MlearningTrials
From Te Puna Ako Wiki
Contents |
Innovation in eLearning project (The educational potential of Wireless Mobile Devices and Web2)
Thomas Cochrane
Unitec
tcochrane@unitec.ac.nz
June 2008.
Context
The Centre for Teaching and Learning Innovation (CTLI) has undertaken two research trials investigating the use of mobile web2 technologies to enhance the teaching and learning experience with two different courses at Unitec during 2007 and 2008. The first trial (Semester2 of 2007) involved the Diploma of Landscape Design, where second year students elect to create a team-designed garden exhibition for the Ellerslie International Flowershow. The second trial (Semester1 of 2008) involved the Bachelor of Product Design, where third year students form design teams and create a real product for a real client.
Research Questions:
- What are the key factors in integrating Wireless Mobile Devices (WMDs) within tertiary education courses?
- What challenges/advantages to established pedagogies do these disruptive technologies present?
- To what extent can these WMDs be utilized to support learner interactivity, collaboration, communication, reflection and interest, and thus provide pedagogically rich learning environments that engage and motivate the learner? To what extent can WMDs be used to harness the potential of current and emerging social constructivist e-learning tools?
The trials were collaborative projects between the researcher (CTLI Academic Advisor), the teaching staff, and the students, based upon an intentional community of practice model(Cochrane, 2007b; Cochrane & Kligyte, 2007). The pedagogy informing the trial was chosen to be social constructivism, therefore the focus of the trials was upon fostering communication, collaborative learning environments, and student-centred activities and content creation, rather than repurposing pre-existing content for mobile devices. The core activity of the project is the creation and maintenance of a reflective Blog as part of a course group project. A smartphone was provided as the main tool for posting text and multimedia (images, video, audio) to their blogs. Additionally a variety of mobile friendly web 2 tools were used in conjunction with the smartphone. The trials investigated how the smartphone could be used to enhance almost any aspect of the course.
It is the potential for mobile learning to bridge pedagogically designed learning contexts, facilitate learner generated contexts, and content (both personal and collaborative), while providing personalisation and ubiquitous social connectedness, that sets it apart from more traditional learning environments. Mobile learning, as defined in this paper, involves the use of wireless enabled mobile digital devices (Wireless Mobile Devices or WMD’s) within and between pedagogically designed learning environments or contexts. From an activity theory perspective, WMD’s are the tools that mediate a wide range of learning activities and facilitate collaborative learning environments (Uden, 2007). MLearning can support and enhance both the face to face and off campus teaching and learning contexts by using the mobile wireless devices as a means to leverage the potential of current and emerging collaborative and reflective e-learning tools (e.g. blogs, wikis, RSS, instant messaging, podcasting, social book marking, etc…). These are often called social software or web 2 tools. The WMD’s wireless connectivity and data gathering abilities ( e.g. photoblogging, video recording, voice recording, and text input) allow for bridging the on and off campus learning contexts – facilitating “real world learning”. The following diagram is an attempt to illustrate the alignment of these activities with the projects underlying social constructivist pedagogy. There is an interactive online version available at
http://ltxserver.unitec.ac.nz/~thom/mobileweb2concept2.htm.
Change Narrative
The researcher worked with the teaching staff to integrate the technologies into the course curriculums (See example course project outlines attached in the Appendix). Using an action research methodology enabled the refinement of the project goals and integration as the projects were reflected upon at various stages. Pre-trial surveys were used to provide a snapshot of student and staff understanding of mobile web2 to be compared with the end of the trials. Focus groups at the end of each trial and the record of individual reflection and participant learning journeys captured in their blog posts provided rich data for analysis.
With the IDF funding made available in July 2007, Diploma Landscape Design students were provided with Nokia N80 smartphones to post to their blogs and upload photos and videos to their online eportfolios via 3G or WiFi networks. A prepay voice and casual data account were supplied, with an initial value of $50 each. Students were expected to top-up this allocation as needed. This provided students with a flexible collaborative and context-sensitive elearning environment with which to document their Flower show projects. This proved very useful, as much of the project involved sourcing materials, ideas and plants from a wide variety of locations that are off campus, and beyond the formal learning environment. It is this flexibility and context-awareness in which mobile wireless devices significantly enhance learning.
