Learning
with
Mobility
An Ohio University Professor Uses Web 2.0
and M-Learning to Introduce Students to
Industrial Hygiene
BY BROOKE MORRIS AND ED RUTKOWSKI
As the use of personal technical devices increases, many profes- sionals are finding new ways to use these tools in the workplace. Although the majority of the
working population uses gadgets
such as SMS (short message
service) phones and PDAs to
stay connected with colleagues
and access documents when
they’re away from the office,
many have discovered ways that
these devices can enhance their
jobs.
Technological developments have led
to ever-faster, more fully featured PDAs,
and sparked something of a renaissance
in mobile learning. Similar to e-learning
or distance education, m-learning uses
electronic devices to facilitate learning
outside of a confined, physical location.
Students access course content in a vari-
ety of media without ever entering a
classroom—in a sense, they can carry the
classroom in their pocket. It’s easy to
understand why the convenience and ac-
cessibility of m-learning appeals to stu-
dents. Educators, too, enjoy those bene-
fits, and appreciate the opportunities for
collaboration and immediate feedback
that m-learning provides.
The First Experiment
When Apple introduced a new genera-
tion of the iPod in 2006, Ryan immedi-
ately recognized its potential as an
m-learning tool. Impressed with its video
capabilities, he submitted a proposal to
teach a class with the device at the Uni-
versity. By the time his grant money
came through, the iPod Touch, which
provided wireless access to the Internet
(WiFi), was on the market.
