MobileWeb2Pilots2Mainstream
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Contents |
Introduction
Investigating the use of Wireless Mobile Devices (WMDs) and web 2.0 social software to facilitate social constructivist learning environments, bridging learning contexts, anywhere, anytime.
Mobile learning, as defined in this research, involves the use of wireless enabled mobile digital devices (Wireless Mobile Devices or WMD’s) within and between pedagogically designed learning environments or contexts. 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 web 2.0 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”. 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. 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). However, the use of Wireless Mobile Devices (WMDs) as part of the teaching and learning environment requires changes in pedagogy and integration into the teaching and learning processes.
2009 Mobile Project Timeline
| Deliverable | Timeframe | Outcome |
| mLearning projects with Bachelor Product Design
(4 staff, 54 students), Diploma Landscape Design (2 staff, 25 students), Dip Contemporary Music (1 staff, 15 students) |
Semester 1 2009 | mLearning champions, present staff stories at mini symposium mid semester1 |
| Establish weekly COP with (8-10) lecturers from Faculty of Creative Industries.
Establish support requirements (with ITSC and Vodafone) |
Second half Semester 1 2009 | Staff develop competency with mlearning.
Staff develop pedagogical mlearning activities based on social constructivist pedagogies |
| mLearning projects with staff and students from Faculty of Creative Studies (8-10 staff, 150 students). Implementation of the mlearning activities within each course and assessment. | Second Semester 2009 | Increased student engagement.
Flexible delivery. Facilitating social constructivist pedagogies and bridging learning contexts. |
| Staff publish and present case studies based on project implementation | End of Semester 2 2009 and Semester 1 2010 | Conference, Journal publications and symposia presentations |
| Institutional strategy | 2010 | A new approach to enabling learning and teaching. |
Participant (Lecturers) requirements:
- Participation in a weekly Community Of Practice.
- Personalised integration of mobile web 2.0 technologies.
- Development of mlearning activities based on social constructivist pedagogy for implementation with students.
- Implement a semester-long mlearning project with students.
- Publish a research output based on the project, e.g. cas study paper at a conference, or in a journal, or presentation at a symposium to other staff.
- Ethics consent for researchers anonymous use of data.
Smartphone Affordances
Table 1 Affordances of smartphones mapped to social constructivist activities.
| Activity | Overview | Examples | Pedagogy |
| Video Streaming | Record and share live events | Flixwagon, Qik http://www.qik.com Livestream | Real-time Event, data and resource capturing and collaboration. |
| Geo tagging | Geo-tagg original photos, geolocate events on Google Maps | Flickr, Twitter, Google Maps http://tinyurl.com/5a85yh | Enable rich data sharing. |
| Micro-blogging | Post short updates and collaborate using micro-blogging services | Twitter http://tinyurl.com/2j5sz3 | Asynchronous communication, collaboration and support. |
| Txt notifications | Course notices and support | Txttools plugin for Moodle and Blackboard txt and twitter polls http://www.polleverywhere.com/ http://twitter.polldaddy.com http://twtpoll.com/ |
Scaffolding, learning and administrative support |
| Direct screen sharing | Video out to video projector, pico projector or large screen TV | Microvision Show http://tinyurl.com/celgot | Student presentations, peer and lecturer critique. |
| Social Networking | Collaborate in groups using social networking tools | Vox groups, Ning, peer and lecturer comments on Blog and media posts http://tinyurl.com/4uz6rj | Formative peer and lecturer feedback. |
| Mobile Codes | 2D Codes scanned by cameraphone to reveal URL, text etc… | QR Codes, Datamatrix 2D Codes http://tinyurl.com/af2u6d, QR Code Readers Software, Short URL QR Code Generator | Situated Learning – providing context linking |
| Enhanced Student PODCasts | Remote recording of audio, tagged with GPS and images etc… | AudioBoo | Situated and collaborative Learning – providing context linking |
| Augmented Reality | Overlaying the real world with digital information | Wikitude | Situated Learning and Metacognition |
Student MLearning Scenarios
Student Comment's
My smart phone is just so incredible...
