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Designing for Formal, Non-Formal and Informal m-Learning

Designing for Formal, Non-Formal and Informal m-Learning. John Cook, Claire Bradley, Richard Haynes, Debbie Holley john.cook@londonmet.ac.uk c.bradley@londonmet.ac.uk r.haynes@londonmet.ac.uk d.holley@londonmet.ac.uk. Introduction. Learner Empowerment. Informal Learning:

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Designing for Formal, Non-Formal and Informal m-Learning

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  1. Designing for Formal, Non-Formal and Informal m-Learning John Cook, Claire Bradley, Richard Haynes, Debbie Holleyjohn.cook@londonmet.ac.uk c.bradley@londonmet.ac.uk r.haynes@londonmet.ac.uk d.holley@londonmet.ac.uk

  2. Introduction Learner Empowerment Informal Learning: Learner initiated Ownership by learner Mobile Device: Owned by / for learner Balance: Control, freedom and skills for learning

  3. Case study 1: The mobile local history tour http://www.mobilehistory.co.uk

  4. Aims • Learning in-situ ‘beyond the museum’ • Tangible vertical historic model • Sensory richness: audio, images, text • Multi narrative constructivist learning • Discover the history of an area

  5. The Mobile History Tour • 8 short connected walks • Audio guide • Each walk ends at a ‘Dig’ - a scene of historic importance • Digs explore history through: - audio ‘eye-witness’ accounts - images – drawings, photos - historic maps

  6. Mobile History Tour Evaluation • All endorsed the PDA as a tour enhancer • 90% enjoyable and stimulating • 100% discovery of the area • 90% played detective looking for clues • Negative aspects: awkwardness of equipment, and security of use

  7. User comments • “I didn’t have to look to read anything” • “Audio provided real depth to the tour, and highlighted areas of surprising interest” • “Voices describing social history brought it to life” • “Seeing things I’d not normally notice” • “For those interested in local history I’d say its an attractive way to gain local knowledge whilst enjoying yourself”

  8. Case study 2:Learning objects for Java programming http://www.londonmet.ac.uk/ltri/learningobjects/pda.htm

  9. Aims • To adapt an existing online learning object on Java programming for the PDA • PDA object could offer increased flexibility for students – place of use • Research questions: • Would adaptation compromise the design, pedagogic integrity and functionality? • How appropriate is the PDA for delivering learning objects and what are its strengths and weaknesses?

  10. The Java learning objects • Small, self-contained resources that focus on one learning objective • Authored in Macromedia Flash • Designed to be engaging, interactive, easy to understand • Include text descriptions, visual animated examples, step-throughs of programming code, interactive models, interactive quizzes (SAQs) • Encourages active constructivist learning and uses scaffolding to aid understanding

  11. Student feedback • PDA version offered an enhanced learning experience • It was more interactive which they liked • They all liked the use of audio for explanations, and 3 said that they learn more quickly and effectively from listening rather than reading • They could all see themselves using a PDA for learning, wherever they wanted to learn – on the way to university, on holiday, lying on the bed relaxing • PDA was smaller and more convenient to carry than large textbooks, A4 lecture notes, laptop • Disadvantages of cost of devices and security of use

  12. Student comments • PDA version: “The PDA was more comfortable to use and provided a more interactive learning process with the sound effects” • Enhancements to learning: “I can use the PDA wherever I am, bus, tube, car, etc. It is better than a book because of its interactivity” “It provides an opportunity for the learner to learn at their own time and at their own pace”

  13. Future work in RLO-CETL • Planning on integrating rich multimedia learning objects with flexible, mobile formal, non-formal and informal learning opportunities in its future work • Marketing and modern language learning • Questionnaire on various issues was handed to "Studying Marketing and Operations" students • Results ‘interesting’ and positive in terms of receptiveness to informal and non-formal learning opportunities.

  14. Contact details John Cook: john.cook@londonmet.ac.uk Claire Bradley: c.bradley@londonmet.ac.uk Richard Haynes: r.haynes@londonmet.ac.uk LTRI: http://www.londonmet.ac.uk/ltri Mobile History Tour: http://www.mobilehistory.co.uk Java While Loops:http://www.londonmet.ac.uk/ltri/learningobjects/pda.htm

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