Feedback and analysis of the Diploma Landscape Design trial in 2007 indicated that the limitations of text entry on the smartphones was significant in hindering student reflection, therefore participants in the 2008 trial were also provided with a folding Bluetooth keyboard that can be paired to their smartphone. The cost of 3G data on a casual basis was also found to be prohibitive, with students preferring to rely upon WiFi hotspots for free web and email access. Also student interaction and collaboration were significantly increased by switching from Wordpress (Automattic Inc, 2007) to Vox blogs (Six Apart Ltd, 2007), therefore Vox is used as the blog/eportfolio host of choice in 2008. In the second trial, Bachelor of Product Design (BDesign) students and teaching staff were provided with a 3G smartphone (initially the Nokia N80s used in the first trial, then updated to N95s in June 2008 with additional funding made available) with a 1GB/month mobile broadband account plus a personal voice account (Students are responsible for paying for voice calls and txt messages, while the 1GB data plan costs are reimbursed by the project) for the duration of the trial (2008). Internet connectivity is also available via the Unitec WiFi network while on campus. This provides faster, free web access while on campus. An overview of the final BDesign student ‘mobile pack’ can be seen on YouTube (Cochrane, 2008) http://www.youtube.com/watch?v=66d_LVKWIak.
As part of the role of the ‘technology steward’ (Wenger et al., 2005) for the trials the researcher took on developing the technical and learning support for the trials. Support has been provided for the course tutors in the form of pre-trial tutorials on using the smartphone and web 2 tools. Moodle (Dougiamis, 2005) was used to create a support course for each of the trials, forming a communications hub and tutorial centre for the trials. Finally the core support element of the trials was a regular ‘community of practice’ investigating the use and integration of the smartphones and web 2 tools involving: the technology steward, the course tutors, and the students. The regularity of these community of practice sessions was significantly increased in the BDesign trial (weekly throughout the course). Each trial ‘learning community’ was also supported by various communications technologies, such as the ‘neighbourhood’ social networking feature of Vox, and the use of instant messaging for facilitating communication and a sense of social presence. Tutor engagement with student blogs and communication via instant messaging was significantly increased in the BDesign trial, leading to a greater sense of interaction and community than had been developed in the initial trial.
Key Outcomes
The first trial (Diploma Landscape Design 2007) provided a basis for informing the second trial (Bachelor of Product Design 2008). A full report of the first trial can be found on Google Docs (Cochrane, 2007a). The first trial highlighted the disruptive nature of mobile learning technologies, and their potential to move teachers and learners from an instructivist to a social constructivist pedagogy. The second trial attempted to better scaffold this pedagogical change and address the key technological short-comings highlighted in the first trial.
The success of these trials is illustrated by the Bachelor of Product Design teaching staff requesting that similar mobile learning trials be established throughout the entire course – i.e. within first, second and third years in semester2 2008, with the aim of complete course integration for 2009. Additional internal funding ($10080) to expand the mobile learning trial within the Bachelor of Product Design was successfully obtained for semester2 2008.
Staff and student feedback has been extremely positive, with significant gains in student output and engagement noted, and a desire for further use of the technology within their courses.
Fig2 & 3. Survey Feedback from BDesign students and staff June 2008.
Other schools within the institution are also showing interest – e.g. the School of Screen and Performing Arts, and the School of Architecture. Innovation in programme delivery is a strategic direction for the institution in 2009.
The learning outcomes from the mlearning trials for students included:
- Developing critical reflective skills
- Facilitating group communication
- Developing an online eportfolio
- Developing a potentially world-wide peer support and critique network
- Learning how to maximise technology to enhance the learning environment across multiple contexts
A graphical representation of the ‘tag cloud’ (descriptive keywords) generated from BDesign students VOX blog posts illustrates their use of mobile learning within their course. The relative size of each tag word indicates its frequency of use:
Fig4. BDesign student VOX Blog tag cloud.
