2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices

m-Learning will Disrupt Educational Practices

Carlos Delgado Kloos, Raquel Crespo, Carmen Fernández-Panadero, Mª Blanca Ibáñez, Mario Muñoz, Abelardo Pardo

Universidad Carlos III de Madrid

www.it.uc3m.es/cdk www.emadridnet.org

Technology and Learning

  1st milestone

  Computation   Multimedia   Intelligent Tutors

  Communication   Radio broadcasting   TV broadcasting

Marrakesh, Morocco EDUCON, 2012-04-17--20

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  2nd milestone

  Computation + Communication


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  3rd milestone

  Computation + Communication + Closeness


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5 Educational Experiments

1.  Creating a back-channel

2.  Sending learning pills to students

3.  Educational gymkhanas

4.  Augmented reality

5.  Cross reality


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1. Creating a Back-Channel

  1.1 Rationale   Communication between professor and students

is not always fluent   Some students are too shy or are simply uninterested

  The professor cannot always stop the flow of explanations, nor can the students interrupt all the time

  To ask direct questions takes too much time

  It would be good to have a communication channel from the students to the professor that wouldn't interrupt the main flow of explanations


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  1.2 Setting   Students and professor were handed a mobile device   A simple web application was written through which

the students could give feedback   The professor would receive consolidated average data

  2 simple questions (Likert scale) and corresponding actions   The professor is too fast/too slow

professor can adjust speed   I am lost/I am following "

professor can repeat explanation


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  1.3 Details   Nokia

  Maemo device

  Simple program written in PHP

  Thanks to Nokia chair and J. Villena


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  1.4 Conclusions   Sometimes the professor was overwhelmed

with the multiple things we had to do   Do the explanations   Control the powerpoint   Look at students   Control the feedback information

  Useful and valuable information for the professor   Trying to refine the experiment and apply it for

practical groups where personal advice is needed   I. Gutiérrez, R. Crespo, C. Delgado Kloos: "Orchestration

and feedback in lab sessions: improvements in quick feedback provision”, EC-TEL 2011, LNCS 6964


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2. Sending Learning Pills

  2.1 Rationale   Often the students don't come to class

(they have the material online anyway)   When they come, they are not following or not motivated   The objective was to improve student class

attendance, performance, and motivation   To achieve this, a set of learning pills

was developed


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  2.2 Setting   Students came with their own mobile device

  The affordances of these devices were different

  Devices have typically Bluetooth connectivity   A learning pill is a simple exercise that

summarizes key concepts explained in class   It promotes reflection and self-study

  Students attending a lecture or lab session automatically received a learning pill on their mobile phone just after the concept was presented


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  2.3 Details   Learning pills sent in class   OBEX (Bluetooth Object exchange) service used   Students had to answer in 24h   Professor replied by mail


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  2.4 Conclusions   The rate of students attending more than half of the

classes slightly improved (3.5%)   The average grades for students attending classes

with pills were significantly better then those without pills   The use of learning pills had a positive impact

on the evolution of the motivational states of the students over the duration of the course

  M. Muñoz, P. Muñoz, C. Delgado Kloos: “Sending Learning Pills to Mobile Devices in Class to Enhance Student Performance and Motivation in Network Services Configu-ration Courses”, IEEE Trans. Education, 2011, Vol. 99, 1-5


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3. Educational Gymkhanas

  3.1 Rationale   When new students come to university, they have to learn

where the different university services are   At UPF, there is a course on introduction to the university   Instead of giving them

theoretical talks, it is more effective (and more fun) to organize an activity on site

  An educational gymkhana is the perfect way to explore a university campus


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  3.2 Setting   Students were given mobile devices to explore

the campus collaboratively in groups

  Information was stored on tags placed on campus   Students had to solve challenges

  The jigsaw collaborative learning flow pattern was used: discover, explain, reflect

  Log files were collected resulting from the exploratory activity

  Questionnaires were prepared and evaluated


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  3.3 Details   NFC mobile phones, NFC tags   Software tools were developed

for writing and reading tags   Bluetooth technologies were

used to collect the log files   Moodle and Google Docs were the web-based tools

employed for editing and answering the questionnaires and for uploading and sharing the final works

  IMS-LD was used in the 2nd run for orchestration


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  3.4 Conclusions   A very rewarding experience   It was repeated on 2 consecutive years

with incremental technology support   M. Pérez, G. Ramírez, D. Hernández, M. Muñoz, P. Santos,

J. Blat, C. Delgado Kloos: “Discovering the campus together: A mobile and computer-based learning experience”, J. Network and Computer Applications, 2012, 35, 176–188


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4. Augmented Reality

  4.1 Rationale   With augmented reality it is easy to superimpose

digital information on physical objects   The basis can be positioning, markers, or image recognition


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  4.2 Setting   Several different experiments

  MathAR: Mathematical operations

  SyllabAR: Combine syllables to compose as many words as possible

  FlashAR: Augmented flashcards

  PuzzAR: Augmented puzzles


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  4.3 Details   Implemented with

  AMIRE AR engine

  Junaio

  Popcode

  Android mobile phones and tablets


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  4.4 Conclusion   The role of AR in this game is to provide feedback to the

user and enhance the association of concepts   This game does not allow teaching abstract names   Several other great experiments carried out with children   Great enthusiasm shown by students, profs and parents   Á. Reina, Á. di Serio, C. Delgado Kloos: “Current and

Prospective Role of Augmented Reality in Mobile Learning”, JITEL 2011, Santander, 28-30 Sept. 2011

  Á. di Serio, M.B. Ibáñez, C. Delgado Kloos: “Impact of an Augmented Reality System on Students Motivation for a Visual Art Course”, Computers & Education, 2012


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5. Cross Reality

  5.1 Rationale   Now technology permits to build rich 3D virtual worlds

that can be used for educational purposes   Nevertheless, the interface is not the best,

and one has to be in front of a computer   It is much natural to interact with objects

in the real world   Cross reality tools allow to take advantage

of information from 3D virtual worlds in the physical world by means of mobile devices


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5. Cross Reality

  5.2 Setting   The Gran Vía Boulevard was constructed in a 3D virtual

world environment with geo-localized buildings   Protocol defined sending information (avatar position,

text, images) from the virtual world to mobile devices   A learning experiment was defined were students had to

solve challenges in the real world   Usability studies were made


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5. Cross Reality


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  5.3 Details   Open Wonderland   Android   Protocol defined   Voice communication

over SIP   Additional info sent:

avatar position, text, images

5. Cross Reality

  5.4 Conclusions   Extended Augmented Reality harnessing the richness of

3D virtual worlds and the advantages of mobiles devices   Very powerful combination   M.B. Ibáñez, C. Delgado Kloos, D. Leony, J.J. García, D.

Maroto: “Connecting Virtual Worlds with the Real World for Learning a Foreign Language”, IEEE Internet Computing, 2011, 15:6, 44-47

  Partial collaboration with Deimos Space in the context of the "España Virtual" CENIT project


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Conclusions

  All these experiments show that mobile devices open a whole new world of opportunities in education

  Mobile devices are like magic wands that extend our capabilities

  The challenge lies in finding out how these opportunities can be effectively used in education


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The disruption in education will certainly occur!


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2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices

Education

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