3.

A Guide to working with

M-learning Standards

A manual for Teachers, Trainers and Developers

11 April 2007
Version 1.0
By Margaret O’Connell and John Smith

flexiblelearning.net.au
Version information

Version Date Comments

1.0 2007-04-11

This document was produced in consultation with:

Vivienne Blanksby
Ros Howell
Ian Kenny
Leonard Low
Owen O’Neill
Marcus Ragus
Sue Water

The views expressed herein do not necessarily represent the views of the Commonwealth of Australia.

© Commonwealth of Australia 2007

This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be

reproduced without prior written permission. However, permission is given to trainers and teachers to make

copies by photocopying or other duplicating processes for use within their own training organisation or in a

workplace where the training is being conducted. This permission does not extend to the making of copies for

use outside the immediate training environment for which they are made, nor the making of copies for hire or

resale to third parties. Requests and inquiries concerning other reproduction and rights should be directed in the

2
first instance to the Director, ICT Policy Section, Department of Education, Science and Training, GPO Box 9880,

Canberra, ACT, 2601.

Contents

3
How do I use this guide?........................................................................................................................ 4

What is m-learning?............................................................................................................................... 4

m-learning = digital mobile learning.................................................................................................... 4

Good m-learning................................................................................................................................. 5

What are m-learning standards?............................................................................................................ 5

What sorts of activities are possible with m-learning?........................................................................6

Learners can tell it's good m-learning................................................................................................. 9

Teachers can tell it's good m-learning................................................................................................ 9

Developers can tell it's good m-learning............................................................................................. 9

How do I use m-learning standards in practice?..................................................................................10

Creating audio resources.................................................................................................................. 10

Creating video resources.................................................................................................................. 12

Web content and communication..................................................................................................... 15

Portable documents.......................................................................................................................... 16

Activities and interactive content...................................................................................................... 17

Cross-platform activities and content................................................................................................ 18

Using networked, wireless and proximal devices for learning...........................................................20

Useful tools for m-learning................................................................................................................... 22

Tools for online publishing................................................................................................................ 22

Tools for creating resources............................................................................................................. 22

Tools for converting and formatting.................................................................................................. 22

Useful m-learning guides and case studies.......................................................................................... 23

Glossary of terms and abbreviations.................................................................................................... 23

Further reading..................................................................................................................................... 25

Appendix A – Typical generic specifications for mobile devices...........................................................26

1. Mobile phones........................................................................................................................... 26

2. Personal Digital Assistants (PDAs)...........................................................................................28

3. Personal digital media players*................................................................................................. 30

4. Personal digital multimedia players*......................................................................................... 30

5. Portable gaming consoles......................................................................................................... 31

6. Ultra-Mobile Personal Computers (UMPCs).............................................................................31

7. Glossary of specification terms and abbreviations....................................................................32

4
How do I use this guide?

This Guide is a companion document to the the Australian Vocational Education and
Training (VET) system’s M-learning Standards report (m-Standards) illustrating the way
mobile learning standards can be used in teaching and learning in the Australian VET
system.
The Guide aims to provide a bridge between the technical requirements of mobile tech-
nologies and the teaching and learning strategies teachers, resource developers and
learners may wish to employ.
The m-Standards cover topics such as display resolutions, storage, memory and
processor capacities of digital mobile devices, and outline what could be considered
default specifications for hardware and software for mobile devices and supporting
technologies. The expected audience for the report is educational technologists, resource
developers and technicians.
Consulting the W3C recommendations in conjunction with the m-Standards, will provide
an understanding of the broader frame in which the m-Standards fit (see
http://www.w3c.org). In particular, it is recommended you review the W3C Mobile Best
Practices 1.0 (November 2006, see http://www.w3.org/TR/mobile-bp/).
It is also recommended that you review the ‘content formats’ table on the Australian
Flexible Learning Framework’s e-standards website at:
http://e-standards.flexiblelearning.net.au/topics/formats.htm.
This guide to the M-learning Standards aims to help a wide range of people working in
many different contexts. The extent to which you choose to implement the recommended
standards will be dependent on your situation, the needs, and abilities of people you are
working with as well as the opportunities and limitations presented by the equipment and
infrastructure available.
The Guide provides:
 an introduction to mobile devices and m-learning including a table outlining the
capabilities, pros and cons of various devices,
 an introduction to various formats used in m-learning (e.g. audio, video, etc)
including discussion of existing practices and how the format can be used in an m-
learning context to enhance or alter practice, and
 at least one case study illustrating the format and mobile device(s) in a specific
learning or teaching setting.

What is m-learning?

m-learning = digital mobile learning

Many learning activities could be categorised as “mobile learning”. Well-established
resources such as books, audio cassettes and the like have provided opportunities for
people to engage in learning activities in all manner of places for many years. However,
while “mobile learning” could encompass all kinds of activities where learning happens out
of a formal classroom situation, the terms “mobile learning” or “m-learning” are used here
Australian Flexible Learning Framework
 M-learning standards guide

to refer specifically to learning that is facilitated and enhanced by the use of digital mobile
devices that can be carried and used anywhere and anytime. Such devices include:
 Mobile Phones
 PDAs (Personal Digital Assistants)
 Personal Digital Media Players (e.g. iPods, MP3 players)
 Smart Phones.
Whilst Laptop computers, tablet PCs and Ultra-Mobile PCs (UMPCs) can also be used to
facilitate mobile learning, the m-learning Standards currently focus on the suite of devices
that are typically identified by their small screen, lack of standard keyboard and pocket-
sized nature.

Good m-learning
Good m-learning uses good teaching and learning practices and makes the most of being
mobile. It is the learner who is mobile rather than the device (Sharples, Taylor & Vavoula,
2005) and this key principle should inform all other m-learning principles.
Good m-learning makes the most of being on location, providing immediate access, being
connected, and acknowledges learning that occurs beyond (and in conjunction with)
formal learning settings, in places such as the workplace, home, and outdoors.
There are a number of other sources of information on m-learning to support you when
you are ready to try an m-learning approach in your own courses. Many of these highlight
the benefits of m-learning and discuss aspects of m-learning pedagogy and practice in
more depth than this document. Some further reading and case studies can be located at
the end of this Guide.

What are m-learning standards?

The Framework’s m-Standards seek to help the decision-making process easier for
teachers and developers by providing information addressing the nature of mobile devices
and the baseline standards that optimise their use.

The e-Learning Consortium at the Masie Centre NY outlined six “abilities” that define
Standards in e-learning. These are:
 interoperability (ability of two or more systems to share information),
 reusability (ability to reuse or modify existing systems, data or code),
 manageability (ability to monitor and maintain systems, data or code),
 accessibility (ability of many users to access a system and its data or code),
 durability (ability of a system to endure over time),
 scalability (ability of a system to handle growing amounts of information and work),
and
 affordability (ability of systems and data to remain in financial reach of users)
(2003, pp.10-11).

The following basic principles can help to guide decision-making in applying m-learning
standards.

Australian Flexible Learning Framework 6

 M-learning standards guide

 Ensure resources are compatible with baseline (“default”) delivery contexts, and
minimise demands on memory, processor, and presentation
 Exploit the capabilities of specific devices to maximise quality and usability, either
through adaptable content or delivery modes, or by providing alternative formats
for resources optimised for a range of devices
 Remember that the speed at which mobile devices can access networked data
wirelessly is well below the speeds via a network (e.g. broadband or LAN), with the
cost of data rates still very high. Content prepared for wireless delivery needs to be
much leaner than content prepared for local networks for example, especially in
terms of loading and playback. Some loss in quality is to be expected.
The m-Standards are organized into the following topics:
Client Platforms Mobile Content Development
 Delivery Platforms  Accessibility
 Removable Storage Memory Formats  Content Packaging
 Metadata
Mobile Content Delivery Mobile Content Support
 Mobile Web Services  Mobile Audio
 Wireless Data Connectivity  Mobile Video
 Proximal Learning Technologies  Mobile Web
 Still Images
 Document Publication
 Interactive Media

Reflecting the ideals of the e-Learning Consortium’s 6 ‘abilities’, the m-standards are
concerned with facilitating optimal compatibility and ‘fit-for-purpose’ capability.
This Guide for teachers and resources developers provides an overview of the application
of the m-learning Standards.
Henry Lichstein (2002) claimed that standards follow practice, not lead it. So, you are
encouraged to use the m-learning standards and this Guide to assist you in decision
making around m-learning but don’t let them constrain you in experimenting and trialling
new ideas and strategies in teaching with technology. Your new practices may well inform
the standards of the future.
A Glossary of technical terms and abbreviations and a list of useful tools, guides and
case studies are located at the end of the Guide.

