Abstract
Despite the proliferation of mobile devices and mobile activity—not only in the general population but also in the teaching and learning community, right down to the classroom level—mobile technologies and pedagogies remain an emerging area in higher education. A measurement strategy should accompany our experimental and pilot programs in this area, but measuring the ability of mobile teaching and learning initiatives to support such amorphous things as student learning, student engagement, and additional time on task can be challenging. This paper presents a set of frameworks to begin identifying and deconstructing the components we might measure in mobile learning initiatives. The focus is on the desired mobile learning experience itself. A well-developed framework and effective measurement strategy are important considerations, whether you are embarking on a mobile learning project for the first time or are in your third or fourth phase of the project.
http://net.educause.edu/ir/library/PDF/ELIB1204.pdf