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This edited collection sets out the issues and requirements for mobile learning research, and presents recent efforts to specify appropriate theoretical frameworks, methods and tools. Through their accounts of projects, leading researchers present their experiences and approaches to key aspects of mobile learning research such as data capture and analysis, and offer structured guidance and suggestions on adopting and extending these approaches. (http://www.peterlang.com/Index.cfm?vLang=E&vSiteID=170&vSiteName=BookDetail%2Ecfm&VID=11832)

Public deliverable from the MOBILearn project (D.4.1); Mobile learning is an emergent paradigm in a state of intense development fuelled by the confluence of three technological streams, ambient computing power, ambient communication and development of intelligent user interfaces (Sharples et al., 2002). A consequence of this rapid development is that the pedagogy of mobile learning has yet to become clearly established. The purpose of this report is: 1.To attempt to define mobile learning in terms of a flexible model that will enable developers, tutors and learners to identify learning practices and effective pedagogies incorporated in a particular ‘learning space’. 2.To identify key elements that are unique to mobile learning, and provide initial check list indicating pedagogically useful learning activities that can be supported by the technologies. 3.To look at the current literature on the pedagogy of mobile learning and thereby assist designers in developing a user-centred approach that is driven by ‘learner pull’ rather than ‘technological push’ and to provide sign posts for tutoring, teaching and learning with mobile devices. In addition literature from other paradigms, such as e-learning and online communities, is included where the results are thought likely to contribute to the mobile pedagogical paradigm. 4.To begin compiling a database of guidelines which capture this expertise. (http://www.mobilearn.org/)