The unprecedented evolution of these devices continues to generate great interest. They are increasingly capable tools for learning that schools often do not have to buy or maintain: virtually 100% of university students worldwide come equipped with mobiles

This application, designed for the iPhone and iPod Touch, is used to explore the 1610 English Canadian settlement at what is now Cupids, Canada. The application includes an interactive map, details about the settlement of the area, and historical information in a variety of media. Visitors to Cupids using the application can use the map to explore real-world locations of the original settlemen

Easy mobile access also means that the full range of networked information and applications accompany us wherever we go. The Internet is no longer something that is piped into homes and offices via a cable anchored to the wall; it is a pervasive, ever-present entity, accessible from anywhere there is a cell signal

The differences between mLearning and eLearning may suggest that one learning style is better than the other. They are both appropriate in the right situation.

But a walking tour of Chicago that uses the GPS feature of your phone to point out and explain important landmarks based on your current location is much more engaging than learning about them at home sitting at your desk.

M-learning focuses on the mobility of the learner, interacting with portable technologies, and learning that reflects a focus on how society and its institutions can accommodate and support an increasingly mobile population.

No demographic boundary

The use of personal technology to support informal or lifelong learning, such as using handheld dictionaries and other devices for language learning.

More dependable than a search engine’s algorithm, the content you’ll find in a well-managed curation site may build on a topic or ensure that articles relate to each other.

The flipped learning model, which started in the classroom, transposes homework with classwork. In the world of education, this means students get the presentation portion of a class as homework through videos, screencasts and podcasts. Then during class, there is time for interaction, discussion, projects and individualized instruction. The model is based on the idea that learner interaction and enrichment in the classroom are more effective than passively watching a teacher present or lecture.

Kapp notes that although gamification has the power to engage both young and old, a game structure can’t be artificially placed on content as a ruse for interaction