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CALL FOR BOOK CHAPTERS:
INNOVATIVE MOBILE LEARNING
(http://www.massey.ac.nz/~hryu/CFP_Book_Chapters.html)

PUBLISHER: IDEA GROUP INC. 
YEAR OF PUBLICATION: 2008 

EDITORS
Hokyoung Ryu Massey University (New Zealand) David Parsons Massey
University (New Zealand)


AIMS AND OBJECTIVES
To the extent that the success of mobile learning (M-learning) is due to
its ambitiously multidisciplinary application, an M-learning text should
span its multidisciplinary scientific and technical foundations. Future
M-learning systems will only succeed if they can continuously synthesize
coherent learning experiences from these foundations. For instance, the
Ambient Wood project carried out by Sussex University (U.K.) has
demonstrated how a mobile and ambient environment can provide a more
effective learning experience than traditional classroom learning. In
another learning context, MIT (U.S.A.) has developed an M-learning tool
to help students understand complex and dynamic epidemic phenomena,
simulating them with learners' wearable mobile devices, demonstrating
significant advantages over current e-learning applications. Even
Nintendo's DS handheld console has been used to provide an enjoyable way
to improve English skills. In addition to these academic cases, many
other domains (e.g., health practitioners) also see the advantages of
M-learning environments in providing personalized content (e.g., dietary
information, quit smoking programs) via the mobile phones that have
become so pervasive in recent years. These individual projects are
targeted at specific objectives but they are also designed to extract
the critical success factors that can be used to generalize findings to
other M-learning environments. In this way, we can develop a better
understanding of how mobile technologies can be used to enhance user
experiences, empower the user with knowledge and ability to self-manage,
and learn how these technologies can improve quality of life across a
spectrum of conditions whilst containing costs and stimulating demand
for services. 
As the technologies that may support M-learning continue to evolve, this
field will become increasingly more challenging as new opportunities
emerge, and academics and practitioners need to learn from one another's
experience. For instance, how to effectively take the user (i.e.,
learner) into account within emerging M-learning environments has formed
a persistent theme in the academic field. In contrast, much of the
industry perspective on M-learning applications has been what kind of
learning products and content can facilitate the uptake of this new
learning environment. To achieve significant outcomes from this research
that both deliver technological solutions and enhance usability and
sustainability of the technologies, the book aims to draw together
expertise from a range of international academic and commercial
contributors. 
Our edited book is intended to discuss the latest M-learning
environments beyond the desktop learning environment, an area of
research that is increasingly seeing new developments and techniques in
both the academic and commercial fields. M-learning is not simply
limited to delivering teaching materials onto student's mobile handsets,
which the term 'learning' implicitly points out, but also encompasses
public information or even commercial information on lifestyle choices
and health promotion. 
Despite the increasing research into, and use of, M-learning, there is a
relative lack of advanced-level materials published in this field.
Therefore a comprehensive volume of articles covering current trends,
technologies and techniques in M-learning would be timely and useful.
The objective of this book is thus to provide a pedagogical survey of
current M-learning research, bringing together a range of approaches to
M-learning, and presenting them in a common format. The primary goal is
to provide enough detail on each M-learning environment , and enough
comparative detail across the whole collection, to make primary sources
more accessible to both academics and industrial researchers who are
working in this field . A broader goal is to provide the infrastructure
to help raise the level of discourse about analysis, design and
frameworks for M-learning environments in both academia and industry. In
effect, this book will be not only one of the first to hit the market,
but also the first to comprehensively set out the opportunities offered
by these new technologies. 


