Abstract
This paper explores the state of play of mlearning in education. Mlearning bridges pedagogically designed learning contexts, enables learner generated contexts, and content, while providing personalization and ubiquitous social connectedness. The researcher makes a case for the impact of mlearning to act as a catalyst for transforming pedagogy informed by the implementation of over 30 mlearning projects, and reflects upon example implementations of mlearning within a variety of contexts.
Keywords
Mlearning, mobile web 2.0, student-generated content, student-generated contexts.