What sorts of activities are possible with m-learning?

The following table outlines the basic capabilities of mobile device types and provides a
brief commentary on the pros and cons of the features they offer. The comments are
made in the context of the appropriateness to specific learning activities and teaching
strategies that the devices may support.
To use the table, consider the teaching and learning strategies you will use and what you
expect m-learning to contribute. In the Capability column, find the function required for the
m-learning activities you are planning and then weigh the pros and con of the various
devices that offer those capabilities.

Australian Flexible Learning Framework 7

 M-learning standards guide

A description of typical specifications for each device type listed below is provided in
Appendix A.

Device Capability Pros Cons

Basic mobile phone SMS Low initial cost Minimal features
(* see appendix A.1(a)) Calling Low ongoing costs Small screen
High-end mobile phone (* SMS Multimedia features High initial cost
see appendix A.1(b)) MMS (camera, video) Interactivity High ongoing costs
Calling Small coloured
screen
Web access
Slow to input large
Email enabled
amounts of data
Bluetooth
Audio/video
viewing/recording
Smart phone (* see SMS Multimedia features High initial cost
appendix A.1(c)) MMS (camera, video) High ongoing costs
Calling Slow to input large
amounts of data
Web access
Bluetooth
Email enabled
Wireless enabled
Document, image, audio,
video viewing/recording
Basic PDA (* see Document, image viewing Low initial cost Minimal features
appendix A.2(a)) Read/edit and file Variable processor
handling capability
Slow to input large
amounts of data
High-end PDA (* see Bluetooth Greater storage High initial cost
appendix A.2(b)) capacity
Email enabled Slow to input large
amounts of data
Wireless enabled
Document, image, audio,
video viewing/recording
Read/edit and file
handling
On-board resources and
interactions
Portable digital media Audio file handling/ Easy to use Low cost
players (* see appendix recording
A.3)
Portable digital Image, audio, video Easy to use High initial cost
multimedia players (* see viewing/recording High storage Small screen
appendix A.4) capacity

Australian Flexible Learning Framework 8

 M-learning standards guide

Device Capability Pros Cons

Portable gaming Wireless enabled Easy to use Small screen
consoles (* see appendix On-board resources and Can expand storage
A.5) interactions capacity
Ultra-mobile and Tablet Read/edit and file Keyboard input for High initial cost
PCs (* see appendix A.6) handling large amounts of Keyboard not
data
Wireless enabled ergonomic
Larger screen
On-board resources and
interactions

Device – The mobile devices listed are not intended to be indicative of any particular model.
Instead the titles are used to group devices into generic categories ranging from a very basic
mobile phone to a high-end PDA (see Appendix A for details).
Capability – The capability of a mobile device describes the typical features of a device in a
particular category. For example, a basic mobile phone has calling and SMS. We can assume
that these features are available across the board, when it comes to mobile phones.
Pros – This column comments on the strengths of the device that can be taken into account
when determining its suitability for any given m-learning context.
Cons – This column comments on the drawbacks of particular devices and their capabilities that
impact on selecting a mobile device for m-learning.

Weighing the pros and cons of a device will help in determining whether that device will
work in a relevant m-learning context.
A particular device may have the functionality required for your planned m-learning
activities but it may be too costly for the learner group that you are working with.
The cost of the device (initial investment) and using the device (ongoing investment)
should be taken into consideration when developing learning activities to be carried out
using a mobile device. For example, if you wish to involve learners in SMS games, you
should consider how much students will spend on sending SMS. Is the cost itself a
reasonable “investment” in their learning?
Asking students to incur the costs of searching for information on the Internet using their
mobile phone when there may be a classroom with internet connected computers
available would be inappropriate given that data rates for mobile Web access are still
relatively expensive.
It is worth stepping into the learners shoes to see how they might receive m-learning; what
they expect from it and how they might manage it. Overall, consider how appropriate it is
to develop and use m-learning by asking yourself:
 Does it extend the learning and make it better?
 Is the mobile technology accessible for learners and teachers?

The following points briefly outline how learners, teachers and developers can tell if the m-
learning developed is good practice.

Australian Flexible Learning Framework 9

 M-learning standards guide

Learners can tell it's good m-learning

When:

 an m-learning experience enhances the context or authenticity of learning. Learning

activities and resources can be developed to target use in particular places and at particular
times (e.g. a short quiz on "The Sky at Night," for a PDA which can be done outside at night
under the stars, or a learning activity on bread varieties that the learner accesses while
standing in a bakery)
 it enables flexible and convenient use, such as an audio recording that can be listened to
by the learner while they are jogging or ironing. An inferior mobile learning resource is one
which ignores or fails to consider how, where, or when it is likely to be best accessed by a
learner
 materials are packaged in a form that makes them easy to load onto a learner's mobile
device, without requiring the user to alter the format. If necessary, a resource may be made
available in multiple formats, clearly labeled as compatible with various devices. The m-
learning Standards document can assist teachers and developers in deploying m-learning
resources and activities in the most appropriate forms
 m-learning allows the learner to use the power of mobile devices they already own, to
enhance and support their learning, everywhere they are.

Teachers can tell it's good m-learning

When:

 an m-learning approach enhances the teaching strategy or authentic context for delivery
without detracting from other pedagogical considerations
 learning materials support equal access to learning, by providing materials in a range of
formats. For example, a learner who is unable to access a mobile learning resource using a
mobile phone, media player, or PDA, should still be able to access a version of the learning
activity using a web browser, or via downloadable or print based resources
 an m-learning approach responds to the diversity of the learner group, learning needs and
styles and provides situated, relevant and flexible learning activities.

Developers can tell it's good m-learning

When:

 an m-learning approach enhances learning by improving its contextualization or

convenience, without significantly detracting from technical or interface considerations such
as reliability, usability or accessibility
 an m-learning resource can be accessed by a wide variety of mobile devices (i.e. cross-
platform compatibility), taking advantage of the features of any mobile device, without
compromising functionality or specifications set out in the M-learning Standards
 an m-learning resource that is made more widely available (to other teachers or beyond an
institute) is packaged with the appropriate Vetadata descriptor(s) that indicate it is suitable
for mobile delivery in a VET context.

Australian Flexible Learning Framework 10

 M-learning standards guide

How do I use m-learning standards in

practice?
The following sections outline potential m-learning activity or resource development and
how best to cater for each, depending on context, device, learning outcomes and user
needs. Each example provided relates to corresponding information in the VET M-learning
Standards document wherever possible.
These basic principles should guide you in the set up and development of m-learning
practices:
 Ensure resources are cross-compatible with baseline (“default”) delivery contexts, and
minimise demands on memory, processor, and presentation
 Exploit the capabilities of specific devices to maximise quality and usability, either
through adaptable content or delivery modes, or by providing alternative formats for
resources optimised for a range of devices
 Expect a loss in quality, particularly for audio and video content which is dependent on the
storage, processing and resolution specifications of mobile devices
 Exploit the creation capacity of mobile devices as much as their ability to hold information
for learning. This includes revisiting the roles of your learners as “co-creators” of their own
learning resources and materials.

