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Mobile Learning

Where technology enables knowledge. Mobile Learning. Trends, Possibilities and Examples John Traxler Learning and Teaching Research Fellow. Where technology enables knowledge. Mobile Learning. Outline Definition Case studies Technology brief review Pedagogy content discussion

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Mobile Learning

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  1. Where technology enables knowledge Mobile Learning Trends, Possibilities and Examples John Traxler Learning and Teaching Research Fellow

  2. Where technology enables knowledge Mobile Learning • Outline • Definition • Case studies • Technology • brief review • Pedagogy • content • discussion • support • Future

  3. Where technology enables knowledge Mobile Learning • Definition “any educational provision where the sole or dominant technologies are handheld or palmtop devices” “including mobile ‘phones, smartphones, personal digital assistants (PDAs) and their peripherals perhaps including tablets probably excluding laptops, desktops in carts etc” not stable, no consensus, potentially technocentric

  4. Where technology enables knowledge Mobile Learning mobile learning is technology supported learning but more spontaneous, personal, portable, lightweight, situated, bite-sized, unobtrusive, disruptive, ubiquitous, informal, pervasive and more constrained, minimal, primitive and costs differently

  5. Mobile Learning Jon Trinder

  6. Where technology enables knowledge Mobile Learning Currently • increased publication • academic eg JCAL, Handbook for Educators and Trainers • general eg PDA Essentials • increased conferences and seminars • eg MLEARN, WMTE • developmental work • UK, USA and Far East; relevance to LDCs • small-scale, subject-specific pilots and trials starting to break through to institutional and departmental level

  7. Where technology enables knowledge Mobile Learning • Resourcing • Social Inclusion and Social Capital • social support, increased participation • Free Market “Added-Value” • glossy MBA, industrial training • Training Niches • teaching practice, nurse training • Leveraging the Consumer • SMS, mp3, picture messaging

  8. Where technology enables knowledge Mobile Learning • Case studies • m-learning • SMS – WU, SCIT, Kingston U • WAP • PDAs – USD, WU, Imperial, Mobilearn, Bristol

  9. Case Study m-learning Project • 3 countries • UK, Sweden, Italy • €4.5m • 5 partners • LSDA, CTAD, Ultralab, CRMPA, Lecando • 36 months • Trials underway • 12 schemes, 200 learners IST number IST-2000-25270

  10. The m-learning Target Groups • Basic Skills • Literacy • Numeracy • Social • Disengaged • From work, training and education • 16 - 24 yrs

  11. The m-learning Technologies Device Independence • SMS / VoiceXML • smartphones - Sony p800 • PDAs – XDA2 • network PCs

  12. The m-learning Pedagogies • mPortal • Individualised learners access point • LMS • Combining delivery and discussion • Intelligent tutor • Matching learners and content

  13. Case Studies - Using SMS • University of Wolverhampton, School of Computing • Semester 2 2003/2004 • Room changes, appointments, feedback, exam tips • Leading to large-scale institutional pilot

  14. Case Studies - Using SMS

  15. Case Study - Using WAP • University of Helsinki • Teacher training • Home Economics • 11 students • 10 Nokia Communicator 9210, 2 Casio QV-3000EX/Ir digital cameras

  16. Case Study - Using WAP

  17. Case Study - Using WAP The ICUS Case Study

  18. Background to ICUS Case Study • INSEAD - NOKIA - ICUS consortium • Purpose: to trial mobile eLearning with 2G technologies • Course: “eBusiness on the Move” • Learners: 22 experienced business managers • Length of course: approx.. 20 learner-hours • INSEAD: provided course content and coaches • ICUS: designed and developed the e-learning & mobile learning course • NOKIA: provided phones and WAP expertise • Starhub: Singapore telco provided WAP service

  19. The ICUS Case Study • 70% of the course, that is all the text content, quizzes and schedules, was available on Web and WAP • gave users the choice of delivery platform. • 20% of the course was on Web only: digital video clips, bulletin board discussions, pdf files, email exchanges • 10% was on WAP only: visits to external WAP sites, getting quick reminders and getting alerts from the coach

  20. The ICUS Case Study • design constraints for WAP course material: • shorter chunks of text • more screen displays • more section titles • to reversion existing web-based material a Word document was produced to cross-reference the WAP “chunks” and the Web “topics”. • a navigational aid when learners were switching back and forth between modes

  21. WEB Files and Headings - “eBUSINESS ON THE MOVE” MASTER GUIDE .Course Welcome .Course Overview MODULE 1 MODULE 2 MODULE 3 WAP Files and Headings - eBUS ON MOVE” MASTER GUIDE OVERVIEW WELCOME 1. Introduction 2. Coach Tung 3. Coach Angehrn 4. eLearning 5. eLearning style 6. Getting info 7. Personal Info 8. Knowing Others 1. Introduction 2. Description 3. Objectives 4. Pre-requisites 5. [Bulletin Boards] 6. Time Demands 7. Schedule 8. Participation 9. Assessment 10. Reading 11. [Media used] The ICUS Case Study

