To start to implement m-learning can be daunting, at first impression. But it's not quite as difficult as one might think. Yes, we do have to adjust some of our traditional papers and ways of doing things, but we counter that with progress and adapting to the 21st Century, our technologically advanced students, and our robust profession. Perhaps more importantly, we need to jettison our fear of the unknown and give up some control within the classroom. Personally, I found this difficult until I realized students became more receptive to me because I understood how to use hash tags and other social media. In fact, some know there is a growing rhetoric and composition presence on most social media sites, which is partly where the idea of m-learning came from. In my view, there are two ways to implement m-learning: institutional and individual. Although many institutions do adjust quickly and make valiant attempts to assist faculty with progressive agendas, I suggest running a few trial courses to gather data to demonstrate the usefulness of this evolution of our paradigm. Then, one has the experience to field the difficult questions about evidence, learning, and outcomes.
The individual path also has two avenues to address: student and teacher. The former will likely be the easier sell because many students get excited to use their mobile devices as educational tools. The latter, well, takes some work. I suggest starting small with one small assignment and one larger one in a given term, so one can evaluate progress and make notes for future defense to the administration. Similar to all assignments, figure out what the set of goals relative to each assignment are.