Creating audio resources

Recording and replaying sound files has been a popular method for learning “on the move”
for a few decades now. However, lectures, speeches, or notes that may have once been
recorded on audio cassette using a Walkman or micro-recorder are now recorded using
digital media players, mobile phones or iPods. Audio resources that were once distributed
on cassette or CD can now be recorded and delivered as a digital file that can be played
on a digital media player, PDA, or mobile phone. The quality of an audio recording
depends on the amount of data used to store information about the sound being encoded
– in general, the more data (and the larger the file size), the more natural sounding the
recorded audio will be.
When a sound file is compressed, part of the information about the sound is thrown away;
however, most sound compression methods do this very cleverly, and are able to preserve
almost all of the original sound quality using a fraction of the original file size.
Different methods for achieving this compression vary in success for different audio
requirements:

Audio Details Good For… Not Good For…

MP3 Most widely used file format suitable for Quality at low bitrates; Quality
music and speech; to data weight ratio;

Can be shared between some mobile Not supported by 3GP or

devices via Bluetooth or infrared; 3GPP mobile phone
standards;
Supported by desktop computers as well
as mobile devices

Australian Flexible Learning Framework 11

 M-learning standards guide

Audio Details Good For… Not Good For…

WMA Quality to data weight ratio is better than The Digital Rights Manage-
that of mp3 ment (DRM) used in this audio
format may cause frustration
for users.

This format is proprietary and

not widely supported by
mobile devices

Can be converted to MP3

(using Super© for example) for
wider distribution

AAC/MP4/M4A Quality to data weight ratio; Not as widely implemented as

MP3, therefore not readily
Used in 3GP and 3GPP standards for available across devices or on
mobile phones, as well as Sony PSPs desktop computers;
and Apple iPods.
Can be converted to MP3
Enhanced High Efficiency profile (using Super© for example) for
(eAAC+) can produce quality of MP3 in wider distribution
half the space (48kbps vs 128kbps).
(Sony 2006a);

Can be shared between some mobile

devices via Bluetooth or infrared

AMR Common audio format on mobile Not recommended for

phones; anything other than making
audio notes and low quality
Records human speech well with voice recordings;
extremely low data weight;
Can be converted to MP3
Used in 3GP and 3GPP standards for (using Super© for example) for
mobile phones. Narrow band profile (NB) wider distribution
provides basic speech quality at 4-
12kbps;

Can be shared between some mobile

devices via Bluetooth or infrared
Definitions and explanations

DRM = Digital Rights Management

Data Weight = the amount of data is an indicator of file size; the higher the data weight, the larger the file

Refer to the glossary and the VET M-learning Standards document, Section 4.2.1 (Audio) for more detail.

Case 1: Using audio to record and distribute a guest speaker presentation

Teacher James has an audio recording of guest speaker Harold Long's 45 minute
presentation and has stored it on his desktop computer. He sees it has a .wav extension.
He also notes that the file is almost 40 megabytes in size. James would like his students to
have access to Harold's informative presentation and so he needs to upload it to his
subject website. He also has many students who use mobile devices for both their project

Australian Flexible Learning Framework 12

 M-learning standards guide

management work and for their study. James undertakes the following steps so his
students can access the audio file in ways that suit their needs:
- given the audio clip is a voice file, James can compress the file considerably. He
switches the file from 'stereo' to 'mono' using audio editing software like Audacity, which
effectively cuts the clip in half (in terms of data),
- he then converts the .wav file to .mp3. This reduces the file size even further,
- he uploads the .mp3 file to his subject webpage so that students can download the file,
- he then sends out a bulk SMS to his students to alert them of the new file now available
on the subject webpage.

Nigel is one of James' students, who works fulltime and studies. He has just received an
SMS notifying him of the recently added file to the subject webpage. From his work
computer, he logs in and sees that James has included the audio file of Harold's talk to the
list of weekly resources on the subject webpage. He right-clicks the file link and saves the
file to his computer. He activates the Bluetooth function on his mobile phone and on his
computer and transfers the file to his phone. It will make good listening for the hour-long
bus ride home in the afternoon.

Creating video resources

Recording and replaying video files has been a popular method for learning for some time. Video
resources that were once distributed on video cassette, CD or DVD can now be recorded and
delivered as a digital file that can be played on a digital multimedia player (e.g. video iPod), PDA,
or mobile phone. The quality of the video recording depends on the amount of data used to store
information about the video (and its sound) being encoded. In general, the more data (and the
larger the file size), the more smooth-running the recorded video will be.

As with audio files, when a video file is compressed, part of the information about the moving
image and the sound is thrown away; however, most compression methods are able to preserve
most of the original quality using a fraction of the original file size.

Different methods for achieving this compression vary in success for different video
requirements:

Video Details Good for ... Not good for ...

MPEG-4 or MP4 MP4/M4V/AVI containers like video

(H.263 baseline) iPods, Sony mobiles/PSPs

All PDAs, as extra software is

Mobile phones and some usually required;
Can convert to AVI for use on
3GP (H.263 baseline) PDAs/smartphones
PDAs (using Super© for
example), but expect loss in
quality

AVI (H.264 baseline) PDAs Mobile phones due to

incompatibility (most cannot
play AVI and cannot be
upgraded to play it);
Can convert to 3GP for use on
mobile phones (using Super©
for example), but expect loss

Australian Flexible Learning Framework 13

 M-learning standards guide

Video Details Good for ... Not good for ...

in quality

Video resolution:
176x144, maximum
25 frames per second Mobile phones, video iPods, PSPs
(fps), bitrate=64KBps,
+ audio: AAC, stereo

Video resolution:
320x240, maximum PDAs, as the screen is generally larger Mobile phones, as they
30 frames per second than that on a mobile phone or iPod usually have smaller screens
(fps), bitrate=96KBps, video device and storage than PDAs
+ audio: MP3, stereo

Higher end video-capable devices like

PDAs and video iPods or Sony PSPs;
Video with audio: AVI
Can convert to OGG or 3GP for use on
+ MP3
mobile phones (using Super© for
example)

Definitions and explanations

Container = Holds data in the form of a software data file (e.g. .avi, .mp3).

Bitrat = the number of bits (information) processed per unit of time, referring to the rate of transfer of
information or connection speed.

Refer to the glossary and the VET M-learning Standards document, Section 4.2.2 (Mobile video) for
more detail.

Case 2: Using video to demonstrate safety procedures

Cookery teacher Tracey Wiles has a digital video recording of a kitchen safety
demonstration, about 5 minutes in length. She sees it has an AVI extension and that it is a
large file at almost 800 megabytes in size. Tracey would like her students to have access
to the demonstration especially in a kitchen setting. Her department has PDAs which
students can borrow to support their study, especially in the kitchen and restaurant
settings. Tracey can add the video file to the network drive so it is available via the Local
Wireless Area Network. This means Tracey and her students can log in to the wireless
network and retrieve files as they need them, during their kitchen classes as well as prior
to or following classes for preparation and revision.

Tracey first compresses the file so it is smaller in size (down to about 50 megabytes) and
adjusts the screen size to suit the PDA screens (320 x 240px). She saves the compressed
file as MP4, and then saves it to the wireless network drive allocated to her department.
She will use the demonstration in her next cookery class.

Case 3: Using video on location for instant recall

Australian Flexible Learning Framework 14

 M-learning standards guide

Defibrillators are used by paramedics to re-start the heart of victims of heart attack. The
correct use of a defibrillator can mean the difference between life and death for a victim;
but because of the electric shock delivered by a defibrillator unit, incorrect use can also
cause death for the person administering the treatment. Furthermore, when someone
needs to use a defibrillator, they may be far from an internet-connected computer, or even
mobile phone connectivity, but may wish to seek the reassurance of a video “refresher” to
ensure they use the correct technique and safety procedures.

To ensure learners can recall instruction on this process when and where they need it,
James would like to provide a 30-second video of “Defibrillator Essentials,” to be stored
and viewed by learners on a number of different mobile devices, to allow learners to
choose for themselves which device best meets their own needs for immediate recall
when and where they require it. James doesn’t know if any particular learner’s preference
is to store the video on a mobile phone, a video iPod, a PDA, or even a portable game
device such as a Sony PlayStation Portable (PSP).

