The Delphi study was conducted in four rounds through online and face-to-face platforms: (Round I online) to generate own views on ML challenges in each of three sectors (Round II online) to identify possible solution strategies and transferability (Round III F2F) to develop workable solutions in small cross-sector teams and then (Round IV online) to finalize transferability of solution strategies. A cross-sector panel of international experts from North America, Europe and the Asia Pacific participated in the study, consisting of 14 K-12 teachers, 13 academics, and 10 managers.

Methodologically, we employed Delphi study and scenario-based methods as primary techniques to collect and synthesize international experts’ opinions. The present study aims to identify the challenges and solutions of implementing mobile learning in teaching and learning practices across K-12, higher education and industry. This paper contributes to the ever evolving and dynamic field of designing future mobile learning systems for the twenty-first century, in a new seamless learning environment. The accounts of the app development process highlight how new literacies come into play when enhancing learning through blending text, sound and imagery, and how app users underscore the importance of mobility and ubiquity for anywhere and anytime continuous, on-the-go learning in terms of the dimensions of new literacies. The suggested framework incorporating mobile learning and new literacies looks at the interaction dimension, individual learning needs and collective learning for mobile learning through these four perspectives: generic mobile environment issues, learning contexts, learning experiences, and learning objectives.

Accounts of the actual process of designing a mobile learning application for teaching and learning are used to consider factors in incorporating new literacies into the modified mobile learning design framework based on mobile learning design principles. in Journal of Computers, 2(4), 1-8, (2007) to design mobile learning applications for “Elements of Business Skills (EBS)” for a group of lower academic ability secondary school learners in Singapore. This paper examines the incorporation of new literacies to an adapted framework by Parsons et al.

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