The N97 so far
N97 Rollout
It's a mini laptop!
Smartphone Rubric
Student cellphones
Lecturer cellphones
Steve Litchfield Smartphone Selector
Affordances (Ranked 0 (NA), 1 poor, 2 good, 3 excellent):
- Image capture
- Video capture
- Video streaming
- Mobile Web
- Text entry for mobile blogging and email
- GPS for geotagging and geolocation services
- Touch screen for ease of navigation
- Third party applications
- Ease of use (User Interface)
- 3G Data connection speed
- WiFi for free internet access at Unitec
- Cost of the device
- Current availability of device in New Zealand
- Screen size
- Screen and video out for connection to TV or projector
- Portability (Size, weight, is a separate folding bluetooth keyboard required?)
Table 3: Rubric for ranking the affordances of example smartphones for mobile web 2.0.
| Smartphone | ||||||||||
| Affordance | iPhone 3G | G2 Android | Palm Pre | N97 | E90 | N95 + kbd | XM5800 | P1i | iPhone 3GS | |
| 1. Image Capture | 1 | 2 | 2 | 3 | 2 | 3 | 2 | 2 | 2 | |
| 2. Video Capture | 1 | 1 | 2 | 3 | 3 | 3 | 3 | 1 | 2 | |
| 3. Video streaming | 1 | 1 | 2 | 3 | 3 | 3 | 3 | 1 | 1 | |
| 4. Mobile Web experience | 3 | 3 | 3 | 2 | 2 | 1 | 2 | 1 | 3 | |
| 5. Text entry | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | |
| 6. GPS | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 0 | 3 | |
| 7. Touch screen | 3 | 3 | 3 | 3 | 0 | 0 | 2 | 2 | 3 | |
| 8. Application availability | 3 | 2 | 2 | 2 | 3 | 3 | 2 | 1 | 3 | |
| 9. Ease of User Interface | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 1 | 3 | |
| 10. 3G | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 3 | |
| 11. WiFi | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | |
| 12. Cost | 3 | 1 | 2 | 1 | 1 | 3 | 2 | 3 | 2 | |
| 13. Availability in NZ | 3 | 1 | 1 | 3 | 3 | 3 | 1 | 3 | 3 | |
| 14. Screen size | 3 | 3 | 3 | 3 | 3 | 1 | 3 | 1 | 3 | |
| 15. Video Out | 2 | 3 | 3 | 3 | 0 | 3 | 3 | 0 | 2 | |
| 16. Portability – size, weight | 3 | 2 | 2 | 2 | 1 | 1 | 3 | 3 | 3 | |
| Score | 40 | 38 | 40 | 42 | 35 | 37 | 38 | 25 | 42 | |
2009 Project Outlines
Bachelor of Product Design
Year Three
| Course: Bachelor of Product Design, third year class | |
| Participants |
|
| Mobile Technology | Nokia N95 WiFi smartphone (to be upgraded to N97 in Semester2), Bluetooth folding keyboard, participants responsible for 3G data, voice & txt. |
| Pedagogical Focus | The third year course is based around a Studio Design model where students undertake three design projects throughout the year, one of which is substantial. The project involves documenting the research and design of these products throughout the year, including working with a client company in small design teams. The first project is a collaborative project with UATI and Landscape Design students. The mobile web 2.0 technology will also be used to establish a weekly 'nomadic' studio session with staff and students focusing on context bridging and full intergration of moblogging into course projects. |
| Community of Practice | Weekly throughout the entire course |
| Support LMS | Moodle |
| Deliverables | An assessed online Blog/eportfolio documenting and showcasing students' design processes and forming the basis of a collaborative hub with worldwide peers and potential employers/clients. And the weekly use of instant messaging, microblogging, and VODCasts during the 'nomadic' studio session. |
| Timeframe | March 2009 through to November 2009. |
| YouTube Links |
|
| Blog Links |
|
| Course Project Outlines |
|
Year Two
| Course: Bachelor of Product Design, second year class | |
| Participants |
|
| Mobile Technology | Nokia XpressMusic 5800 WiFi smartphone, participants responsible for 3G data, voice and txt costs. |
