The Potential of Blackboard Mobile Learn
Although mobile learn has its limitations, and suffers from the hype and buzz-word exhaustion that surrounds a lot of tools introduced into the higher learning environment, its strengths support types of learning not typically associated with learning technologies: that envisioned by constructivist and socio-cognitive models.
With a constant connection to the electronic classroom provided by the blackboard system, both students and instructors can take advantage of opportunities to connect their learning to activities and environments that are cooperative, socio-cultural, and that provide insight into the potential context-dependence of the content that they learn through the reading and lecture portions of a course, consider:
These students will be connected to a community of learning and a community of practice simultaneously. In fact, if we get it somewhat right, there will be no such distinction. Direct connections between the classroom and service, activity-based, and other authentic learning environments can create significant opportunities for students to grasp the nuances of the environments in which they seek careers. With almost everyone walking around with the power of a desktop in their pocket, it might well be time to detach, unplug, and drop in on the world of learning at the practical, people-centered level. Won't it will feel pretty good to be around (if only virtually) when the student "gets it" and is excited enough to communicate that to you and her or his classmates?
Masrom, M. & Ismail, Z. (2010). Benefits and barriers to the use of mobile learning in education: Review of the literature. In Guy, Retta, (Ed.). Mobile Learning: Pilot Projects and Initiatives. Santa Rosa, CA: Information Science Press.
Qinyang, Gui (2003). M-Learning: A new development towards more flexible and learner-centered learning. Teaching English with Technology, 3 (2).