The convergence of mobile technologies into student-centered learning environments requires academic institutions to design new and more effective learning, teaching, and user experience strategies. In this article we share results from an mLearning design experiment and analysis from a student survey conducted at the National College of Ireland. Quantitative data support our hypothesis that mLearning technologies can provide a platform for active learning, collaboration, and innovation in higher education. In addition, we review mobile interface and user-experience design considerations, and mLearning theory. Finally, we provide an overview of mLearning applications being developed in the United States, the United Kingdom, and Ireland including, "Virtual Graffiti," "BuddyBuzz," "Flickr," and "RAMBLE." (Contains 9 tables.)