To provide the video for learners in a ready-to-use form, James decides to convert his
original video to several different video formats: 3GP, MP4, AVI, and H.264, which are
recommended in the m-learning Standards. He makes these copies of the video
downloadable over the web, with an explanation for students of which format is likely to be
best for storing on each mobile platform: 3GP for mobile phones, MP4 for computers, AVI
for PDAs, and H.264 for iPods and PSPs. Learners who visit James’ online course are
able to download one or more files that will be optimised for playback on their digital
mobile devices, when and where they need it.

Case 4: Students creating learning content using mobile devices

Amelie would like her students to use their mobile devices to record and capture their
encounters with customer/client service, and share those examples with other class
members in an online course for comments and discussion. For example, students could
take photos of good signage for customer service, record an audio recording of a positive
client interaction in which they participated, or create a video of customer service in
action. Those examples are to be uploaded to Amelie’s online course on Customer
Service, where Amelie and her students can comment on each resource shared – the
good and bad aspects of each item of customer service evidence.

Amelie is aware that her students have many different kinds of mobile phones and
portable media players, and only two of her students own a PDA. The various devices
have different capabilities – some can record video, others can only take pictures; some of
the devices can record audio. Different devices may record video and audio in different
formats – for example, Windows Mobile PDAs can only record audio as WAV files by
default, whereas most mobile phones and media players capable of audio recording do so
in MP3, AAC, or AMR formats.

To ensure that students are able to share their resources most effectively and seamlessly
online, Amelie refers to the relevant m-learning standards and provides her students with a
brief session on how to convert the resources they create with their mobile devices to

Australian Flexible Learning Framework 15

 M-learning standards guide

make them visible and shareable online. She requests her students to ensure their
uploaded files for sharing are in a prescribed range of formats.

Web content and communication

Using the Web for learning via the desktop computer has been popular for over a decade
and now, with the widening capability of mobile devices, learners and teachers can access
the Web on their phones and PDAs.
There are specific ways mobile users can download and view Web content including using
their phone service to connect to the Web (see also the “Using Networked, Wireless and
Proximal Devices for Learning” chapter).
One primary consideration for designers of web content that is meant to be accessed
using a mobile device is the ability to view content; screen sizes on mobile devices are
nowhere near the size of desktop computer monitors, so content should be designed
accordingly for the small screen. The amount of information presented should be
considered; if you have more than a page of text you might need to consider using an
alternative to a mobile device or reconsider the way you 'chunk' information so it is able to
be delivered in smaller modules. You could also consider using non-text versions such as
diagrams, flowcharts or audio-visual formats. The W3C recommendations also state that:
“Mobile browsers often do not support scripting or plug-ins, which means that the range of
content that they support is limited. In many cases the user has no choice of browser and
upgrading it is not possible”.
Different approaches for achieving viewable content vary in success for
different devices:
Content Details Good for ... Not good for ...

Text based All devices where basic information is Screens with a width under
webpages: W3C best suited to text that can be easily 120px
compliant (using written in small chunks or dot points
XHTML or WML,
UTF-8, external CSS
and 256 web safe
colours)

Images and text All devices with screen sizes over Screens with a width under
based webpages: 120px and where image sizes are 120px
W3C compliant (using specified
XHTML or WML, PDAs have a larger screen size (to
UTF-8, external CSS, 640px) so handle images better than
images JPEG or GIF other devices
and 256 web safe
colours)

Flash enabled web Flash capable devices like PDAs (Note: Accessibility - you should also
content using Flash this requires a Flash Lite player to be provide text alternatives
Lite 1.2/2.0 installed on the mobile device
delivering the content)

Australian Flexible Learning Framework 16

 M-learning standards guide

Content Details Good for ... Not good for ...

RSS enabled web Most Web enabled devices Web content that does not
content using RSS Existing and compatible webpages can meet W3C standards,
1.0 be converted for use on mobile devices especially WML
using services such as Winksite or
xFruits

Definitions and explanations

JPEG = method of compression of photos, standardised by the Joint Photographic Experts Group
(JPEG), and indicates the file extension (.JPEG or .JPG)

GIF (or GIF98a) = a Graphics Interchange Format which uses the 256 web safe colour palette to
maintain high quality graphics (not suitable for photos)

px = pixels, single points or samples) in a graphic or image

RSS 1.0 = Rich Site Summary, feeds content summaries from subscribed sources (e.g. news sites,
weblogs) and presents it in one readable view

Refer to the glossary and the VET M-learning Standards document, Section 4.2.3 (Mobile Web) for more
detail.

Case 5: Delivering learning activities via the mobile Web

Kathryn teaches physics and wants to provide learning activities to students as web pages
that can be retrieved each time they encounter the use of a simple machine (e.g. inclined
plane, wheel and axle, lever, pulley, wedge, or screw). Adopting a mobile learning
approach means that Kathryn’s students will be able to use Kathryn’s interactive activities
whenever they encounter one of these building blocks of science and engineering - even if
they’re not near an internet-connected computer. Instead, they can use their mobile
phone, PDA, or portable gaming device to access the learning activities. Kathryn ensures
that her activities will be viewable on even very basic mobile browsers, by developing
them to meet the “default context” recommended by the W3C, and testing them against
the “baseline specifications” for mobile phones and PDAs set out in the m-learning
Standards. Kathryn also uses a PDA, so she spends some time incorporating a few
shortcut keys into her activities that do not reduce the ability of those activities to work in
other mobile devices, but do enhance the use of the activities on PDAs.

Portable documents
Documents have been a staple for presenting information to learners; books are a key
example of this. With the increased use in technology for word processing and desktop
publishing, we have seen a growth in digital document production. As with our desktop
computers, there are now various ways that mobile users can download and view
documents, on the move. A primary consideration is the amount of content as well as the
screen size; screen sizes on mobile devices are nowhere near the size of desktop
computers, so content should be designed accordingly. The amount of information
presented should be considered and particular attention paid to document navigation
features which may vary across formats. It is likely that, with documents, learners will (a)
use a mobile device to transport documents from one place to another, and (b) to use the
document as a quick reference guide in a specific, localized situation.

Australian Flexible Learning Framework 17

 M-learning standards guide

The W3C Mobile Web Best Practices 1.0 (http://www.w3.org/TR/mobile-bp/) covers all
aspects of the mobile Web from an overarching principle supporting the notion of “One
Web”, to recommendations about page size and layout, text, images and navigation. It is
highly recommended that these ‘Best Practices’ be read in conjunction with this Guide
when developing content, resources and interactions for mobile Web access.
Different approaches for achieving viewable content vary in success for
different devices:

Document Details Good for... Not good for...

E-Books /Formatted PDAs, where documents retain as Mobile devices with small
Data for read-only much interactivity/navigation as screens;
display, like PDFs possible
Large amounts of
information, where a printed
document would work better

Formatted Data for PDAs, where documents retain as Mobile devices with small
user manipulation much interactivity/navigation as screens;
like Word processing possible
documents or Large amounts of
spreadsheets* information, where a printed
document would work better

Definitions and explanations

PDF = Portable Document Format, such as those produced by Adobe Acrobat and Open Office.

*Such as those produced in Open Office and MS Word or Excel.

Refer to the glossary and the VET M-learning Standards document, Section 4.2.5 (Document
Publication) for more detail.

Case 6: Using interactive quick reference guides on the job via PDAs

Joshua is undertaking some work experience at a local computer firm, as part of his
Certificate IV. He goes along to service jobs with the technicians, often to small
businesses and home offices. On these jobs, the computer technicians use PDAs on
which are stored technical manuals for a range of computer hardware makes and models.
The technical reference guides make on-the-job decision making quicker and easier, and
there is no need to leave a job to locate the relevant manual. Each guide is available as a
PDF document, with a searchable and interactive table of contents.

Activities and interactive content

Activities and interactive content have long been a part of learning. Learners gather
together to take part in learning activities and to learn from content provided to them by the
teacher, often in the form of text books and worksheets. From this, teachers are able to
monitor a learner's progress, guiding them to a point at which they develop understanding
and achieve learning outcomes. m-learning enables learning activities to be undertaken
Australian Flexible Learning Framework 18
 M-learning standards guide

more flexibly, depending on where the learner chooses to study, drawing on a range of
resources to support their learning; resources that can be provided by teachers in a range
of formats. Not only can learners make use of a text book, they can also engage in mobile-
based activities such as games, or navigable pages of topic information, that don’t
necessarily place them in the same location as the teacher or other students.
Different approaches for achieving activities and interactive content vary for
different devices:

Activity Details Good for... Not good for...

