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Research Issues and Applications of Mobile and Ubiquitous Learning

Research Issues and Applications of Mobile and Ubiquitous Learning. Gwo-Jen Hwang Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology E-mail: gjhwang.academic@gmail.com. IDLS (Intelligent Distance Learning Systems) lab.

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Research Issues and Applications of Mobile and Ubiquitous Learning

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  1. Research Issues and Applications of Mobile and Ubiquitous Learning Gwo-Jen Hwang Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology E-mail: gjhwang.academic@gmail.com

  2. IDLS (Intelligent Distance Learning Systems) lab • Mobile and Ubiquitous Learning • Funded by NSC of Taiwan with NT$15,000,000 per year • Natural science courses • Social science courses • Computer science courses • English courses Research Issues and Applications of Mobile and Ubiquitous Learning

  3. The backgrounds of the members in this lab include Computer Science and Educational Technology. Research Issues and Applications of Mobile and Ubiquitous Learning

  4. Academic Publications of IDLS Lab • 150 journal papers • Computers & Education (SSCI) • Educational Technology & Society (SSCI) • Innovations in Teaching and Education International (SSCI) • British Journal of Educational Technology (SSCI) • Electronic Library (SSCI) • Interactive Learning Environment (SSCI) • Ecommerce Research and Application (SSCI) • IEEE Transactions on Education (SCI) • IEEE Transactions on SMC, Part C (SCI) • IEEE Transactions on Mobile Computing (SCI) • Expert Systems with Applications (SCI) • Other SCI/EI/TSSCI journals • 250 papers presented in conferences • 3 book chapters Research Issues and Applications of Mobile and Ubiquitous Learning

  5. Six SSCI (Social Sciences Citation Index) journals of e-learning Research Issues and Applications of Mobile and Ubiquitous Learning Computers & Education (C&E) Educational Technology & Society (ETS) British Journal of Educational Technology (BJET) Innovations in Education and Teaching International (IETI) Educational Technology Research & Development (ET R&D) Journal of Computer Assisted Learning (JCAL)

  6. Number of m-learning/u-learning papers published from 2001 to 2010 Hwang, G. J., & Tsai, C. C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), E65-70. Research Issues and Applications of Mobile and Ubiquitous Learning

  7. Sample groups selected for mobile and ubiquitous learning studies from 2001 to 2010 Hwang, G. J., & Tsai, C. C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), E65-70. Research Issues and Applications of Mobile and Ubiquitous Learning

  8. Research learning domains selected from 2001 to 2010 Research Issues and Applications of Mobile and Ubiquitous Learning

  9. M-learning/u-learning with sensing technologies • Some researchers have tried to conduct m-learning or u-learning activities with sensing technologies. • This has lead to context-aware ubiquitous learning (Hwang, Tsai , & Yang, 2008) • The learning system is able to detect and record the real-world learning status of the students. • More learning supports can be provided by the learning system for guiding the students to learn in the real world. Gwo-Jen Hwang*, Chin-Chung Tsai and Stephen J.H. Yang (2008), “Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning”, Educational Technology & Society, 11(2), 81-91.(SSCI) Research Issues and Applications of Mobile and Ubiquitous Learning

  10. SKIP Ubiquitous Learning (anywhere and anytime learning) Broad sense definition Mobile Learning (Learning with mobile devices and wireless communications) the use of mobile, wireless communications and sensing technologies for supporting students to learn in the real world Context-Aware U-Learning (Learning with mobile, wireless communications and sensing technologies) More specific definition Gwo-Jen Hwang*, Chin-Chung Tsai and Stephen J.H. Yang (2008), “Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning”, Educational Technology & Society, 11(2), 81-91.(SSCI) Research Issues and Applications of Mobile and Ubiquitous Learning

  11. Illustrative example of a context-aware u-learning environment The learning system is executed on the server Once the student walks close to a learning target, the RFID reader can receive the information from the corresponding tag. Each student uses a PDA equipped with an RFID reader and wireless communication facility. Target Object 5 Target Object 1 Target Object 2 Target Object 3 Target Object 4 Each learning target has an RFID tag on it. Research Issues and Applications of Mobile and Ubiquitous Learning

  12. Each ecology area of butterflies has an RFID tag Reader TAG Learning missions or supplementary materials The student holds a PDA equipped with an RFID reader Research Issues and Applications of Mobile and Ubiquitous Learning

  13. Benefits of using sensing technologies • The learning system is able to guide the learners in the real world via detecting their locations • The learning system can more actively provide learning supports to the learners if necessary • E.g., Give hints to the students who are doing a dangerous chemical experiment before something goes wrong Research Issues and Applications of Mobile and Ubiquitous Learning

