MlearningWorkshops
From CTLI Wiki
Defining Mlearning
Definitions of mobile learning have focused initially upon the mobility of the devices and more recently the mobility of the learners. Sharples proposes a form of Laurillard’s conversational framework, excluding the teacher, to define mobile learning by its contextual and informal learning characteristics. “The processes of coming to know through conversations across multiple contexts amongst people and personal interactive technologies” (Sharples et al., 2006). However, a key element in the conversational framework is the dialogue between teacher & student. In contrast to Sharples et al (2006), Laurillard (2007) emphasizes the teacher’s input in mobile environments through good pedagogic design that facilities continuity between the face to face and remote peer learning contexts. Her definition of mobile learning incorporates the critical pedagogical design input of the teacher: “M-learning, being the digital support of adaptive, investigative, communicative, collaborative, and productive learning activities in remote locations, proposes a wide variety of environments in which the teacher can operate” (Laurillard, 2007).
Context Bridging
Recent research into mlearning has highlighted the context ‘awareness’ of mobile devices (Cook et al., 2007; M Sharples et al., 2007), and the ability to ‘span’ learning contexts (Wali et al., 2008). However, what is unique about WMDs for mlearning is their ability to BRIDGE contexts – i.e. to provide ubiquitous connectivity independent of the context of use, thus linking multiple contexts into the learning environment, continuing learning ‘conversations’ via social presence and communication technologies.
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).
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 learning outcomes for students include:
- 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
MLearning Research (NZ)
Chan, S. (2006, 22 - 25 October). Mlearning for workbased apprentices: A report on trials undertaken to set up mobile portfolios. Paper presented at the MLearn2006 - the 5th World Conference on Mobile Learning, Banff, Canada.
Chan, S. (2007, 19 February). Mlearning and the workplace learner: Integrating mlearning eportfolios with moodle. Paper presented at the Conference on Mobile Learning technologies and Applications (MOLTA), Massey University, Auckland, New Zealand.
Cochrane, T. (2005, 4-7 December). Mobilising learning: A primer for utilising wireless palm devices to facilitate a collaborative learning environment. Paper presented at the 22nd ASCILITE Conference: Maintaining the Momentum? Brisbane.
Cochrane, T. (2006, 3-6 December). Learning with wireless mobile devices and social software. Paper presented at the 23rd ASCILITE Conference: Who's Learning? Whose technology? The University of Sydney, Sydney.
Cochrane, T. (2007a, 16-19 October). Mobile blogging: A guide for educators. Paper presented at the MLearn 2007 - Making the Connections 6th International Conference on Mobile Learning, Melbourne.
Cochrane, T. (2007b, 19 February). Mobile web2 pedagogies. Paper presented at the Conference on Mobile Learning technologies and Applications (MOLTA), Massey University, Auckland, New Zealand.
Cochrane, T. (2007c, 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. (2008a, 8-10 October). Designing mobile learning environments: Mobile trials at unitec 2008. Paper presented at the MLearn08: The bridge from text to context, University of Wolverhampton, School of Computing and IT.
Cochrane, T. (2008b). Mobilizing learning: Intentional disruption. Harnessing the potential of social software tools in higher education using wireless mobile devices. International Journal of Mobile Learning and Organisation(Special edition: Developing Themes in Mobile Learning - in pre-press).
Cochrane, T., & Bateman, R. (2008, 1-3 October). Engaging students with mobile web2.0. Paper presented at the EIT Teaching & Learning Conference, EIT, Napier, New Zealand.
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.
Mellow, P. (2005, December 4 - 7). The media generation: Maximise learning by getting mobile. Paper presented at the 22nd ASCILITE Conference: Balance, Fidelity, Mobility. Maintaining the Momentum? Brisbane.
MLearning and Web2 Workshops
SocialSoftware Workshop
Mlearning Overview
MlearnBlogging
iPhoneWorkshop
MLearning Case Studies
Interactive Concept Map
MlearnMovingmobile
MlearningTrials
Mobile Trials Slideshow
Mobile Trials Summary Video
My VOX Blog
Diploma Landscape Design Moodle Support Course
Bachelor Product Design Moodle Support Course
iPods/iPhones
Diploma Contemporary Music BlackBoard Support Course
iPod Trial First Impressions
Mlearning Links (NZ)
My Blog
Selena Chan's Blog
Toni Twiss Blog
Peter Mellow's StudyTxt site
Massey University Mobile Research
MOLTA
iPod Gym
Mobile Web2 Costs
The "Myth" of the cost of Mobile Web2
Most mlearning research in NZ has focused on utilising SMS for either push or pull of basic information, or to create self-study 'flash cards'. This has been based on the comparatively cheap cost of SMS compared to 3G data, and the claim that SMS does 90% of what we can achieve via Mobile Web2!
