@Sylvia, once you get a smart phone or tablet (rather say pocket smart device), and see its benefits, sinhronize everything that can be synchronized, only then can figure out what the M-learning is, benefits and unimagined proportions ... I am one of those who began to regularly use these advantages,despite my age! So, a lot can be learned via M-learning!

Much can be learned, but mostly that which can be conveyed by text, as not all devices are smart phones. A list of educational outcomes is a minimal courtesy that every course should supply.

M-learning is immediate and its availability reinforces intellectual curiosity. Its limitations as a learning and/or informational tool need to be researched, subject by subject. Like any single source, it cannot be the sole source of learning.

Thank you, Mary.

@Sylvia, once you get a smart phone or tablet (rather say pocket smart device), and see its benefits, sinhronize everything that can be synchronized, only then can figure out what the M-learning is, benefits and unimagined proportions ... I am one of those who began to regularly use these advantages,despite my age! So, a lot can be learned via M-learning!

@Ljubomir, would you say that there is a difference between adults M-learning and students M-learning? I am wondering myself.

Ljubomir and Sylvia -- I don't have time to study the following question, but it probably should be asked -- Perhaps with a big data questionnaire. When presented with a problem that requires learning, what are the differences in learning outcomes between who do or do not use M-learning devices? Among those with M-learning tools, what are the differences in outcomes given the degree of tool synchronization?

@Sylvia, no, not at all! There is no difference between adults M-learning and students M-learning! These smart pocket devices forced to explore and learn outside of the house, away from the office....

Very good questions, Mary!

@Ljubomir, good to hear that age does not effect learning while applying current technology. Something in the line of life long learning based on smart pocket devices can also be a good project with international participants.

I would expect the instructional design to determine (i.e., limit) the effectiveness of the intervention, and not so much the delivery method. I think the last five decades of media comparison studies (with television compared to "traditional" teacher-led instruction; followed by computers compared to traditional instruction; followed by e-learning versus traditional instruction; etc.) has shown us that if the design of the instruction is held constant, with random assignment of students to the different delivery systems, the same effectiveness is most likely. These variables are rarely held constant in real-life, nor is random assignment made. Of course, some delivery methods have characteristics that made certain teaching more efficient and liked better by students or teachers, but the design is the biggest factor affecting effectiveness.

Question what to expect from M-learning is very interesting.

I am not sure there is no difference between adults M-learning and students M-learning. I think - there is difference. For instance the students M-learning will be more efective from adults M-learning because one student will be understand more things using mobile learning devices. ( I remembered my first learning lessons by using computers for learning - with students and with adults. Some of adults had big problems with using computer devices. Now will be the same - some of adults will have problems with using mobile devices.)

And I am sure that there is difference between the effectiveness of the intervention with "traditional" learning lessons and methods and the same lessons but by using television, computers, e-learning, M-learning. Because every of this methods has different limits for instance in their presentation methods, their interactivity and etc.

Very good idea for a project of life long learning based on smart pocket devices with international participants. Maybe Sylvia Encheva can realise her idea - starting the first variant of project here - using the option in RG space for making virtual projects with international participants?

Zane, examples of particularly good instructional designs will be highly appreciated by a large number of educators. Do you have any such designs on your mind? Please share them with us.

Galina, very interesting observations about adults and students M-learning.

And, yes, virtual projects with international participants can be initiated in RG once somebody comes up with ideas about what to do. Let's give it a thought.

I think that using M-games for educations are very good idea?

Perhaps can start creating a data questionnaire (Mary Lavin)

and also with the collecting of information about some M-applications?

We have very big interest in this questions.

Now we try to make M- games applications for student in economic univercity.

Also now we try convert our computer aplications of coding theory (for education) in M-aplication of coding theory.

Good questions, Galina.

Would you like to share your experience with M- games for students at university level?

For my dissertation research I designed a Mobile Device Based Learning Environment. I am approaching your question from the perspective. This is not one of my questions: Can tactile learning domains be taught using mobile devices? 

“Learning To Play Guitar Using Mobile Devices”

Participant Perceptions of a Mobile Device Based Learning Environment

I want to see if the MDBLE designed using Constructivist, CoP, and Gaming Theory with a Mobile Flipped Video Based Pedagogy can support the learning domain. My design is replicable and I hope to be able to provide an answer to your question.    

Very, very interesting research Peter!  I would like to hear more about your work. Is there any place you would recommend for further reading?