1 GENERATION-M: MOVING TOWARDS A SPONTANEOUS, INNOVATIVE AND INTEGRATED M-LEARNING ENVIRONMENT Aletia Trakakis, Monaliz Amirkhanpour ABSTRACT With the rapid evolution and improvements taking place in the world of education from traditional classroom-based learning to incorporating Internet and Communication Technology (ICT) elements, and then the emergence of online learning or more specifically E-Learning to what is today known as Mobile Learning (M-Learning), it seems that today’s learning styles and learning approaches are getting more intertwined with technology advancements in education. This conversion from E-Learning to M-Learning has been marked by many authors as a revolution. (Laouris et al., 2005, Nyíri, 2002, 2005, Mostakhdemin- Hosseini et al., 2005, Georgiev et al., 2004, inter alia). These include the transformation from multimedia to learning object and interactive to spontaneous. The effectiveness of mobile learning programs will require “new digital communication skills, new pedagogies, and new practices” as stated by Wagner (2005, p. 52). According to Woodill (2011), an innovative mobile Learning Management System (LMS) needs to be fully integrated via cloud computing and location-aware technologies. Furthermore, Kadle (2010) indicates certain principles should be taken into consideration when designing a mobile learning solution including the technical nature of mobile devices and their limitations, low information density, and social-enabled applications. This paper will aim at providing a guideline for the development of mobile Intelligent Tutoring Systems (ITS) taking into consideration the existing learner behaviours of generation-M, institutional directions, technological developments, and realistic visualisations for developing seamlessly-embedded mobile learning. This complex information system needs to be aimed at spontaneous, innovative and integrated M-Learning environments, rather than asynchronous or synchronous learning as that of E-Learning. It will also in par give factors that need to be considered by educators and instructional designers including context, mobility, learning over time, informality, and ownership. KEYWORDS Generation-M, M-Learning, ITS, Mobile Platform, Mobile LMS, Innovative Educational Framework INTRODUCTION Throughout the past decade, different authors have defined M-Learning. Quinn (2000) defined it as simply learning that takes place with the help of mobile devices. This definition was rejected by Polsani (2003), who referred to M- Learning as N-Learning, or a form of education whose site of production, circulation, and consumption is the network. Georgiev et al. (2004, p. 2) refer to M-Learning as “the ability to learn everywhere with the support of mobile devices without permanent physical connection to cable networks.”