Student feedback:
While initially finding learning the smartphone interface daunting, students integrated their use into their everyday lives. Students particularly valued the ability to capture and record ideas and content using the smartphones multimedia capabilities (Cochrane & Bateman, 2008b). They uploaded significantly more media (Mainly still images) to their online eportfolios than actual blog posts. Several students preferred to VODCast (record and upload a video monologue) rather than post text based reflections on their blogs. Least valued by students was the ability to access course content on the smartphones. This is a reflection on the underlying pedagogy chosen for the trials (Social constructivism) where a conscious decision was made to focus on communication, collaboration and user generated content rather than repurpose course content for small screens. Students used the smartphones to complement their use of computer laptops. Although a small number of Diploma Landscape Design students rejected the idea of purchasing their own smartphone, BDesign students were unanimous in indicating they would purchase their own smartphone. The Nokia N95 smartphones were perceived as a significant leap forward in speed and capability in comparison to the often ‘buggy’ N80s.
Fig5. Student perceptions of most useful mobile functions.
Fig6. Most important factors in considering mobile purchase by students.
When asked in what situations the WMDs were most effective, students replied
As a mobile computer – instead of a laptop, and as a communication tool for a team who are in different places all the time, too busy to meet, to transfer information, pictures, documents etc. (Diploma Landscape Design student 2007)
Spur of the moment, spotting something inspirational, documenting an idea when a PC is not around. (Bachelor of Product Design student 2008)
Staff feedback:
While integration into the courses required significant rethinking of staff pedagogies and assessment procedures, all the staff involved in the trials were very positive at the results (Cochrane & Bateman, 2008a; Cochrane & Cliffin, 2007).
Once I learnt how to use the technology I then moved on to be able to work with the students. I modified an elective exercise that we didn't formally teach, but was an opportunity for students to put their studies into practice by creating a design for the Ellerslie Flower Show. We decided to make it a course, that doesn't have to have content, but a process, synthesizing all aspects of their Landscape Design course and we can bring in all these learning technologies to support it, including blogs, wikis, and an eportfolio instead of presenting it the traditional way. So in 2006 we trialed it and have built on the idea since then. Thom helped us along the way with this... The Community of Practice that was fostered and the new skills that the students gained in the e-world were fantastic and contributed to them doing so well. It's been a great success and we get savvier every year continuing to experiment with new technologies. Students are feeling more satisfied with the capabilities of the tools they are using and I'm going to keep learning too! (Diploma Landscape Design staff 2007)
It isn’t ‘easy’ working in this way but it is immensely valuable and exciting. I think that it would be very hard go back to traditional teaching only methods now I have begun to use blogging and mobile blogging. (Bachelor of Product Design staff 2008)
When asked in what situations the WMDs were most effective, staff replied
Very useful for blogging so increased interactivity. (Diploma Landscape Design staff 2007)
As an aid to studio based design projects. WMDs allow staff and students to stay in contact outside of the studio as well as allowing staff to point students to on line resources to aid the learning process. (Bachelor of Product Design staff 2008)
Transformability/Sustainability
The two different trials demonstrated the transferability of the mobile web2 pedagogies developed. A general process for successful integration of wireless mobile devices using web2 social software within tertiary education courses has been developed and will be further refined and tested with subsequent projects throughout Unitec. The researcher’s conceptual understanding of the definition and benefits of wireless mobile learning has developed significantly during these trials. Below is a generic outline of the mlearning trials that will be used and further developed in subsequent trials in other courses at Unitec.
