Mobile Learning: A Review of Implementations Angela van Barneveld Concordia University Canada evang_va@education.concordia.ca Steven Shaw Concordia University Canada shaw@education.concordia.ca Abstract: Mobile learning is ‘au courant’, a term applied to almost anything that has no wire and fits in to a pocket. It is a term applied to devices designed for communication, rather than pure learning, yet the claim is learning. Studies that attempt to measure impact on learning have returned mixed results. Ultimately, the current research reflects that mobile learning remains a vision moreso than a reality at this point in time. Introduction The ubiquity of mobile devices is undeniable and evident everywhere one turns – cell phones, PDAs, Blackberries, Redberries, Tablet PCs, Pocket PCs, iPods. These are information and communication devices, designed for that purpose – always wireless, sometimes connected. The plethora of devices cannot help but entice any tuned-in learning professional to jump into the foray to explore and investigate possible applications to learning. We develop a ream of catchy acronyms to establish presence – JILL (just-in-location-learning), LBL (location- based-learning), LOD (learning-on-demand), JIT (just-in-time), and a personal favorite, WINWINI (what-I-want- when-I-want-it). Learning is anytime, anywhere. There appears to be a lot of learning going on; specifically, mobile learning. The purpose of this paper is to present a review of case study research that focuses on the implementation of mobile technologies for the purposes of learning. Specifically, this review sought out case studies that measured, or attempted to measure, learning impacts and outcomes. Several studies were found to focus on perception of usefulness, and/or perception of impact on learning, without attempting any actual measurements of learning. This paper starts with a review of the definitions of mobile learning, merely to set a baseline general frame of reference for the term, mobile learning. Implementations of mobile learning in different areas are presented and include language learning, industry, medical/clinical practice, and education. The summary addresses the current state of mobile learning, as discussed in the various areas, and provides final thoughts on perspectives and direction. Definitions of mobile learning (mLearning) The ubiquity of mobile technologies has challenged researchers to investigate the uses of these devices for learning, and finding a single consensual definition of mobile learning remains one of those challenges. Some definitions focus on the technology, while others focus on the mobility, and yet others focus on learning and performance. Milrad (in Attewell & Savill-Smith 2004) defines mobile learning as eLearning using mobile devices and wireless transmission, where eLearning is defined as learning supported by digital electronic tools and media. Desmond Keegan (2002), who indicates that the focus should be on mobility, defines mobile learning as “the provision of education and training on PDAs/palmtops/handhelds, smart phones and mobile phones.” O’Malley et al. (2003) define mobile learning as “any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.”