  22. Summary of ICUS Project • The case study showed that mobile learning supported by only 2G technologies exceeded learner expectations • 2G technology can provide a viable learning environment • Integration with PC is vital • The advent of 3G technologies will enable mobile learning to progress from providing learner support to providing complete interactive multimedia learning experiences • Mobile learning can help bridge the digital divide • There will eventually be no distinction between mobile learning and e-learning • Major technological progress is needed to ensure better integration of these terminals

  23. Case Studies - Using PDAs • University of South Dakota • Central Washington University • Imperial College London • University of Wolverhampton • University of Oslo

  24. PSPs

  25. PSPs Project started April 2003 - still in progress Roger Kneebone

  26. PSPs • A new professional role, the Perioperative Specialist Practitioner (PSP), will expand the surgical team, providing holistic preoperative/ postoperative care through the patient’s journey. • PSPs will become key surgical team members, providing continuity of care. Work will include: • Preoperative assessment • Communication with patients and their relatives • Performing procedures • Recognising and managing routine postoperative problems • Calling for help when necessary • Managing discharge process • Teaching members of the surgical team

  27. PSPs • Compaq iPAQ 3970 • Foldable keyboard • Docking cradle • PPC • ABCDB Database for activity logging • Pocket Word

  28. PSPs • Potential advantages: • Portable & easy to use on a hospital ward • Allow immediate recording of data • Uploading of activity data to training centre • Backup of data to protect from loss or corruption • Potential disadvantages: • Difficult to learn how to use them • Loss or theft • Time consuming

  29. PSPs Observation and interview studies: • The majority of PSPs had not used a PDA before the project began • Participants like using PDAs, but only if they save time • Foldable keyboards are essential for written reflections • Current technical problems in activity logging are a significant obstacle to everyday use • Ready access to medical reference material would be valued

  30. University of Wolverhampton Using Personal Digital Assistants to Support Students

  31. The Issues • non-traditional students • parents, mature, no formal qualifications • unused to higher education • substantial part-time work • attendance and performance “at-risk” • personal information management skills • complexity of mass HE • rooming • modularity • timetabling

  32. Students at Work with Cliés

  33. Sony Clié Handheld Computers because: • performance/ functionality • memory/ speed/ battery • build quality/ reliability • image/ style • leisure/ entertainment • preloaded applications • software costs and choice

  34. Central Washington University • Handheld Composing: Using PDAs to Re-conceptualize Artist Practice • Mark Polishook

  35. Handheld Composing • Mark Polishook, director of the composition and theory programs at Central hoped that Palms would stretch his students beyond the norms of music composition, forcing them to approach the creative process from a fresh perspective. • Music student Brenden Smith, right, adds vocalizations to a Palm piece of music he is playing as fellow student Abe Byron, centre, and Mark Polishook look on.

  36. Handheld Composing • The musical score looks a little different from usual when using a Palm to compose. • But students at Central Washington University say they like it.

  37. Handheld Composing A sample of their work

  38. University of South Dakota • 1st HE institution in US to require its entire incoming freshman class to use Palm PDAs • incoming freshmen (about 1000 students for 2001/2002 and 2002/2003; scaled back to 100 in 2003/2004 to Honours freshman • more difficult than originally thought to get students to use handhelds for personal and academic purposes

  39. University of Oslo • KNOWMOBILE Project • Ole Smørdal and Judith Gregory • medical students • on placement • general practice • local hospital

  40. University of Oslo • HP Jornada 710, HP Jornada 548 • synched email • Avantgo custom channels • ebooks - medical reference • web portal

  41. University of Oslo • Settings • classroom • standalone PDAs, synched to networked desktop PCs • “digs” • wireless Internet connections at GP surgeries, digs • commuting • GSM cellular phone cards, access at home, on train

  42. Case Study - Using Smartphones • SMILE Project • Sussex Mobile Interactive Learning Environment • Sussex University COGS • course: Interactive Learning Environments • students: • 19 third-yr u/g, 9 p/g students • Rose Lucking et al

  43. Case Study - Using Smartphones • O2 XDA with full Internet access • MS Office, email, browser, logging, GPRS, yahoo group, QuickTime, media player • based on “conversational” theory

  44. Case Study - Using Smartphones • Students logged onto course web-site at normal lecture time and followed PowerPoint presentation • used interactive polls • join online discussion • Issues (from feedback) • “ownership” • reliability • ergonomic • functionality

  45. HandLeR • Prof. Mike Sharples, University of B’ham • HandLeR, prototype object-oriented system • based on Conversational Theory • communication, construction, control

  46. HandLeR • Rabbit avatar giving image of user’s functions

  47. HandLeR • A Fujutsu Stylistic LT Pen Tablet, 8.4” 800 x 600 SVGA display, touch sensitive screen, 233MHz Pentium Windows 98 • 3Com Home Connect camera • Lucent Technologies IEEE 802.11 wireless card up to 11Mbs • PCMCIA Nokia CardPhone, direct voice communication from the computer to a mobile phone or to another computer, and data connection at 9.6Kbs.

  48. Where technology enables knowledge Mobile Learning Core Aspects of Content Delivery based on PDA and smartphone functionality

  49. Where technology enables knowledge Mobile Ups • location-aware/context-aware • `phone • camera • audio • software

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