Stand-alone Java-enabled devices, preferably with Mobile devices with screen

application screen sizes at least 120px sizes less than 120px
development using
Java (J2ME) for Devices with high storage and Devices with low storage
mobile devices processing capacity and processing capacity
(*see Appendix A)

Definitions and explanations

J2ME = Java 2 Mobile Edition

Refer to the glossary and the VET M-learning Standards document Section 4.2.6 (Interactive Media) for
more detail.

Case 7: Using mobile devices for game-based scenarios

Simon teaches cultural awareness in Community Development. He has set up a game-

based scenario for workplace trainees which focuses on developing cultural awareness in
the workplace. The game is a 'pick-a-path' scenario where the learner chooses options
from a decision-tree, which has consequences in each subsequent scene in the scenario.
Workplace trainees can download this game via the Web to their java-enabled mobile
phones. They can also sign-up to the SMS alert that Simon has set up using a bulk SMS
system and SMS their results to a main number. Learners play the game, starting by
entering their name, then making their way through each scene to the end, where a short
report is generated and learners opt to forward the report to the main SMS number.

Simon collates and downloads the short reports as a text file (.txt) and uploads this to an
online discussion forum where learners can log in and review their report and that of
others, make comments and suggestions to improve in each scene, developing cultural
awareness, decision-making and communication skills. Learners can also share actual
workplace events that may relate to the game-based scenario, drawing together virtual
and real events that relate to the development of cultural awareness in the workplace.

Cross-platform activities and content

As with the previous section, cross-platform activities and content enable greater and
more flexible access to learning resources. For example, using the QTI standard to
develop quizzes and tests makes these activities available on a range of mobile devices.
Not only that, quizzes that are SCORM compliant, for example, can be re-used on desktop
computers and laptops as well as mobile devices. Previously we were restricted to paper-
Australian Flexible Learning Framework 19
 M-learning standards guide

based sharing of resources (one single “platform” you might say) which was posted to
learners or bought and sold through bookshops or student service centres. Cross-platform
compatibility of resources opens up many possibilities for sharing and exchanging learning
activities and content.
Different approaches for achieving shareable, cross-platform content vary in success for
different devices:

Content Details Good for... Not good for...

SCORM/IMS Pocket PCs and PDAs Mobile devices with screen

resources that are sizes less than 120px
portable between
different learning Devices with low storage
management and processing capacity
systems

IMS Questions and Pocket PCs and PDAs; a QTI Player Mobile devices with screen
Tests is needed: sizes less than 120px
http://qti.flexiblelearning.net.au/
Devices with low storage
and processing capacity

Definitions and explanations

SCORM = Sharable Content Object Reference Model

IMS = Information Management System

QTI = Questions and Tests Interoperability

Refer to the glossary and the VET M-learning Standards document, Section 4.3.2 (Content Packaging)
for more detail.

Case 8: Conducting assessment in the workplace using mobile devices

Training supervisor, Michael, conducts assessment activities at the mine site where he
works. He visits employees who are undertaking training in areas like Occupational Health
and Safety and worksite procedures. Today he will visit Debra on the east side of the mine
site to assess her OHS knowledge as part of her training. Michael exports the relevant
assessment forms (i.e. from a Quiz/Assessment criteria database) related to the OHS
units of competency from the company network, to his PDA (using the QTI standard). This
also includes signature recognition software so that Debra can sign off on her assessment
at the end of the day.

Debra meets Michael at the fence she has been constructing. She had been preparing for
her assessment today, as Michael had sent her an SMS with the key competencies he
would be looking at today. She had taken some pictures of her work setting with her
camera phone, showing where she had identified hazards. When Michael arrives she
activates the Bluetooth function on her phone and sends the images to Michael's PDA to

Australian Flexible Learning Framework 20

 M-learning standards guide

be included in her assessment evidence portfolio, stored digitally. After this, Debra
proceeds to show Michael around her worksite, answering his questions as they go.
Michael instructs Debra to demonstrate her skills and awareness in identifying hazards,
noting her responses and demonstrations. At the end of the session, Michael is pleased
with Debra's increased level of awareness and confidence on OHS; this is the third visit he
has made and Debra has improved with each visit. Michael makes sure Debra signs the
electronic form on his PDA before he leaves.

Using networked, wireless and proximal devices for learning

Traditionally, organized learning has taken place at specific times and in designated
locations such as the classroom and lecture theatre. With mobile devices included in the
learning experience, this still applies, but rather than being dependent on a meeting place
for students, the learning is dependent on where the students themselves are. For
example, one student may be sitting in the Library of their institution, while another sits in
the café having coffee, yet both students can access the same information provided by the
teacher sitting in her office, using a wireless set up which is configured on their mobile
devices. So too, a student visiting their teacher in her office can, once there, connect and
send and receive files via Bluetooth from their mobile device to the teacher's desktop
computer; this is an example of proximal aspects of mobile devices.
Logging into networks, connecting wirelessly and exchanging information proximally (e.g.
via Bluetooth, RFID or QR code) is a complex area, especially for learning. It has
advantages and disadvantages regarding connection, identity, security and authenticity,
which are being challenged by the way we use this technology. The opportunities this
connective technology presents has much to do with opening up the power balance
between teacher as content producer and learner as consumer; so too, serendipitous
connections (technically and socially) potentially increase. Proximal devices, wireless and
wearable technologies are often referred to as Personal Area Networks (PANs) (see
Zimmerman 1999).
Different approaches for achieving personal area networks for learning vary in
success for different devices:

Connectivity Good for... Not good for...

Details

GPRS Mobile phones where GPRS is still Large chunks of information,

main form of connectivity; due to the costly nature of
GPRS available via phone
Information that is provided in small services
downloadable chunks

Bluetooth Localized activity where devices Older mobile devices where

interact in a small location like a Bluetooth is generally not
classroom, workshop or office space; available

Incidental and opportunistic learning

and connection

Australian Flexible Learning Framework 21

 M-learning standards guide

Connectivity Good for... Not good for...

Details

Wi-Fi /WLAN Activities that require some distance Mobile phones where GPRS,
to be travelled, as in around a infrared or Bluetooth are still
campus, an office block or café; the main forms of
connectivity
PDAs where Wi-Fi is configured;

Activities that require strict security

measures;

Activities that require access to a

network of information

PDAs with GPS enabled hardware

and software;
GPS A GPS service must also be Mobile phones
registered in most cases;
Activities where locality is paramount

Mobile phones;
RFID* Provided information is presented in Large chunks of information
small chunks

Quick Response High-end Mobile phones, PDAs,

(QR) Code, Pocket PCs where relevant software More than approx 1 A4 page
Datamatrix or is installed; of text/information
Semacode Up to approx 1 A4 page of text

Definitions and explanations

GPRS = General Package Radio Service, a data service for mobile phones used for WAP, SMS &
MMS

GPS = Global Positioning System (via satellite navigation)

Proximal = A device which activates in response to another device in close range (a few inches to a few
metres) without necessarily making physical contact.

RFID = Radio Frequency IDentification, tags that automatically respond to provide information on the
spot

Wi-Fi/WLAN = Wireless Fidelity is based on a Wireless Local Area Network. It is a localized network
that businesses and institutions use to systematically store, share and retrieve information digitally and
is often password-protected.

*See RFID project site (AFLF 2007): http://industry.flexiblelearning.net.au/index.php?

option=com_content&task=view&id=66&Itemid=48

Refer to the glossary and the VET M-learning Standards document, Section 4.4 (Mobile Content
Delivery) for more detail.

