Since the start of the current millennium, experience and expertise in the development and delivery of mobile learning have blossomed and a community of practice has evolved that is distinct from the established communities of “tethered” e-learning. This community is currently visible mainly through dedicated international conference series, of which MLEARN is the most prestigious, rather than through any dedicated journals. So far, these forms of development and delivery have focused on short-term small-scale pilots and trials in the developed countries of Europe, North America, and the Pacifi c Rim, and there is a taxonomy emerging from these pilots and trials that suggests tacit and pragmatic conceptualisations of mobile learning. What has, however, developed less confi dently within this community is any theoretical conceptualisation of mobile learning and with it any evaluation methodologies specifically aligned to the unique attributes of mobile learning. Some advocates of mobile learning attempt to defi ne and conceptualize it in terms of devices and technologies; other advocates do so in terms of the mobility of learners and the mobility of learning, and in terms of the learners’ experience of learning with mobile devices.
