As a result of the dedicated work of the mobile learning community, in recent years we have witnessed an explosion in the growth of mobile learning across all sectors of education. While this is to be welcomed, a re-conceptualisation of the precise nature of mobile learning needs to occur. Why? Primarily because mobile learning has been a victim of its own success. Many communities have defined it based on their own particular experiences, uses and backgrounds. This has led to a fertile proliferation of views and perspectives. However, the downside is that the unique nature of mobile learning is becoming very difficult to characterise. Worst still, mobile learning, as a concept, is currently ill-defined; it seems to be all things to all people.