Work in progress
  Members of the LMLG are involved in a number of research projects around theory and ractice of learning with mobile media. Projects, books and data bases are part of their scientific work in progress.

Book projects

Book projects      

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Key issues in M-Learning Research and Practice (due 2014)

Editors: Norbert Pachler, John Cook and John Traxler
Publisher: Continuum


Work-based mobile learning: concepts and cases. A handbook for evidence based practice (2009-2010)

Editors: Norbert Pachler, Christoph Pimmer and Judith Seipold
Publisher: Peter Lang

Against the background of an increasingly mobile workforce, technological innovations and a changing corporate learning landscape, the central question of this book will be how mobile devices can be used to support work-based learning.
Project sheet


Mobile Learning: Structures, Agency, Practices (2007-2009)

Authors: Norbert Pachler, Ben Bachmair and John Cook, with contributions from Gunther Kress, Judith Seipold, Elisabetta Adami and Klaus Rummler
Publisher: Springer. ISBN: 978-1-4419-0584-0

As with television and computers before it, today's mobile technology challenges educators to respond and ensure their work is relevant to students. What's changed is that this portable, cross-contextual way of engaging with the world is driving a more proactive approach to learning on the part of young people. The title is due February 2010.
Publisher's website


Research & development projects

Research & development projects      

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Network for Mobile Learning Scenarios (2012-ongoing)

In collaboration with institutions in United Kingdom, Germany, Austria, Switzerland and Italy.

Aim of the network is to provide perspectives for the implementation of mobile technologies in teaching and learning contexts, be it formal or informal, during school or leisure time, at workplace or university, or in which place or time of the day ever, by providing “scenarios” for learning and teaching with mobile technologies. In contrast to large-scale projects scenarios can be understood as modular units which are replicable, scalable and transferable and apply to the use in specific learning. Part of the conceptual considerations of the network is a perspective of a cultural ecology which covers amongst others the everyday use of mobile technologies, different social contexts and milieus in which people are learning, as well as different demands of educational institutions and their policies. Target groups of the work of the network are teacher and researchers.


Learning Layers (2012-ongoing)

In collaboration with institutions in Austria, Estonia, Finland, Germany, Norway, Spain, and the UK.

In the Learning Layers Project ( we develop technologies that support informal learning in the workplace (Healthcare professionals in NE England and the Construction sector in North Germany). John leads on work that aims to understand how and why people choose to connect to other people for intentional informal learning and to discover approaches to improve trust and interactions between people, thereby enhancing the construction of learning networks.


SoMobNet - Social Mobile Network to enhance community building for adults’ informal learning (2011-2012)

In collaboration with the University of Florence, the Consiglio Nazionale delle Ricerche and Attiko Vocational Training Centre.
April 2011 - March 2012.

The aim of the partnership is to explore the role mobile and social networking can play in the context of technology-enhanced learning environments with a focus on workers’ community building. It investigates the following research questions: how can/do mobile devices support workers’ community building through social networks? What models of assessment are possible through new mobile devices in informal learning situations? How can mobile devices support workers’ training between real and online contexts? Project website.


mLeMan (2010-2012)

LTRI is a partner in a new EC-funded project called mLeMan (m-Learning Manager). This new Leonardo da Vinci project is led by Plovdiv University in Bulgaria and has a total budget of 475,351 euro. The total budget for LTRI is 84,731 euro or £70,657. John Cook leads for LTRI; Carl Smith will also work on the project. Other mLeMan partners are from Ireland, Italy, Austria and Bulgaria. mLeMan starts October 2010 and runs for 24 Months.


MyMobile - Education on the move. Responsive learning contexts in European Adult Education (2010-2012)

In collaboration with partners from Germany (, Italy (Facoltà di Scienze della Formazione, Università degli Studi di Firenze) and Belgium (Media Animation asbl).

The aim of the partnership is to cultivate exchange on existing approaches and methods in mobile learning and mutually to develop overall guidelines for mobile learning in adult education within the context of lifelong learning. These general principles will be applied and tested in diverse learning scenarios. Upon conclusion of the project, practical guidelines for multipliers will be available, showing how mobile learning scenarios and methods can be integrated into adult education and further developed. These will enable multipliers to employ the mobile phone as a learning tool, a didactic method, and a field of pedagogical endeavour in their work with, e.g., migrants, multigenerational houses, seniors, media education support schemes (which are of growing significance for all types of educational institutions), in integration work with socially marginalized groups, in museum programmes, etc.