| Pedagogical Focus | Building on the students’ first year mobile web 2.0 experience, integrating moblogging, social networking, and student-generated content into the course, facilitating collaboration and peer critique. |
| Community of Practice | Weekly throughout the second semester, during students lunch hour. |
| Support LMS | Moodle |
| Deliverables | An assessed online Blog/eportfolio documenting and showcasing students’ design processes and forming the basis of collaborative critique and show-casing with worldwide peers and potential employers/clients. Ning is used as a teacher-facilitated collaborative hub for all the projects. Second semester projects focused on sharing and critiquing projects using Google Docs and Vox Group blogs, using the smartphone to capture and share project progress and presentations. |
| Timeframe | March 2009 through to November 2009. |
| Video Links |
|
| Blog Links |
|
| Course Project Outlines | |
Year One
| Course: Bachelor of Product Design, first year class | |
| Participants |
|
| Mobile Technology | Semester1: Dell Mini9 3G netbook. Semester2: Nokia XpressMusic 5800 WiFi smartphone, participants responsible for 3G data, voice and txt costs. |
| Pedagogical Focus | Integrating blogging, followed by moblogging into the course. Scaffolding the introduction of web 2.0 and mobile web 2.0 tools into the students learning experience to facilitate the beginnings of their online eportfolio and introduction to the educational use of social networking for collaboration. |
| Community of Practice | Weekly throughout the entire course |
| Support LMS | Moodle |
| Deliverables | An assessed online Blog/eportfolio documenting and showcasing students’ design processes and forming the basis of the beginnings of a collaborative hub with worldwide peers and potential employers/clients. |
| Timeframe | April 2009 through to November 2009. |
| YouTube Links |
|
| Blog Links |
|
| Course Project Outlines | |
Diploma of Landscape Design
| Course: Diploma of Landscape Design, second year class | |
| Participants |
|
| Mobile Technology | Semester1: Dell Mini9 3G netbook, Semester2: Three students elected to additionally use the Nokia XpressMusic 5800 WiFi smartphone, participants responsible for 3G data, voice and txt costs. |
| Pedagogical Focus | A collaborative project with UATI, Product Design and Landscape Design students. Production of a reflective design process blog and eportfolio using Ning. The social networking features of Ning were also used to establish communication, collaboration, and sharing between the three groups of staff and students. Semester 2: A group design project facilitated using Ning social network. Mobile focus on documenting a Flowershow team design and build project. |
| Community of Practice | Weekly throughout the entire course |
| Support LMS | Moodle |
| Deliverables | An assessed online Blog/eportfolio documenting and showcasing students’ design processes and forming the basis of a collaborative hub with worldwide peers and potential employers/clients. |
| Timeframe | March 2009 through to November 2009. |
| Video Links |
|
| Blog Links | |
| Course Project Outlines | |
Diploma of Contemporary Music
| Course: Diploma of Contemporary Music 5011 and 4006 Courses | |
| Participants |
|
| Mobile Technology | 12 students using iPhone, participants responsible for 3G data, voice & txt costs.
12 students using iPod Touch – during Semester2. |
| Pedagogical Focus | 1. (5011) An investigation of the current and future uses of web 2.0 technologies in music production and distribution. Students research and report on various technologies using a weekly podcast/vodcast that is peer critiqued by the other students ion the course.