Australian Flexible Learning Framework 22

 M-learning standards guide

Case 9: Using GPS to role play location-specific simulations

Renata is a teacher in Environmental Studies. She conducts an environmental simulation

which engages students in a real-world environmental consulting scenario not possible to
implement in a classroom setting. Students role-play environmental scientists investigating
a rash of health concerns on their campus linked to the release of toxins in the water
supply. Working in teams, students attempt to identify the contaminant, chart its path
through the environment, and devise possible plans for remediation. As they physically
move about the campus, their location-aware PDAs (i.e. GPS enabled) respond to their
location, allowing them to collect simulated field data from the water and soil, interview
virtual characters, and perform further research to devise a plan to address the
environmental health threat. At the end of the exercise, team members share and compile
their data using peer-to-peer communication and report back with their findings. [Example
based on actual simulation at MIT: http://education.mit.edu/ar/ed.html. See also the HARP
Harvard project: http://isites.harvard.edu/icb/icb.do?keyword=harp]

Useful tools for m-learning

The Framework’s e-standards useful tools webpage (http://e-
standards.flexiblelearning.net.au/tools.htm) is a good starting point when thinking about
designing and implementing e-learning and m-learning. You can familiarize yourself with
the standards generally, and look at a range of case studies to get you thinking about
learning with technology.
Below are some useful and freely available tools to set up and implement m-learning and
mobile services related to your needs, whether they be publishing information online for
mobile devices, designing resources suitable for mobile devices or converting the various
file formats available on a range of mobile devices.
Other “extras” you might consider are items such as storage cards (SD, mini-SD and
Compact Flash cards, to expand storage capacity in mobile devices), headsets for
playback, radio receivers (for use with portable media players), USB data cables (to
transfer files from device to desktop PC), and synchronizing cradles (for PDAs). Check
with suppliers for extras such as these.

Tools for online publishing

RSS - Feed2JS (http://feed2js.org)
HTML – Nvu (http://www.nvu.com)
Mobile Web - Winksite (http://www.winksite.com)

Tools for creating resources

Diagrams – Gliffy (http://www.gliffy.com)
Images – Picasa (http://picasa.google.com), Gimp (http://gimp.org), Easy Thumbnails
(http://www.fookes.com/ezthumbs/), MW Snap
Australian Flexible Learning Framework 23
 M-learning standards guide

(www.mirekw.com/winfreeware/mwsnap.html)
Audiovisual – Microsoft Photo Story for Windows (http://microsoft.com), Wink
(www.debugmode.com/wink/)
Audio – Audacity (http://audacity.sourceforge.net)
Documents – Open Office (http://openoffice.org), Google Docs (http://docs.google.com)
Interactions – Adobe Flash Lite (http://www.adobe.com/products/flashlite/)

Tools for converting and formatting

Converting file formats – Super© (http://www.erightsoft.com/SUPER.html), Media-Convert
(http://media-convert.com)
Content packaging IMS/SCORM – Reload (http://www.reload.ac.uk)

Useful m-learning guides and case studies

Bob Hunter uses video on PDAs at Pilbara TAFE, Western Australia:
http://aquaculturepda.podomatic.com/entry/2006-10-18T07_58_22-07_00
Examples of using video from the Australian Flexible Learning Framework:
http://designing.flexiblelearning.net.au/gallery/content/video.htm
Using UMPCs for assessment in Aquaculture in Western Australia:
http://aquaculturepda.podomatic.com/entry/2006-11-12T06_32_17-08_00
Creating resources for PDAs in Aquaculture in Western Australia:
http://aquaculturepda2.blogspot.com/2006/06/creating-resources-for-pdas-links-to.html
News Practices project on the QTI m-player (AFLF 2005):
http://www.flexiblelearning.net.au/flx/go/home/projects/2005/NewPractices/QTI
New Practices project on Mobile learning: handheld innovations in flexible learning (AFLF
2004): http://pre2005.flexiblelearning.net.au/projects/mobilelearning.htm
Simple mobile resource design with MS PowerPoint for Pocket PCs (AFLF 2006):
http://www.flexiblelearning.net.au/flx/webdav/site/flxsite/shared/New%20Practices/
v3%20Simple%20mobile%20resource%20design%20with%20MS%20PowerPoint_t.doc

*Thanks to Sue Waters and Marcus Ragus for links and information.

Glossary of terms and abbreviations

AIFF = Audio Interchange File Format. An uncompressed audio file format.
AJAX = Asynchronous JavaScript and XML. A programming technique used in web
application development.

Australian Flexible Learning Framework 24

 M-learning standards guide

AMR = Adaptive Multi-Rate. A digital speech compression format used widely in mobile
phones.
AVI = Audio Video Interleave. AVI files contain both audio and video data in a standard
container that allows simultaneous playback.
Bit = is a binary digit with a value of either 1 or 0 on which computing is built.
Bitrate = the number of bits (information) processed per unit of time, referring to the rate of
transfer of information or connection speed
Bluetooth = provides a way to connect wirelessly and exchange information between
devices using a short-range radio frequency.
Bytes = A byte is made up of 8 Bits. 1 byte storage capacity is equal to one character. 10
bytes is equal to a word, and so on.
Codec = Compression-Decompression. A program or device that encodes a stream or
signal for transmission, storage or encryption and decodes it for viewing or editing.
Connectivity = the flow of a network through which we communicate.
Container = Holds data in the form of a software data file (e.g. .avi, .mp3).
Datamatrix or Semacode = Datamatrix symbols are made up of square modules arranged
within a perimeter finder pattern. It can encode up to 3,116 characters from the entire
ASCII character set (with extensions). The symbol consists of data regions which contain
square modules set out in a regular array. Datamatrix and Semacode codes are used
widely in manufacturing to identify components. They require a scanner in order to read
the encoded information.
DRM = Digital Rights Management. Technologies used by creators and publishers to
control access to and availability of digital materials on digital devices.
Data Weight = the amount of data is an indicator of file size; the higher the data weight,
the larger the file.
GIF (or GIF98a) = a Graphics Interchange Format which uses the 256 web safe colour
palette to maintain high quality graphics (not suitable for photos).
J2ME = Java 2 Mobile Edition has become a popular option for creating games for mobile
phones.
JPEG = method of compression of photos, standardized by the Joint Photographic Experts
Group (JPEG), and indicates the file extension (.JPEG or .JPG).
IMS = IMS Global is an international organization involved in developing e-learning
specifications such as IMS Content Packaging and QTI
PDF = Portable Document Format, such as those produced by Adobe Acrobat and Open
Office.
Proximal = A device which activates in response to another device in close range (a few
inches to a few metres) without necessarily making physical contact.
px = pixels, single points or samples in a graphic or image.
QR Code = Quick Response Code. A two-dimensional bar code that allow its contents to
be decoded at high speed. Widely used to track manufacturing materials and manage
inventory in many industries. QR codes can be read via a camera phone using software
Australian Flexible Learning Framework 25
 M-learning standards guide

that decodes the barcode information.

QTI = Question and Test Interoperability. An IMS specification for question and test data
for cross-platform, interactive digital test content.
Resolution = the level of detail (quality) of a display device, an image or an audio file.
RSS 1.0 = Rich Site Summary, feeds content summaries from subscribed sources (e.g.
news sites, weblogs) and presents it in a readable view.
Wireless = Any type of electronic operation that can be performed without using a hard
wired connection, usually relying on an energy frequency like radio or light waves or infra
red, for example.
Weblogs = Web+logs or blogs. A personal website where entries are made in journal style
and displayed in a reverse chronological order.
GPRS = General Package Radio Service, a data service for mobile phones used for WAP,
SMS & MMS
GPS = Global Positioning Systems via satellite navigation that can pinpoint locations via
the transmission of signals to GPS receivers.
Proximal, proximity = A device which activates at close range (a few centimeters to a few
metres) without the need to make physical contact.
RFID = Radio Frequency IDentification, tags that automatically respond to handheld
devices to provide information on the spot.
SCORM = Sharable Content Object Reference Model is a specification for developing web
based learning resources. It communicates between different platforms (like Learning
Management Systems) and uses XML and Zip formats to package and transfer content.
Wi-Fi = Wireless Fidelity is based on a Wireless Local Area Network. It is a localized
network that businesses and institutions use to systematically store, share and retrieve
information digitally and is often password-protected.
WLAN = See Wi-Fi or Wireless.