|
Project Steps |
Project Milestones |
|
1. Pre trial |
Brainstorm project goals and course integration with course Tutors |
|
2. Pre trial |
Purchase folding Bluetooth keyboards for smartphones Investigate best option for providing voice and data connectivity Configure the smartphones with software appropriate for the trial (e.g. Vox client, GMail client, Shozu client, Google Mobile and Moodle shortcuts etc…) Setup Moodle support course |
|
3. Pre including students in trial |
Provide course tutors with smartphone and tutorials on setup. |
|
4. Trial setup with students |
Blog and Web2 setup session with Students and Staff |
|
5. Trial official start with students |
Provide students with smartphone and begin weekly technology support sessions. |
|
6. On going, weekly throughout trial |
Support students and staff during trial via weekly ‘technology workshops’ Monitor student progress via their Vox Blogs/eportfolios |
|
7. Mid trial and end of trial |
Student and staff surveys Focus group Data analysis and report write up. Re-evaluation of Trial for second semester |
|
8. End of trial |
Final Data gathering, analysis, and report write up. |
Table 1. Typical Trial Process and Timeline.
The trials were made possible by the funding from the ELG project. In their current form this is not sustainable in the future. The success of the trials has prompted investigation of alternate funding for 2009 and following. Options include negotiating a yearly educational data plan with free smartphone handset for students and staff from Vodafone New Zealand.
Where to Next?
The symbiotic relationship developed between the academic advisor (technology steward) and the academic teaching staff involved in each of the mobile learning trials has proven a rich environment for harnessing educational technology to design social constructivist learning environments for different groups of tertiary students. It is hoped the insights gained will be useful for other academic staff wanting to implement pedagogical innovation, and for professional development staff seeking insights for facilitating academics to integrate educational technology into their pedagogies.
Various conference and journal publications will be written to disseminate the trials findings to a wider national and international educational audience.
Elearning Guidelines relevant to this case study
TD12 Is the design of learning informed by research on effective e-learning?
TD13 Do students get opportunities to practise meaningful and relevant online research, if appropriate for the course?
SD7 Is there a defined process to follow that identifies the feasibility of and appropriate delivery modes for the course?
References
Automattic Inc. (2007). Wordpress.Com. 2007, from http://wordpress.com/about/
Cochrane, T. (2007a, 11 October). Idf mobile trial1 report: Review and evaluation of first mobile wireless trial. from http://docs.google.com/Doc?id=dchr4rgg_215tknwt
Cochrane, T. (2007b, 16-19 October). Moving mobile mainstream: Using communities of practice to develop educational technology literacy in tertiary academics. Paper presented at the MLearn 2007 - Making the Connections 6th International Conference on Mobile Learning, Melbourne.
Cochrane, T. (2008, 20 June). Bdesign mobile project intro. from http://www.youtube.com/watch?v=66d_LVKWIak
Cochrane, T., & Bateman, R. (2008a, 20 June). Bachelor of product design blogging reflections video. from http://www.youtube.com/watch?v=d44q77cz7H4
Cochrane, T., & Bateman, R. (2008b, 20 June). Bachelor of product design moblogging reflections video. from http://www.youtube.com/watch?v=V5co1cdzfik
Cochrane, T., & Cliffin, P. (2007). Ctli minisymposium presentation video: Diploma landscape design moblogging. from http://www.youtube.com/watch?v=CBWkRrG7-xo
Cochrane, T., & Kligyte, G. (2007, 11-14 June). Dummies2delight: Using communities of practice to develop educational technology literacy in tertiary academics. Paper presented at the JISC online conference: Innovating eLearning, JISC online conference.
Dougiamis, M. (2005). Moodle. Retrieved June, 2005, from http://moodle.org
Six Apart Ltd. (2007). Vox. 2007, from http://www.vox.com
Uden, L. (2007). Activity theory for designing mobile learning. International Journal of Mobile Learning and Organisation, 1(1), 81-102.
Wenger, E., White, N., Smith, J., & spa, K. R.-. (2005). Technology for communities. Retrieved 14 July, 2006, from http://technologyforcommunities.com/
Appendix
1. Diploma Landscape Design Project Outline 2007 (pdf) Media:Project_Outline_for_E_Technology2007.pdf
2. Bachelor Product Design Project Outline 2008 Media:7363_Project_3_Major_Project_Phase_One.pdf