MyMobile (2009-2010)

In collaboration with

Mit „taschenfunk“ hat vor allem die kreativen Möglichkeiten des Handys in der Schule erprobt, mit „MyMobile“ hält das Handy Einzug im Fachunterricht. Das Projekt MyMobile sieht vor, dass der Einsatz von Handys im Unterricht im Schuljahr 2009/2010 an sechs verschiedenen Schulen erprobt und evaluiert wird. (Source:


"And don't forget to bring your mobile" - Informing educational target groups about mobile learning opportunities (2008-2010)

Supporter: WLE Centre, IoE, London.
Project holder: Judith Seipold

The project focuses on the dissemination of concepts and projects for mobile learning conducted inside and outside school, with the aim to provide support for educational professionals and stakeholders through website, online-databases and publications, and thus to support 'at-risk learners' in successful and sustainable learning.
Project description


Researching the interface between emerging technologies, in particular interactive displays, and representation on learning (2008-2009)

Joint project with the Centre for Multimodal Research at the Institute of Education, London.


Mobile Medienbildung - Mobile Education: Educational potentials of mobile technology for adolescent 'at-risk learners' (2007-2011)

PhD thesis: Klaus Rummler, University of Kassel, Germany

The focus is on the 'At-risk learners'' use of mobile technology and the implications for media education in the perspective of Cultural Studies. Central questions are e.g. What are the patterns of mobile media usage of male adolescents from low socio-economic segments, What are the 'at-risk learners' specific strategies of successful meaning-making with mobile technology outside school. Free file (German language)


Mobiles Lernen. Analyse des Wissenschaftsprozesses der britischen und deutschsprachigen medienpädagogischen und erziehungswissenschaftlichen Mobile Learning-Diskussion. [Mobile Learning. Analysis of the scientific process of the British and German speaking media educational and educational mobile learning discussion.] (2007-2011)

PhD thesis: Judith Seipold, University of Kassel, Germany

The work analytically engages in the development of the mobile learning discourse in Great Britain and Germany, with a particular focus on the scientific process of the mobile learning discussion and mobile learning practice and instructional designs in schools. Free file (German language) | Short version (English language)


A Design Toolkit for Emerging Learning Landscapes Supported by Ubiquitous Computing

Ph.D. Thesis, Daniel Spikol, Linnaeus University, V�xj�, Sweden

Almost twenty years ago, Kaput (1992) argued that the limitations of computer use in the coming decades are likely to be less a result of technological limitations than a result of limited human imagination and the constraints of old habits and social structures. Therefore, it can be argued that different approaches need to be explored to promote innovate educational practices and this thesis will argue for design as this catalyst. The aim of this thesis is to explore how different design approaches can be used to guide emerging learning landscapes supported by ubiquitous computing. The empirical work presented in this dissertation is based on the activities and outcomes from three projects that include informal and formal games for education, inquiry based science learning, and mathematics learning activities. The analysis of these projects is discussed and the different design approaches used in each one of the efforts are compared in order to see their advantages and drawbacks. From this analysis, the most salient design factors and approaches are identified in order to provide the foundations of a design toolkit.


MoLeaP - The mobile learning project database

MoLeaP - The mobile learning project database  

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MoLeaP - The mobile learning project database is a public and free-of-charge online database for teachers, researchers and other (education) professionals interested in learning and teaching with mobile media. The concept behind MoLeaP builds on LMLG's research on mobile learning. MoLeaP is part of the project "And don't forget to bring your mobile" - Informing educational target groups about mobile learning opportunities.

Literature database

Literature database      

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The literature database of the London Mobile Learning Group (LMLG) contains a vast range of references with a wider relevance to mobile learning. Besides the almost 400 references that were cited in the book 'Mobile Learning: Structures, Agency, Practices' (Springer, 2010) this resource contains approximately 1400 additional references.



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