  14. More parameters in a context-aware u-learning portfolio • Personal context in the real world: learner’s location, time of arrival, body temperature, heartbeat, blood pressure, etc. • Environmental context : the learning target’s ID and location, the environmental temperature, humidity, air ingredients, and other parameters of the environment around the sensor • The data collected by the students in fields, e.g. PH value of water. • Personal data in the database : learner’s profile and learning portfolio, such as the predefined schedule, starting time of a learning activity, the longest and shortest acceptable time period, place, learning sequences. • Environmental data in the database : equipment in the lab, the rules of using the equipment, the time table of using the lab Research Issues and Applications of Mobile and Ubiquitous Learning

  15. Research Issues concerning mobile and ubiquitous learning • Proposing new strategies or tools for supporting m-learning or u-learning activities • Developing adaptive or collaborative m-learning or u-learning environments • Investigating students’ real-world learning status from different aspects, such as • learning achievement and problem-solving skills • cognitive process • cognitive load • learning style or cognitive style • self-efficacy Research Issues and Applications of Mobile and Ubiquitous Learning

  16. Earlier applications-Serving as a Guide for Science Observations The u-learning system serves as a guide for observing a set of learning targets in the real world.

  17. Background and Motivation • Observation and classification abilities • important learning objectives for science education. • In the Natural Science courses of elementary schools in Taiwan • the students need to learn to observe and classify some learning targets (e.g., plants on school campus, butterflies in the garden) • In the followings, several learning activities are designed for the “Butterfly and Ecology” unit of a natural science course Research Issues and Applications of Mobile and Ubiquitous Learning

  18. Conventional “Butterfly and Ecology” learning activity A teacher usually needs to train 10 or more students at the same time. Research Issues and Applications of Mobile and Ubiquitous Learning

  19. In such a one-to-many instruction mode: It is difficult to provide personalized instructions or feedback to the students or to record their learning status. Research Issues and Applications of Mobile and Ubiquitous Learning

  20. Scenario 1: Butterfly museum Students are guided by the u-learning system to learn to identify different types of butterflies based on the appearances of the butterflies. more than 10 thousands Butterfly samples Research Issues and Applications of Mobile and Ubiquitous Learning

  21. The most significant feature of the target butterfly Location of the target butterfly What is the name of the butterfly in front of you? Observe and compare the target butterfly with other butterflies based on the feature. Research Issues and Applications of Mobile and Ubiquitous Learning

  22. Scenario 2: Butterfly ecology garden • The Butterfly Ecology Garden consists of 18 ecology areas for raising host plants of butterflies. Hui-Chun Chu, Gwo-Jen Hwang*, Shu-Xian Huang and Ting-Ting Wu (2008), “A Knowledge Engineering Approach to Developing E-Libraries for Mobile Learning”, The Electronic Library. 26(3), 303-317. (SSCI) Research Issues and Applications of Mobile and Ubiquitous Learning

  23. The students are guided by the learning system to observe the host plants and the butterfly ecology in each target area. Research Issues and Applications of Mobile and Ubiquitous Learning

  24. Some preliminary findings in the earlier studies • Advantages of the u-learning approach • Providing a personalized guide for individual students • Providing supplementary materials and hints in the right place and at the right time • Motivating the students to learn • To engage students in higher order thinking, more effective learning supports or knowledge construction tools are needed Research Issues and Applications of Mobile and Ubiquitous Learning

  25. Recent applications- Leading in Mindtools for u-learning activities

  26. Definitions of Mindtools • Jonassen (1999, p9) described Mindtools as “a way of using a computer application program to engage learners in constructive, higher-order, critical thinking about the subjects they are studying.” Research Issues and Applications of Mobile and Ubiquitous Learning

  27. Mindtools used in our studies Research Issues and Applications of Mobile and Ubiquitous Learning • Grid-based Mindtool • Helping the students identify and differentiate a set of learning targets based on the features of the targets • Concept maps • Helping the students organize their knowledge via linking the new knowledge and their prior knowledge

  28. Repertory grid (Kelly, 1955) Elements: targets to be indentified or classified • A repertory grid is represented as a matrix or table • Its columns are labeled with elements. • Its rows are labeled with constructs. • A 5-scale rating mechanism is usually used. constructs: traits for identifying the targets. Elements (e.g., plants) Trait (1) ----Constructs (features of the plants)---opposite(5) Research Issues and Applications of Mobile and Ubiquitous Learning

  29. Two stages for providing learning supports based on the repertory grid • 1st stage- creating the objective repertory grid by teachers • 2nd stage- using the objective repertory grid to help students develop their repertory grids Research Issues and Applications of Mobile and Ubiquitous Learning

  30. The RG constructed by the student The student is asked to observe the “leaf shape” of “Lalang grass” by asking a question. The Objective RG The learning mission: observing the “leaf shape” of “Lalang grass” and answer the following question. Research Issues and Applications of Mobile and Ubiquitous Learning