2. (4006) Recording and critique of student performances. |
| Community of Practice | Weekly throughout the entire course |
| Support LMS | Blackboard |
| Deliverables | An assessed online Blog/eportfolio documenting and showcasing students’ design processes and forming the basis of a collaborative hub with worldwide peers and potential employers/clients. And the weekly use of instant messaging, microblogging, and VODCasts. |
| Timeframe | March 2009 through to November 2009. |
| YouTube Links |
|
| Blog Links |
|
| Course Project Outlines | |
Bachelor of Architecture
| Course: Bachelor of Architecture, second year class | |
| Participants |
|
| Mobile Technology | Dell Mini9 3G netbook, plus Nokia XpressMusic 5800 WiFi smartphone (or similar), participants responsible for 3G data, voice and txt costs. |
| Pedagogical Focus | A first mlearning project for Architecture, investigating the potential of mobile web 2.0 within the course to facilitate group work and help build a 'learning community' among the 115 students. Focus is on the combined Design Studio course for 2009. Students create and share their architectural designs using photoshop and archicad creating real and virtual presentations for ‘crits’. E.g. http://www.idsketching.com/ . Investigation of location services (geotagging) and mobile code use in Architecture. |
| Community of Practice | Weekly throughout the entire course |
| Support LMS | Moodle |
| Deliverables | A peer-critiqued online Blog/eportfolio documenting and showcasing students’ design processes and forming the basis of a collaborative hub with worldwide peers and potential employers/clients. Students were encouraged to experiment with the use of instant messaging, microblogging, QR Codes, and VODCasts for communication and collaboration. |
| Timeframe | March 2009 through to July 2009 with Lecturers.
Student projects begin Semester2 2009. |
| YouTube Links |
|
| Blog Links | |
| Course Project Outlines | |
Bachelor of Performing and Screen Arts
| Course: Bachelor of Performing and Screen Arts, third year class | |
| Participants |
|
| Mobile Technology | Dell Mini9 3G netbook plus Nokia XpressMusic 5800 WiFi smartphone, participants responsible for 3G data, voice and txt costs. |
| Pedagogical Focus | Film and TV major students investigate the current and future uses of web 2.0 technologies in performing arts film production and distribution. Students research and report on various technologies using a weekly podcast/vodcast that is peer critiqued by students on the course. Students experiment with live video streaming and collation of video using Livestream.com. The focus is upon students developing an understanding of he importance of a quality online profile and presence in the emrging crowd-source web 2.0 environment. |
| Community of Practice | Weekly throughout the entire course |
| Support LMS | Moodle |
| Deliverables | An assessed online Blog/eportfolio documenting and showcasing students' design processes and forming the basis of a collaborative hub with worldwide peers and potential employers/clients. Scripting, shooting, editing and presentation of a mobile video short film. |
| Timeframe | March 2009 through to July 2009 with Lecturers.
Student projects begin Semester2 2009. |
| YouTube Links |
|
| Blog Links | |
| Course Project Outlines | |
Institutional Strategy 2010 to 2012
Objectives
The strategy aims to achieve the following objectives:
- To create authentic learning conversations that enable graduates to succeed in the 21st century
- To set and maintain at least minimum standards for learning capability
- To configure, implement and train staff in the use of Moodle
- To support learning environments that embed academic literacies
- To provide accessible environments and creative solutions for students’ access to online tools via Wireless Mobile Devices (WMDs)
- To enhance wireless computing infrastructure
The strategy focuses on three key areas (summarised wrt WMDs):
a) Staff Capability
Developing capability through creation, implementation and monitoring of departmental plans and supporting systems to fully integrate eLearning into the new curricula.
- Identifying departmental representatives to act as facilitators of change and involving them in an Etienne Wenger workshop on learning theory, communities of practice and eLearning in February 2010. Providing ongoing release time so they can support the development of departmental eLearning capability
b) Student Capability and Access
Student access to information on utilisation of eLearning resources will be made available along with the provision of equipment required for eLearning.
- Increasingly, students are expected to own WMDs and use these for class, tutorial and study sessions
c) Infrastructure Changes
- The delivery of WMD will be led by an evaluation of benefits to determine which programmes a wireless approach will apply to and determine how the utilisation of various devices will scaffold across the years a course is delivered
- Investment in wireless infrastructure will be made to improve coverage, capacity and connection speed
- The sequential movement of staff computers to WMDs will be undertaken
Contact Info
Thom Cochrane
BE, BD, GDHE, MTS, MComp
Academic Advisor (elearning & Learning Technologies)
Unitec
New Zealand
(64) 09 8154321 x 7067
tcochrane@unitec.ac.nz
http://ltxserver.unitec.ac.nz/~thom/
