Open Learning is a leading international, peer-reviewed journal in the field of open, flexible and distance learning, published by Taylor & Francis. It is widely subscribed to and read throughout the world by those in specialist distance education institutions as well as by those using distance, flexible and technology based forms of learning in conventional education and training contexts. Tertiary, secondary, primary and vocational education, training, and informal learning are all within scope.
For many educators mobile learning is still something of a novelty. Yet there is a rapidly growing body of evidence, from both research and practice, showing that mobile technologies can be used very effectively as learning and communication tools by a surprisingly broad range of learners in a variety of settings. With its strong emphasis on learning rather than teaching, mobile learning challenges educators to try to understand learners’ needs, circumstances and abilities even better than before.
The creation of new learning -- in the form of new content, interactivity, means of support and knowledge sharing -- becomes an interesting and valuable collaborative venture for teachers, learners and all associated institutions.
SPECIAL ISSUE of Open Learning on Mobile Learning: Using Portable TechnologiesTo Create New Learning
This special issue will showcase and critically examine current innovative approaches to learning and teaching with mobile technologies, in particular those related to open, flexible and distance learning.
Other forms of learning that may be described as distributed, resource-based, informal, personalized or adaptive are also highly relevant to this special issue. The following topics are indicative of the scope of the special issue (all papers must have a strong connection with mobile learning):
- classifications or analyses of mobility, learner experiences, requirements
- innovative models of learner support and participation
- creating and using open educational resources
- large-scale or global learning initiatives to transform education
- integration of learning, work, social life and everyday living
- learners with special gifts, special needs or disabilities
- formation of new learning communities
- learner autonomy, leadership, motivation, drive or creativity
- barriers and enablers in the creation of new learning
Good quality case studies (2,000-3,000 words), focusing on practice, will also be considered for publication. Case studies should set the practice in the context of literature, recognise important conceptual issues being raised, and show awareness of other related practice elsewhere.
Professor Agnes Kukulska-Hulme, Institute of Educational Technology, The Open University, UK. Professor Agnes Kukulska-Hulme has published widely in the field of mobile learning and is co-editor of two key books for researchers and practitioners: Mobile Learning: A Handbook for Educators and Trainers (Routledge, 2005) and Researching Mobile Learning: Frameworks, Methods and Research Designs (Peter Lang, 2009). She has also co-edited special issues on mobile learning for the Journal of Interactive Media in Education (2005), ReCALL (2008), and ALT-J: Research in Learning Technology (2009).
Articles and case studies should be original (not published elsewhere) and will be refereed anonymously by at least two reviewers.
‘Expressions of interest’ in the form of abstracts of proposed papers are encouraged.
Please send your abstract (no more than one page) to Prof Agnes Kukulska-Hulme by email
(a.m.kukulskahulme@), by open.ac.uk7 December 2009.
Papers must be submitted by 4 January 2010. Decisions about acceptance will be made by 1 March 2010. Publication will take place in 2010.
Submitting a paper
‘Instructions for Authors’ are available by following this link: