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Assoc Prof Philip Uys Director, Strategic Learning and Teaching Innovation Division of Learning and Teaching Services Charles Sturt University, Australia <puys@csu.edu.au>
DIVISION OF LEARNING AND TEACHING SERVICES
> Rationale > Creating a mLearning strategy at CSU > Incorporating mLearning into your eLearning programs > Capabilities of mobile learning > Building mLearning content > Requirements for mLearning to be effective in higher education > Issues
Introduction
- Sponsor CSU mLearn project; mlearning seminars in SA; judge of GSMA's 17th Global Mobile Awards (Best Mobile Innovation for Education or Learning) worked into personas - Will be using cases and personas wherever possible - mlearning description
- mLearning is about supporting the mobility of the learner (anywhere, anytime) - We are using the students devices (not the institutions) and moving into their world
in a more direct and personal way - Focus is on student learning (not access to general administrative information e.g. time tables, maps)
Audience
Learning
Platform
-focuses on mobile learning within the unique context of Charles Sturt University - the biggest distance education provider in Australia: puts CSU in a unique position
both locally and globally. - presents the project with a unique and dispersed student population who present challenges that are very different from many other universities.
- Improve access - Leverage students mobility - Improve learning & teaching - Engage students
Rationale
- Ed Tech survey responses June 2010 (n=4000)
87% of students want to revisit work from lectures on their handheld/mobile device Students were evenly split (50/50) among those who wish to access on campus
information; subject information; subject readings; assessments or notifications on a handheld/mobile device.
42% of students already had Internet enabled mobile phones. (Note that this survey
was done very shortly after the iPad was launched in Australia, and while mobile devices are often in developing contexts the primary device, these devices are often secondary devices in developed contexts.
Since 2005 we have surveyed our first year students in the School of
Communication about a range of technology/media issues. Of the 207 surveyed in 2010 - 94% own a portable media player (e.g. iPod) and 80% use iTunes at least weekly.
DIVISION OF LEARNING AND TEACHING SERVICES
- CSU students doing fieldwork need to access CSUs learning and teaching systems
wherever they are.
- The envisaged increase in students from lower SES backgrounds could see a
decrease in privately owned laptops with a resultant higher ratio of mobile (small screen) devices.
- Enables and increases the opportunities for flexible delivery of CSU subject
resources and other L&T content in line with CSUs vision to be a leader in the provision of flexible delivery.
-mlearning internationally
Take up by many universities in Australasia and internationally Abilene Christian University: initial findings from 2008 to 2009 were above 80% satisfaction and the last two years this has risen to over 90%.
http://www.acu.edu/technology/mobilelearning/documents/ACU2009-10MobileLearningReport.pdf
Oklahoma State University reported 75% agreed or strongly agreed with the statement, I think the iPad enhanced the learning experience of this course.
http://news.okstate.edu/press-releases/929-ipad-study-released-by-oklahoma-state-university
The Horizon Project is a long-running qualitative research project that seeks to identify and describe emerging technologies likely to have a large impact on teaching, learning, research, or creative expression within learning-focused organisations. For the last three years mobile learning has featured as the number one emerging technology both internationally and in Australasia Mobile devices (such as Phones, Smart phones, PDAs, Tablets, Netbooks and Portable Gaming Platforms) are more common and we are seeing an increase in usage of handheld mobile devices by staff, community members and students. Many of these are Internet capable, able to connect to the Internet via a wireless connection, or via the 3G mobile phone network..
A changing trend in hardware towards mobile computing in a variety of forms. A multitude of Mobile Operating Systems are in development including Apples iPhone OS, Googles Android, Microsofts Windows Mobile and various Linux based systems. These are being launched in conjunction with the next wave of Tablet hardware (See: Apple iPad http://www.apple.com/ ; Motorola Xoom http://bit.ly/kYOFbk and Samsung Galaxy Tab http://bit.ly/muWjfJ). There is a considerable market push towards Tablets and Netbooks A typical Smartphone has not only a wireless internet connection but a GPS, accelerometer, compass and multi-touch interface which can be developed to create a much more personal experience where content can be delivered, created and contextualized by a students physical location.
http://www.lukew.com/resources/articles/MobileFirst_LukeW.pdf
Tremendous growth in the number of new mobile devices, specifically tablets, expected over the next few years. Gartner predicts word wide rollout of 54.8 million tablet units in 2011, 103.4 million in 2012 and 154.2 million in 2013 on top of the 11 million sold in 2010. Source.
http://printceo.com/2010/11/gartner%E2%80%99s-optimistic-predictions-of-tablet-growth/
In the 3 years (2006-2009) mobile web traffic on the AT&T network in the USA increased 50 times, up 4,932%. AT&T, Morgan Stanley Research At the March 2011 introduction of iPad 2, the late Apple CEO Steve Jobs then shared recent numbers on Apple's "post-PC" sales and market share. http://events.apple.com.edgesuite.net/1103pijanbdvaaj/event/index.html Apple recently shipped their 100 millionth iPhone. Apple has sold 15 million iPads - that's more than every tablet PC ever sold. There are 65,000 apps specifically developed for the iPad. There are more 350,000 apps available on the iPhone. More than 10 Billion Apps have been downloaded from the App Store.
In the final quarter of 2010 Fortune reported that Smartphones outsold PCs for the first time a full two years before the prediction by Morgan Stanley and according to the UN Telecommunications Agency www.itu.int 77% of the worlds population now has mobile devices. By 2013, mobile phones will overtake PCs as the most common Web access device worldwide Gartner Inc, 2010 http://www.gartner.com/it/page.jsp?id=1278413 By 2015, 80% of people accessing the Internet will be doing so from mobile devices 2011 Horizon Report http://wp.nmc.org/horizon2011/sections/mobiles/
The technology is here, ready, available and in wide spread use right now.
- 2008 podcast tool in Interact: 2011 is 714 subject sites, out of approx 3600 sites =
20% - ePortfolio/PLE system mobile web and iPhone/iPad app since 2010 and 2011
http://eportfolio.csu.edu.au/pebblepad/mobile
General mobile access available since mid-2011: mobile web available targeting iphones and android phones http://m.csu.edu.au
http://www.csu.edu.au/division/lts/docs/role/ltsystemsdashboard.pdf
- Synchronous and asynchronous: both in mlearn - Offline (including mobile) and online often integration with online for further research or uploading content - 2012 and 2013 to expand mlearning and explore sustainability issues (around $.5 million):
1. 2. 3. 4.
Mobilise specific features and tools from Interact (CSUs learning management system) then Interact 2 (Sakai OAE) as a whole (2013) Run trials of tablet devices, Develop mobile friendly media-rich learning materials, and Mobilise the subject evaluation system.
1. Mobilise specific features and tools from Interact (CSUs learning management system) then Interact 2 (Sakai OAE) as a whole (2013)
- Develop a Web App (browser based application) for accessing Interact2 on a mobile device using the Sakai OAE Application Programming Interface (API) & Software Development Kit (SDK). Two unique user interfaces, one for smart phones and one for tablets, would be included in this development. - Creating a mobile interface for Interact2 will provide students with everywhere, all the time access to their central subject point. This will allow them to access all the relevant subject information, assessment and assignment information, learning resources and communication tools. - include self-assessment, classroom interaction, formal and informal messaging and access to learning materials.
-4.Good use of dead time: mobile learning can happen during dead time, while
travelling or waiting for a meeting to start.
- 5.Elimination of technological
and acceptance barriers: the use of a learners own mobile device means they are already familiar with the technology, eliminating technological barriers to accessing learning.
- 6. Context sensitive learning: with GPS and the use of QR codes learning can
become specific to a location or a real life QR code marker. But its not just location, it could be from your login to the LMS, your device setting or even your contacts list.
- the three key elements of a mobile learning strategy will be demonstrated in the personas that follows...
Audience
Learning
Platform
Capabilities through: 1. 2. 3. 4. 5. 6. Students accessing learning materials Performing learning tasks Participating in learning interactions Performing assessment tasks Students accessing learning support Evaluating teaching
a. Learning Packages Kevin (20) is a student stuck in public transport in a regional location. While waiting to get home he uses his mobile device (an android tablet) to download information regarding his subject, including the subject study guide. He is then able to make use of this time to read through the content.
b. eResources Michael (23) is a final year Vet student. His study is based in Canberra but he is going to do his 3rd clinical rotation in a dairy practice in Orange. Cattle are not his strong point, so he uses his iPad to download some readings and journals about common procedures that he can review in the field, or listen in audio format on the drive to the farm.
c. eBooks Martha (28) is studying by distance. Whilst on the train she is able to browse books and resources in an online store on her iPad. Before she reaches her destination she has read a few samples and chosen to purchase an eBook of her prescribed text so she can avoid lugging the large volume print copy to and from work. d. Pod/Vodcasts Rachel (43) has two children and is enrolled in CSU through distance education. She uses mobile technology mostly to complete her readings while on the move. She is able to access podcasts of her lectures while she is preparing dinner using iTunesU, and on her hands free mobile phone while travelling to work and socially
e. Digital Object Management system (DOMS) Susan (35) is a student doing two Early Childhood subjects in Education. Susan is able to use her tablet to search for resources that other students and staff have created that are stored in the DOMS (and accessible via Interact). She has found a couple of great resources and is able to quickly add them to her own collection for assessment and review purposes. Susan is able to quickly share the resource with other students by sending them links.
a. In the Learning Management System and for research Andre (42) is a 4th year education student on practicum in a small country town teaching year 2 children. He uses an iPad to access his Learning Management System modules, and have a sense of it being a personal and personalised experience, and communicate with other students in the class using the chat tool. He further finds relevant articles and add it to Instapaper to read later (Instapaper also allows Andre to change the font, size and colour.) b. ePortfolio/Personal Learning System Liz (24) is a final year student in B. Information Studies (DE only), currently studying Social Networking in Info Studies subject. She is able to update her ePortfolio using her smart phone to keep a record of any meetings that she will have in regards to work or study. She also uses the Pebble Pad application on her smart phone to document emergent, unintentional learning.
c. Mobile Capture
Mick (44) is a mature age student, family man and farming outside Broken Hill. He is in his second year of study doing an joint agricultural /health science diploma by DE. Out in the field, where there is no network connection, Mick is still able to use his phone to take photos of examples from his study guide which are also geo-tagged. When he is back at the homestead he is able to upload them to the forums for discussion with his peers.. This supports contingent learning (reacting to the environment and changing experiences), situated learning (learning takes place in the surroundings that make learning meaningful).
Mick also sends x-rays from outstations with comments to the academic for upload in the LMS, or sometimes upload it himself at the homestead.
d. Geo-tagging Kevin (20) is a student in environmental science who with fellow students visits a natural reserve near Sydney where various plants and trees are geo-tagged to deliver online information and enhance users experiences via photo, video, audio and text; on the users mobile device. Kevin can add to the information which is then available to his peers. It is developed as an environmental teaching tool as well as an eco-guide for natural reserves and parks. e. SMS Michael (23) is a final year Vet student. He has a basic mobile phone (not a smart phone). He accesses CSUs intelligent mobile answer engine that delivers knowledge bits over SMS. The return SMS will contain the exact answer to the query and not links to answers.
b. CHAT
Andre (42) is a 4th year education student on practicum in a small country town teaching year 2 children. He uses an iPad to access his Learning Management System modules and communicates with other students in the class using the chat tool. In addition, he belongs to a Mixit study group where he also participates actively in chats. He is also a bof on using his mobile phone to participate in Twitter discussions.
System
Pete (41) is an academic teaching a distance education cohort in the Outback, with only two residential schools per session per year. His students in the region have intermittent Internet access at best and the mobile networks are far more robust. Pete sends notifications to students (using SMS) regarding the availability of new Internet resources as they are posted so students know when they need to get online.
a. Self Assessment Tools James (29) is studying a health science degree. James is about to undertake a multiple choice test on the train as part of his subject revision. To access this, James uses his tablet and an environment specifically designed for mobile use. Once complete, James will get instantaneous feedback from the test and see where he may need to focus his studies for the exam b. Individual and Group assessment The academic upload x-rays in the LMS. James and other students,are then requested to comment on the x-rays. They access the LMS from their mobile phones and submit their comments for feedback by other students and the academic.
d. Radio-frequency identification (RFID) James (29) is studying a health science degree. He is required to attend a trade fair in Sydney and check in with at lesawt half of the stalls at the fair. RFID uses radio waves to transfer data from an electronic tag attached to the student, through a reader for the purpose of identifying and tracking the object. Students wear RFID bracelets that connects them to their Facebook and Twitter pages. At each station they scan their bracelet and have a post or tweet automatically sent to their pages.
DIVISION OF LEARNING AND TEACHING SERVICES
a. Subject Outline/Syllabus Patrick (37) is a post grad MBA student part time that works in the city with a 45min commute each way. During his commute he remembers that one of his assessments is due next week but cant remember the exact date. Using his smart phone he logs into the Learning Management System, checks his subject outline and then marks it into his calendar with a reminder for the weekend.
6. Evaluating teaching
a. Classroom Feedback
Leanne (31) - first year academic teaching Accounting. Its her first full time teaching position and she is nervous about her performance and she will be in charge of reviewing and updating the subject next session. Leanne wants to ensure that she is engaging with the students, that they are finding the subject information useful and the assessments beneficial so she has deployed a range of feedback tools to her subject materials. Students can like sections of the online modules as well as make comments, which are recorded anonymously. Students have already commented on a number of areas that are difficult to understand and she now knows that they need further development. Students are able to update their comments simultaneously, using a their smart phone.
Learning outcomes
i.e do and interactivity not just listen/read (supported by mlearning) (Traditional: Learning outcomes learning content)
- consider SMS / mobile web / mobile app (off-line + features of device e.g. Geolocation) - consider special affordances of mobile devices that might add to the learner experience - smaller chunks of material - create quick and simple interactions
Ethical issues
Inequity across different socio-economic groups and ability to use the technology organisation could provide; alternatives
(Cost of tablets should be coming down e.g. $35 Tablet, the UbiSlate, launched in India)
Radiation: disputes around tumour creation, impact on fertility - appropriate risk reduction strategies Negative impact on sight and hearing
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Educational issues
Integrated within blended and flexible learning
True?
http://olliebray.typepad.com/olliebraycom/ltscotland/ DIVISION OF LEARNING AND TEACHING SERVICES
Appreciate varied learning preferences Respect cognitive load (head space) Limitations of multi-tasking Design of learning activities should be cognisant of relative small screen
Technical issues
Variable access (regional and rural Australia National Broadband Network)
Variable platforms (apps against open web philosophy), so create once, publish everywhere
General issues
Is it a fad?
Gartners Hype cycle
Spaces are not neutral e.g. in evaluation Political, socio-economic factors and impact Understand mLearning within an educational change management framework
6. Wherever: Use mobile learning in non traditional learning spaces 7. Whomsoever: Use mobile learning both individually and Collaboratively 8. Affordances: Exploit the affordances of mobile technologies 9. Personalise: Employ the learners own mobile devices 10. Mediation: Use mobile learning to mediate knowledge Construction. 11. Produse: Use mobile learning to produce and consume knowledge.
Herrington, A., Herrington, J. & Mantei, J. (2009). Design principles for mobile learning. In J. Herrington, A. Herrington, J. Mantei, I. Olney, & B. Ferry (Eds.), New technologies, new pedagogies: Mobile learning in higher education (pp. 129138). Wollongong: University of Wollongong. Retrieved from http://ro.uow.edu.au/edupapers/88/
URLs
mLearn project at CSU http://www.csu.edu.au/division/landt/resources/mobilelearning/index.htm mLearning project blog http://mlearnproject.wordpress.com/ Uys, Philip mLearning collection http://www.globe-online.com/mobilelearning 24 benefits of mobile learning, by Marcus Boyes http://insights.elearningnetwork.org/?p=507 mLearning in Higher Education (Curated by Tim Klapdor) http://www.scoop.it/t/mlearning-in-higher-education
Design principles for mobile learning http://ro.uow.edu.au/edupapers/88/ Top 50 Mobile Learning Resources http://www.upsidelearning.com/blog/index.php/2009/11/02/top-50-mobile-learningresources ADL Mobile Learning Handbook https://sites.google.com/a/adlnet.gov/mobile-learning-guide/home Top 50 mLearning Resources http://www.slideshare.net/UpsideLearning/top-50mlearningmobilelearningresources
Conclusion
- Plan design implement evaluate - Think:
Learning outcomes Learning activities and content
- Seek out appropriate apps - Use the affordances of the mobile device and the applications
Platform
The future is not some place we are going to, but one we are creating; The paths to it are not found but made, and the activity of making them changes both the maker and the destination
Peter Ellyard as cited by Hogan 2003 Hogan, C. (2003) Practical Facilitation. A toolkit of Techniques. Kogan Page, London and Sterling, VA. DIVISION OF LEARNING AND TEACHING SERVICES
Thank you
Assoc Prof Philip Uys Director, Strategic Learning and Teaching Innovation Division of Learning and Teaching Services Charles Sturt University, Australia <puys@csu.edu.au>
DIVISION OF LEARNING AND TEACHING SERVICES