported in novel ways in their university education. The challenge is one of achieving a balanced and sustainable use of corporate systems designed to “pull” students into the learning environment, and mobile technology solutions which can push information out to students, so that each adds value to and complements the other. This paper examines how this balance might be achieved in the context of work being undertaken in one University with major commitments to e-learning.

Using mobile technologies to enhance learning in higher education

Universities are being swamped by waves of emergent technologies and the emergence of iPads is the latest ‗state-of-the-art' mobile device to receive attention. While a number of iPad trials and initiatives have been conducted within the confines of classrooms, for example, Bond University, University of Melbourne and Adelaide University (Brand & Kinash, 2010; Jennings et al 2010; Cross, 2010); far fewer have been conducted in the field, see Duke University's use of iPad as a field research tool (Winograd, 2010). This study reports a faculty's trial to explore how far iPads could be integrated into a field setting for training of paramedic students in Wilderness Medicine. As it turned out, the remote setting for the exercise presented a number of challenges for the coordinators. Questions that needed to be considered included how ―mobile‖ is the iPad?, How can it be used to support and enhance students' learning in the field?, How far could the iPad be extended where Internet connectivity is intermittent? The iPad trial highlighted a lack of a ―common language‖ within the faculty as a basis to collaborate and design learning activities. It provided impetus for an ongoing series of conversations amongst the coordinators and others in the Faculty about design approaches and the need for a pedagogical framework to integrate technologies that support teaching and learning activities.

Modern smart mobile devices offer media-rich and context-aware features that are highly useful for electronic-health (e-health) applications. It is therefore not surprising that these devices have gained acceptance as target devices for e-health applications, turning them into m-health (mobile-health) apps. In particular, many e-health application developers have chosen Apple's iOS mobile devices such as iPad, iPhone, or iPod Touch as the target device to provide more convenient and richer user experience, as evidenced by the rapidly increasing number of m-health apps in Apple's App Store. In this paper, the top two hundred of such apps from the App Store were examined from a developer's perspective to provide a focused overview of the status and trends of iOS m-health apps and an analysis of related technology, architecture, and user interface design issues. The top 200 apps were classified into different groups according to their purposes, functions, and user satisfaction. It was shown that although the biggest group of apps was medical information reference apps that were delivered from or related to medical articles, websites, or journals, mobile users disproportionally favored tracking tools. It was clear that m-health apps still had plenty of room to grow to take full advantage of unique mobile platform features and truly fulfill their potential. In particular, introduction of two- or three-dimensional visualization and context-awareness could further enhance m-health app's usability and utility. This paper aims to serve as a reference point and guide for developers and practitioners interested in using iOS as a platform for m-health applications, particular from the technical point of view.

Wireless data communications in form of Short Message Service (SMS) and Wireless Access Protocols (WAP) browsers have gained global popularity, yet, not much has been done to extend the usage of these devices in electronic learning (e-learning). This project explores the extension of e-learning into wireless/handheld (W/H) computing devices with the help of a mobile learning (m-learning) framework. This framework provides the requirements to develop m-learning applications that can be used to complement classroom or distance learning. A prototype application was developed to link W/H devices to three course websites. The m-learning applications were pilot-tested for two semesters with a total of 63 students from undergraduate and graduate courses at our university. The students used the m-learning environment with a variety of W/H devices and reported their experiences through a survey and interviews at the end of the semester. The results from this exploratory study provide a better understanding on the role of mobile technology in higher education.