Mobile learning inspires the hard-to-reach

Citation

(2005), "Mobile learning inspires the hard-to-reach", Education + Training, Vol. 47 No. 8/9. https://doi.org/10.1108/et.2005.00447hab.003

Mobile learning inspires the hard-to-reach

A new approach to learning through mobile technologies, such as “smart” phones, may offer some answers to the problem of how to motivate the large number of young adults who are not in employment, education or training (known as NEETs). Trials of games, learning materials and learning tools, designed to be used on a range of portable devices such as mobile phones, have demonstrated their potential for turning reluctant learners into enthusiasts, building self-confidence among young people with low self-esteem, helping to improve reading, spelling and maths, and even helping them to swot up on the Highway Code.

Key findings from these trials are published by the Learning and Skills Development Agency (LSDA) in a report, Mobile Technologies and Learning. The report presents ideas on how mobile technologies can be useful learning aids, particularly with young people who have not succeeded through traditional education. The report contains the findings of a three-year pan-European research and development project, called m-learning, that set out to investigate whether mobile technologies can engage hard-to-reach young people in learning, and help those with literacy and numeracy difficulties. The project ended with the largest trials of mobile learning materials and systems conducted to date, involving nearly 250 young people (aged 16-24) in the UK, Italy and Sweden. Most were unemployed, many had dropped out of education (or were considered to be at risk of doing so) and some were homeless or travellers.

Almost all the young people in the trials were enthusiastic about mobile learning and nearly two-thirds said they were likely to take part in further learning in the future. The majority were most interested in using a laptop, PC or mobile device.

The survey showed that mobile learning can help young people to improve their literacy and numeracy skills and to recognise their existing abilities. About four out of five felt that the mobile games could help them to improve their reading, spelling or maths. Mentors reported perceived improvements in these areas, particularly among those young people initially described as being less able or with very limited ability.

Mobile learning can also help to remove some of the formality from the learning experience and engage reluctant learners. Collaborative mobile learning tools were popular, but some young people appreciated the opportunity offered by mobile devices to learn independently and privately in their own time. In addition, mobile learning could help to combat resistance to technology and bridge the gap between mobile-phone literacy and ICT literacy, and help young people to remain more focused for longer periods.

Jill Attewell, programme manager for the m-learning project, LSDA, said: “There are many different ways of learning. The traditional classroom situation does not suit everyone. What we set out to discover was whether we could use young people’s interest in, and enthusiasm for, mobile technologies to engage them in learning. The findings were very positive. It is clear that mobile phones have enormous potential as learning tools – and we now have pocket-size computers with the ability to deliver learning and provide access to online systems and services that are very sophisticated. Although the aim was to find out whether this mode of learning worked with the disengaged, it clearly has huge potential for others as well.”

Meanwhile, the LSDA has produced a guide to help to recruit more adults from under-represented groups into education. Called Breaking Down the Barriers, it is aimed primarily at tutors, managers and other professional staff working for colleges, adult education organisations, voluntary associations, local authorities and in learning centres.

The guide has been produced by LSDA in partnership with the National Institute of Adult Continuing Education (NIACE) as a booklet and CD-Rom. It contains 25 case studies showing the strategies that different organisations have used to motivate and inspire groups ranging from ethnic minorities to ex-offenders. Although focused on adults, the advice can equally be applied to attracting young people who are marginalized from education. For example, a voluntary organisation named the Multi-Agency Resource Centre, in Bromsgrove, West Midlands, runs a project for mothers aged 16-24 that uses “learning buddies” (former participants, also parents with young children). The project focuses on emotional development, life skills, parenting skills, communication and confidence building. The majority have progressed successfully to other courses, training, employment or voluntary work.

Andrew Thomson, LSDA chief executive, said: “This guide will be a great help to anyone trying to break down the barriers to widening participation in lifelong learning. It is user-friendly, and a great example of how to identify and transfer good practice with real hope of impact. The examples all show what can be achieved with models that other organisations can adopt.”

Sue Meyer, director of policy at NIACE, said: “This guide is full of practical advice about how to make things work, derived from actual practice. Anyone trying to attract and retain new learners – especially those who come from “hard to reach” groups – will want to use it.”

Breaking Down the Barriers: Success in Widening Participation: A Toolkit Approach, by Jan Champney, Margaret Davey and Sandra Lawrence, is available from: Information Services, LSDA, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS. Tel: 0207 297 9123; E-mail: enquiries@LSDA.org.uk