SUBJECT COVERAGE
This book would be an edited volume comprising articles from the leading
researchers and practitioners in the field of mobile learning. The
purpose of the book would be to disseminate writings about; the
challenges and practical experience of the design of M-learning
environments, current developments in M-learning experiences in both
academia and industry, current methods and approaches to M-learning
development, the current economic and social context of M-learning
development and empirical research into deployed M-learning
environments. 
This book will also explore the technical aspects of M-learning
development, where we need to systematically take into account learner
interactions, learning activities and the completely renewed social and
cultural environments that M-learning environments can integrate with
and that technologies are now capable of delivering.
This book aims at presenting a selection of high quality articles
addressing, but not limited to, the following topics. 
Currently implemented M-learning applications Technologies that directly
support M-learning systems Studies of M-learning in practice Reviews of
the application of M-learning in multiple contexts Uses of M-learning in
professional learning environments, e.g., Mobile Health, Mobile Commerce
Constraints of M-learning, e.g., Human-Computer Interaction issues
Support for learner interaction and mobile collaborative learning
Privacy and security issues in M-learning The role of location based
services in M-learning 



READERSHIP AND AUDIENCE
The main readership of this book would be both academics and industrial
researchers in general, along with educators with an interest in
emerging educational technologies. This book will be structured in such
a way that it can act as a core textbook within M-learning and learning
technologies courseware, so we would hope to attract many university
educators to adopt this book for any curricula relating to learning and
technology. 


TENTATIVE TABLE OF CONTENTS
In order to provide some structure and narrative thread to this book,
and organize the various contributions into a coherent volume, it will
follow a UCD (User-Centerd Design) approach that focuses the design
activity on the user. This user-centered approach further breaks down
into three key activities: Analysis, Design (or Implementation) and
Evaluation. Therefore, this book is structured into four broad sections.
Section I provides an introduction and the theoretical foundations for
the M-learning environment. Section II takes those theoretical
foundations further by focusing on diverse analytic perspectives. The
focus of Section III will be on the design of M-learning environments.
Finally, in Section IV we include chapters that describe evaluative
works on M-learning environments to highlight their advantages and
disadvantages. Each section will be preceded by an introduction by the
editors, and the book will conclude with an editors' summary. 
Whilst each chapter will have its own concerns, and the content will
vary between sections, the following guidance might be appropriate for
authors: 
Each individual chapter will focus on a particular approach, briefly
describing the motivation for the M-learning environment developed; why
it should exist, what need or opportunity brought it to prominence in
M-learning, and in what way the M-learning environment is essentially
used. Each chapter then provides a brief presentation of an environment
to show how the method/approach works and what sort of results it
produces. Subsequent subsections in each chapter describe how they would
go beyond the status quo, some of the most characteristics processes or
mechanisms it should incorporate. Finally, each chapter briefly comments
on the status of the approach described in the field today, suggesting
issues that may be important in the next decade.


SUBMISSION AND REVIEW PROCESS
The number of chapters should be limited to 20. 
Prospective authors are invited to submit their book chapter proposal
(using this WORD template), electronically to Hokyoung Ryu no later than
March 8, 2007, which is a 2-5 page manuscript proposal clearly
explaining the mission and concerns of the proposed chapter. Authors of
accepted proposals will be notified by April 15, 2007 about the status
of their proposals and sent chapter organizational guidelines. Full
chapters are expected to be submitted by July 24, 2007. 
All submitted chapters will be reviewed on a double-blind review basis.
Each chapter should have a length of about no more than 10,000 words.



IMPORTANT DATES
March 8, 2007: Receive proposals/invitation acceptance for chapters
April 15, 2007: Writing to Authors of Accepted Chapter Proposals July
24, 2007: Full chapters are due August 24, 2007: Deadline for reviewers
to return chapters September 23, 2007: Notification of Accepted Chapters
October 24, 2007: Revised chapters due from authors November 23, 2007:
Notify authors about acceptance status and ask to send their final
chapters, disk, and author biography December 15, 2007: Final submission
due 




All other enquiries and submissions should be forwarded electronically
or by email to Dr. Hokyoung Ryu Centre for Mobile Computing Massey
University, Auckland, New Zealand
Phone: +64 (0)9 4140800 ext. 9140
E-mail: [log in to unmask] 
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