Further reading
e-Learning Consortium (2003) Making sense of e-learning specifications and standards
(2nd Ed.). S3 Working Group Report, November 2003, The Masie Centre, New York.
Naismith, L., Lonsdale, P., Vavoula, G. & Sharples, M. (2005) Literature Review in Mobile
Technologies and Learning. FutureLab.
Faux, F., McFarlane, A., Roche, N. & Facer, K. (2006) Handbook on learning with
handheld technologies, FutureLab.
Lichstein, H. (2002) Standards follow practice, they don't lead, Taskz February 25, 2002.
Peters, K. (2005) Learning on the Move: Mobile Technologies in Business and Education,
Research project, Australian Flexible Learning Framework.
Thomas, M. (2006) iPods in education, The Knowledge Tree, Edition 10.
Australian Flexible Learning Framework 26
 M-learning standards guide

Sharples, M., Taylor, J. & Vavoula, G. (2005) Towards a theory of mobile learning. Paper
presented at Mlearn: Mobile technology: The future of learning in your hands, 25-28
October 2005, South Africa.
Rabin, J. & McCathieNevile, C. (Eds) (2006) Mobile Web Best Practices 1.0: Basic
guidelines, W3C Proposed Recommendation, 2 November 2006.
Zimmerman (1999) Wireless networked digital devices: A new paradigm for computing
and communication. IBM Systems Journal 38(4).

Australian Flexible Learning Framework 27

 M-learning standards guide

Appendix A – Typical generic specifications

for mobile devices
This information is provided as a guide only

1. Mobile phones

1(a). Basic Mobile Phone

General Network GSM 900 / GSM 1800

Size Dimensions 100 x 46 x 21mm
Weight 85g
Display Type Grayscale or colour graphic
(approx 65K colours)
Size 101 x 65 pixels
- downloadable logos
Ringtones Type Polyphonic (16-32 channels)
Customisation downloadable
Vibration Yes
Memory Phonebook SIM card only
Call records Yes, 10 dialled, received and
missed calls
Card slot No
- 1.5MB shared memory
Data/Connectivity GPRS No
HSCSD No
EDGE No
3G No
WLAN No
Bluetooth No
Infrared port No
USB No
Features OS Symbian
Messaging SMS, EMS
Browser No
Games Yes, in-built
Camera No
Calculator Yes
Currency converter Yes
Calendar/Organiser Yes
Battery Li-Ion 600 mAh Stand-by up to 220 hrs
Talk time up to 5 hrs

1(b). High-end mobile phone

General Network UMTS(3G) / GSM 900 / GSM

1800 /GSM 1900
Size Dimensions 108.8 x 53 x 21.8mm
Weight 129g
Display Type TFT, 256K colours
Size 240 x 320 pixels, 35 x 41mm
Australian Flexible Learning Framework 28
 M-learning standards guide

- 5-way scroll key

- downloadable themes
Ringtones Type Polyphonic (64 channels),
monophonic, MP3, True Tones
Customisation downloadable
Vibration Yes
Memory Phonebook Yes
Call records Yes
Card slot RS-DV-MMC, 64MB card,
hotswap
- 35MB shared memory on applications, SMS, MMS, ringtones
Data/ Connectivity GPRS Yes, Class 10, 32-48 kbps
HSCSD No
EDGE Yes, Class 10, 236.8 kbps
3G Yes, 384 kbps
WLAN No
Bluetooth Yes, v2.0
Infrared port No
USB Yes, Pop-Port
Features OS Symbian
Messaging SMS, MMS, Email, Instant Mes-
saging
Browser WAP 2.0/XHTML, HTML
Games/ Applications Yes, Java, downloadable
Camera Yes, resolution = 2 megapixels,
VGA camera, size = 1600 x
1200 pixels, playback = video,
flash, video calling
Music Stereo
Organiser Yes
Battery Std Li-Ion 970 mAh Stand-by up to 265 hrs,
Talk time up to 3-4 hrs

1(c). Smart Phone

General Network GSM 850 / GSM 900 / GSM

1800 /GSM 1900
Size Dimensions 108 x 58 x 16.8mm
Weight 129g
Display Type TFT touch screen(stylus), 65K
colours
Size 240 x 320 pixels, 2.8 inches
- handwriting recognition
- joystick navigation
Ringtones Type Polyphonic (40 channels),
MP3
Customisation downloadable
Vibration Yes
Memory Phonebook Yes, shared memory
Call records Yes
Card slot microSD, miniSD, TransFlash,
hotswap
- 64 MB RAM
- 128 MB ROM
Australian Flexible Learning Framework 29
 M-learning standards guide

- 200 MHz processor

Data/Connectivity GPRS Yes, Class 10, 32-48 kbps
HSCSD No
EDGE Yes, Class 10, 236.8 kbps
3G No
WLAN WiFi 802.11b/g
Bluetooth Yes, v1.2-v2.0
Infrared port No
USB Yes
Features OS Microsoft Windows Mobile
SmartPhone
Messaging SMS, MMS, Email, Instant
Messaging
Browser WAP 2.0/XHTML, HTML
Games/
Applications Yes, Java, downloadable
Camera Yes, resolution = 2 megapix-
els, VGA camera, size = 1600
x 1200 pixels, playback =
video, flash, video calling
Music Stereo
Voice memo Yes, records in MP3 or AAC
FM Radio Yes
Organiser Yes
Battery Std Li-Ion Stand-by up to 250 hrs
Talk time up to 5 hrs

2. Personal Digital Assistants (PDAs)

2(a). Basic PDA

General Network GSM 850 / GSM 900 / GSM

1800 /GSM 1900
Size Dimensions 111.8 x 58.4 x 20.3mm
Weight 157g
Display Type TFT touch screen, 65K colours
Size 320 x 320 pixels
- QWERTY keyboard
- joystick navigation
Ringtones Type Polyphonic
Customisation downloadable
Vibration Yes
Memory Phonebook Yes, shared memory
Call records Yes
Card slot SD / MMC
- 64 MB RAM
- 312 MHz processor
Data/Connectivity GPRS Yes, Class 10, 32-48 kbps
HSCSD No
EDGE Yes, Class 10, 236.8 kbps
3G No

Australian Flexible Learning Framework 30

 M-learning standards guide

WLAN No
Bluetooth Yes, v1.2
Infrared port Yes
USB Yes
Features OS Palm OS 5.4.9
Messaging SMS, MMS, Email
Browser WAP 2.0/ HTML
Games/ Applications Yes, downloadable
Camera Yes, VGA camera, size = 640
x 480 pixels, video(CIF)
Music MP3 player
Voice memo Yes, records in MP3
Organiser Yes
Document
viewer/editor Word, Excel, PowerPoint, PDF
Battery Std Li-Ion Stand-by up to 300 hrs
Talk time up to 4 hrs

2(b). High-End PDA

General Network UMTS (3G) / GSM 850 / GSM

900 / GSM 1800 /GSM 1900
Size Dimensions 113 x 58 x 22mm
Weight 160g
Display Type TFT touch screen(stylus), 65K
colours
Size 240 x 320 pixels, 42 x 57mm
- handwriting recognition
- joystick navigation
- QWERTY keyboard (not
available on all models)
Ringtones Type Polyphonic (40 channels), MP3
Customisation downloadable
Vibration Yes
Memory Phonebook Yes, shared memory + photo
call
Call records Yes
Card slot miniSD (Transflash)
- 64 MB RAM
- 128 MB ROM
- 400 MHz processor
Data/Connectivity GPRS Yes, Class 10 (4+1/3+2 slots),
32-48 kbps
HSCSD No
EDGE Yes, Class 10, 236.8 kbps
3G Yes, 384 kbps
WLAN WiFi 802.11b/g
Bluetooth Yes, v2.0
Infrared port Yes
USB Yes
Features OS Microsoft Windows Mobile 5.0
PocketPC
Messaging SMS, MMS, Email, Instant
Australian Flexible Learning Framework 31
 M-learning standards guide

Messaging
Browser WAP 2.0/XHTML, HTML
(PocketIE)
Games/Applications Yes, Java (MIDP 2.0),
downloadable
Camera Yes, resolution = 2 megapixels,
VGA camera, size = 1600 x
1200 pixels, playback = video,
flash, video calling
Music MP3/AAC player
Voice memo Yes, records in MP3 or AAC
Organiser Yes
- Pocket Office (Word, Excel,
PowerPoint, Outlook), PDF
- video/audio album
Battery Std Li-Ion Stand-by up to 300 hrs
Talk time up to 5 hrs

3. Personal digital media players*

Display LCD
Storage 1 GB
Size Dimensions 89 x 39 x 8mm
File Formats Audio WMA, WAV, MP3
Sample Rate 8
Multimedia Features FM tuner
Connections USB 2.0 (cable)
Power supply Battery (AA, AAA,
rechargeable)

4. Personal digital multimedia players*

Display Screen size 2.4 in

Type QVGA TFT
Resolution 320 x 240
Colour 65k Colours
Storage 30 GB (includes mass storage)
Size Dimensions 99 x 59 x 13mm
Weight 127g
File Formats Audio WMA, WAV, MP3, AAC, AIFF
Sample Rate 96-320
Video MPEG-4, MTV, WMV, ASF
Picture JPG, GIF, TIFF, PNG, BMP
FM tuner, equalizer, playlist/al-
Multimedia Features bum
Connections USB 2.0 (cable)
Battery (AA, AAA, recharge-
Power supply able), AC power
*Check operating system requirements for each device. Some are compatible with Windows and
Apple Mac, while others favour one platform.

Australian Flexible Learning Framework 32

 M-learning standards guide

5. Portable gaming consoles

Display Widescreen 16:9

TFT
LCD, 64K colours
Resolution 480 x 272
Size Dimensions 6.7 in (W) x
2.9 in (H) x .9 in (D).
Weight 280g
Performance CPU running up to 333MHz
depending on load
32MB main memory
4MB embedded DRAM
Expansion and Ports Memory Stick Duo slot (32MB
card included) OR cartridge
slots
Mini USB 2.0 port
Infrared port
Audio Built-in stereo speakers,
3.5mm std stereo headphone
jack
MP3 playback
Video Formats UMD: H.264/MPEG-4 AVC
Main Profile Level 3
Memory Stick: MPEG-4 SP,
AAC
Audio formats UMD: linear PCM
Memory Stick: MP3 (MPEG1/2
Layer3)
Networking Integrated WiFi 802.11b
Battery 1800 mAh Lithium Ion
rechargeable

6. Ultra-Mobile Personal Computers (UMPCs)

Display 4.5" Color TFT Display

1024 x 600 pixels resolution
Size Dimensions 150 x 95 x
32.25-38.1mm
Weight 544g
Input QWERTY keyboard (slideout)
Stylus
Microphone
Power 1.06GHz Processor
2 MB CPU integrated cache
512MB RAM
128MB (shared with main
memory) VRAM
Storage 30GB
Memory / Connectivity Memory Stick Duo, Compact
Flash
Wireless 802.11b/g
Bluetooth 2.0
Fast Ethernet
100Base-TX/10Base-T
Australian Flexible Learning Framework 33
 M-learning standards guide

USB 2.0
Firewire
Operating System Windows
Sound High Definition Audio, stereo
Battery Standard Lithium-ion
rechargeable
4.5hrs
AC adapter

7. Glossary of specification terms and abbreviations

Network: A dualband phone supports both GSM 900 and GSM 1800 networks and tri-
band usually supports GSM 900/1800/1900, as do some PDAs. Universal Mobile
Telecommunications System (UMTS) is one of the 3G mobile phone technologies
available (also marketed as 3GSM).
Dimensions: The size and volume of the device.
Weight: The weight of the device generally depends on the type of battery used, that is
lightweight or slimline or standard type batteries.
Display type: Mobile device displays vary widely. Some are colour or monochrome,
and can be alphanumeric or graphic. Alphanumeric displays can show only symbols
with a constant size, while graphic displays can show fonts of different sizes and
animations. Colour displays can be STN, TFT, TFD or OLED, with TFT being most
popular to date.
Display size: The size of the display is shown in pixels (e.g. 128 x 128). Some basic
phones use alphanumeric displays, where the size is shown in characters and lines
(e.g. 5 lines). The size of the display can also be shown in millimeters too, if available
(e.g. 27 x 27mm).
Memory available for phone books: The number of phone book entries saved in the
phone or PDA memory is normally displayed. Additional entries can be stored in (or
copied to and from) the SIM card's memory. Call records can also be stored in the
device memory.
Memory available on storage cards: Some devices accept memory cards for storage
expansion. Usually a small card is included in the standard package (e.g. A 64MB
memory card); bigger capacity cards can be purchased separately and are similar to
memory cards available for digital cameras.
Data via GPRS: The General Packet Radio Service (GPRS) is a nonvoice service that
allows information to be sent and received across a mobile telephone network, such as
the Mobile Web. GPRS data transfer is typically charged per megabyte of transferred
data.
Data via HSCSD: High-Speed Circuit-Switched Data (HSCSD), is a development of
Circuit Switched Data (CSD), the original data transmission mechanism of the GSM
network. HSCSD uses different coding methods and even multiple time slots to increase
data throughput. It allows maximum transfer rates (using four time slots) up to 57.6
kbps. The user is typically charged for HSCSD at a rate higher than a normal phone call
(e.g., by the number of time slots allocated) for the total period of time that the user has
a connection active.

Australian Flexible Learning Framework 34

 M-learning standards guide

Data via EDGE: Enhanced Data rates for GSM Evolution (EDGE) is a digital mobile
phone technology which acts as a bolt-on enhancement to 2G and 2.5G GPRS
networks. It can carry data speeds up to 384 kbit/s in packet mode and will therefore
meet the International Telecommunications Union's requirement for a 3G network.
Data via 3G: 3rd-Generation (3G) technology provides the ability to transfer
simultaneously both voice data (a telephone call) and non-voice data (downloading
information, email), allowing users access to full motion video, high-speed internet and
video-conferencing.
Data via Bluetooth: Bluetooth is an industrial specification for wireless personal area
networks (PANs). Bluetooth provides a way to connect and exchange information
between devices like PDAs, mobile phones, laptops, PCs, printers and digital cameras
via a secure, low-cost, globally available short range radio frequency.
Data via Infrared: With infrared, users can exchange data with notebooks, printers,
PDAs or other phones wirelessly via invisible infrared light at close distance and in
direct visibility. Expected to be replaced by Bluetooth.
Data via USB: Universal Serial Bus (USB) is a plug-in cable connecting phones, PDAs
and media players to PCs and is useful for quickly transferring files, or for synchronizing
address book and calendar information with a computer application such as Outlook.
Most devices require (and come supplied with) proprietary USB cables to connect to a
PC.
Browser: Browsers are built-in software that allows users to access web resources.
Browsers can support different transfer protocols such as WAP, i-mode, HTTP(web).
Games: Some companies provide in-built games that run only on specific device
models. Other games are downloadable from a range of company sites and often are
developed using Java. Applications, like games, can also run on a range of devices
(e.g. world clock converter) using Java.
Languages: Some devices support a set of languages, depending on the manufacturer.
Some manufacturers combine the languages in packs and make versions of the phone
model with different packs.
Camera: Most phones and other devices nowadays have the ability to take a still picture
or shoot a video clip using a built-in camera. The most important characteristic of the
camera is the resolution. VGA is a somewhat obsolete standard for computer displays
that is used mainly in the mobile market these days.
Battery stand-by: Is how long the device can stay connected to the network without
recharging, if it doesn't receive or makes calls.
Battery talk time: Is how long the device can make calls without recharging.

Information on specifications and glossary terms sourced from:

Wikipedia: http://en.wikipedia.org

GSM Arena http://www.gsmarena.com/

The Gadgeteer: http://www.the-gadgeteer.com/

Other Glossaries and specifications are available online via mobile device company
websites.

Australian Flexible Learning Framework 35