  31. The RG constructed by the student The student has correctly answered the “leaf shape” of “Lalang grass” to be “long and thin”, and is asked to describe more detailed features of the leaf shape. Acicular Linear The Objective RG Lance-shaped Research Issues and Applications of Mobile and Ubiquitous Learning

  32. The RG constructed by the student Flat and round The answer “Flat and Round” to the “leaf shape” of “Lalang gtass” is incorrect. Long and thin The Objective RG The student is asked to observe the leaf shape of “Indian Almond” and compare it with the leaf shape of Lalang grass”. Research Issues and Applications of Mobile and Ubiquitous Learning

  33. Experiment Design • Subject unit : “Knowing the plants on school campus” of the Natural Science course • Comparing the learning performance of the students who learned with/without the Mindtool Research Issues and Applications of Mobile and Ubiquitous Learning

  34. Comparing u-Mindtool learning with u-Learning • Participants: 61 fifth graders • Control group: 29 students, learned with a tour-based u-learning system that provided location guidance and supplementary materials • Experimental group: 32 students, learned with the Repertory Grid-oriented u-learning approach Research Issues and Applications of Mobile and Ubiquitous Learning

  35. Learning Achievements No significant difference between the two groups Table 1. t-test of the pre-test results Table 2.Descriptive data, and ANCOVA of the post-test results Research Issues and Applications of Mobile and Ubiquitous Learning

  36. A follow-up learning activity Research Issues and Applications of Mobile and Ubiquitous Learning The students needed to develop their own repertory grids by determining the traits for identifying the target butterflies.

  37. Research Issues and Applications of Mobile and Ubiquitous Learning The can also share their findings to peers and modify their repertory grids via a knowledge-sharing interface.

  38. Concept map-oriented Mindtool for u-learning 2. Go to the butterfly garden to observe the ecology of the butterflies. Check if their concept map is correct and complete via browsing the developed concept maps on the PDA. Take notes on the PDA. 1. Develop concept maps in the classroom based on what they have learned from the textbooks. 3. Go back to the classroom to modify their concept maps Research Issues and Applications of Mobile and Ubiquitous Learning

  39. Working space for developing concept maps Set up concept map parameters Insert the picture of the concept CmapTools developed by the Institute for Human and Machine Cognition (IHMC) of the Florida University System (Novak & Cañas, 2006). Research Issues and Applications of Mobile and Ubiquitous Learning

  40. “Idea leuconoe clara” Concept to be modified New concept The students can browse their concept maps via the mobile devices. Take notes or record what they have found during the learning activities. Interface for entering Chinese character s Research Issues and Applications of Mobile and Ubiquitous Learning

  41. Context-Aware U-Learning for complex experiment procedures

  42. Background and Motivation • Development of a context-aware u-learning system for training the “Single-Crystal X-ray Diffraction” procedure in a Chemistry course. • It is the most effective method for analyzing 3D structure of compound materials. • The learners are graduated or PhD students. • It is time-consuming to train a new researcher (usually 6 months to 1 year) • The operations could be dangerous, and hence the learner requires full-time guidance during the training process Research Issues and Applications of Mobile and Ubiquitous Learning

  43. Location: 1st floor, R 126 Centering and aligning the sample Expert System Give advice or hints based on the context Single Crystal X-ray Diffractometer Context of learner Ubiquitous learning environment Instructing Data transmitting RFID Indexing, data collecting leaner (2) PC (1) (3) Data transmitting Microscope Data processing & Structure determination products – examining, selecting, crystal mounting Temperature meter PC Location: 2nd floor, R 203 Location: 2nd floor, R 204 Research Issues and Applications of Mobile and Ubiquitous Learning

  44. Stage 1: Select a crystal of good quality and suitable size through an optical microscope and mount the crystal on the top of the glass fiber. The expert system guides the learner to complete the procedure and check if the selected crystal is usable. Research Issues and Applications of Mobile and Ubiquitous Learning

  45. Stage 2: Analyze the crystal by operating the X-ray diffractometer to find the cell constants within acceptable deviation. This stage is very complex since there are several rules to be followed and various parameters to be considered. Research Issues and Applications of Mobile and Ubiquitous Learning

  46. Stage 3: Determine the 3D structure of the crystal-line solid using a special program The outputs of the program include the shape, the exact distance between atoms, and other parameters for describing the structure. Research Issues and Applications of Mobile and Ubiquitous Learning

  47. Benefits of the context-aware u-learning approach • based on the responses from 5 researchers who had 6 months experiences and the system logs of 5 new learners Research Issues and Applications of Mobile and Ubiquitous Learning

  48. SKIP Estimation about cost benefit for using the approach Save 80,000 USD per year for training 10 researchers Research Issues and Applications of Mobile and Ubiquitous Learning

  49. Other applications of U-Learning

  50. U-learning for Local culture courses Research Issues and Applications of Mobile and Ubiquitous Learning

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