Sadly this miss-information is rife! Lets bury that myth right now!
1. SMS is NOT a media rich, collaborative, user content creation tool! Mobile Web2 is!
2. Costing 20c($0.2NZ) per 160 character message, it is the equivalent of the minimum 3G data, which is charged per kilobyte or part thereof. Casual 3G data now costs $1NZ for a 10MB per day 'data cap' ($1 per MB thereafter) - soooo, for the same price of 5 x SMS messages (approx 5kb) you get 10MB of rich media using casual web2!!!
OR, to get the equivalent data in SMS messages, it would cost 10000 x $0.2 = $2000NZ.
HHhmmmm - who's being more cost effective now!
Key Factors
These trials have highlighted the following issues relevant to the research questions:
1. What are the key factors in integrating WMDs within tertiary education courses?
- Good pedagogical design of contextual learning environments is essential – this will be developed more explicitly in following trials.
- Tutor professional development and technology support is critical.
- An ethos of the educational use of mobile web2 technologies needs to be developed within the teaching and learning environment.
- Technology support for students is critical and must be integrated early into the course.
- Student preferences must be considered when choosing appropriate wireless mobile devices.
- The previously excessive cost of 3G mobile connectivity was a major deterrent, producing a reliance on free WiFi data access. A student paid pre-paid model for 3G data is now achieveable for off campus connectivity.
- Time is needed to develop skills in the use of the technologies for both students and tutor.
2. What challenges/advantages to established pedagogies do these disruptive technologies present?
- The research trials so far indicate that:
- A context spanning social-constructivist learning environment is facilitated.
- Teachers require a new pedagogical toolkit to capitalise on this environment – the 2008 trials have looked more closely at the facilitation of student-tutor interaction.
- Students require explicit scaffolding in this environment (‘Net Generation’ skills cannot be assumed).
- The quality of group interactions facilitated by WMD blogging is significantly increased by integration into the delivery of complete courses rather than a select project within a larger course.
3. 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 elearning tools?
- The capabilities of affordable smartphones are constantly increasing, as is the availability of free mobile Web2 services. These can be matched to create highly collaborative and motivating learning environments.
Implementation Model
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Project Steps |
Project Milestones |
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1. Pre trial |
Brainstorm project goals and course integration with course Tutors - using a peer supported Community of Practice model |
|
2. Pre trial |
Purchase required equipment - e.g. folding Bluetooth keyboards for smartphones Investigate best option for providing voice and data connectivity, and most appropriate mobile device for the course 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 |
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3. Two to six months before including students in trial |
Provide course tutors with smartphone and tutorials on setup. Revisit brainstorm of course integration and appropriate assessment/learning activities |
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4. Trial setup with students |
Blog and Web2 setup session with Students and Staff |
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5. Trial official start with students |
Provide students with smartphone and begin weekly technology support sessions (Using an intentional community of practice model - involving Tutors, students, and a 'technology steward'). |
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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 |
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8. End of trial |
Final Data gathering, analysis, and report write up to inform the implementation in the following semester. |
Table 1. Typical Trial Process and Timeline.
References
Cook, J., Bradley, C., Lance, J., Smith, C., & Haynes, R. (2007). Generating learner contexts with mobile devices. In N. Pachler (Ed.), Mobile learning: Towards a research agenda (Vol. 1, pp. 33-54). London: WLE Centre, Institute of Education.
Laurillard, D. (2007). Pedagogcal forms of mobile learning: Framing research questions. In N. Pachler (Ed.), Mobile learning: Towards a research agenda (Vol. 1, pp. 33-54). London: WLE Centre, Institute of Education.
Sharples, M., Milrad, M., Sanchez, I. A., & Vavoula, G. (2007). Mobile learning: Small devices, big issues. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder, S. Barnes & L. Montandon (Eds.), Technology enhanced learning: Principles and products (Vol. chapter 14, pp. 20).
Sharples, M., Taylor, J., & Vavoula, G. (2006). A theory of learning for the mobile age (pre-print). Retrieved February, 2007, from http://kn.open.ac.uk/public/document.cfm?docid=8558
Uden, L. (2007). Activity theory for designing mobile learning. International Journal of Mobile Learning and Organisation, 1(1), 81-102.
