2012 11 philip uys mobile learning promise and practice

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DIVISION OF LEARNING AND TEACHING SERVICES

Mobile Learning: Promise and Practice

Assoc Prof Philip UysDirector, Strategic Learning and Teaching Innovation

Division of Learning and Teaching Services Charles Sturt University, Australia

[email protected]



1. Introduction

2. Key mLearning concepts

3. The promise of mobile learning

4. Mobile learning at Charles Sturt University

5. Identifying and overcoming challenges

6. Implementing a successful mobile learning strategy

7. Possible future growth areas



1. Introduction-Sponsor CSU mLearn project; judge of GSMA's 17th Global Mobile Awards (Best Mobile Innovation for Education or Learning)

Mobile learning is a dynamic field- students devices : institution provided systems/devices

- personal learning : formal learning

- synchronous : asynchronous

- offline : online

- social/conversational : individual

- variety of devices

- dynamic relationship of the four variables of a mobile learning strategy: interactivity, content, audience, platform



2. Key mLearning concepts- mLearning is about supporting the mobility of the learner (anywhere, anytime) with contemporary mobile devices

http://www.flickr.com/photos/anniemole/4732863210/sizes/m/in/photostream/

http://www.flickr.com/photos/sylvain_courant/7195638808/sizes/m/in/photostream/



- We are using the students devices (not the institution’s) and moving into their world in a more direct and personal way

http://www.flickr.com/photos/calotype46/5963009611/sizes/m/in/photostream/

http://www.flickr.com/photos/calotype46/5963568548/sizes/m/in/photostream/



- On-demand learning: occurs more often than online learning, but shorter periods of access

http://www.flickr.com/photos/razorshine/4662188057/sizes/m/in/photostream/



- Learning with the expectation to continue on other devices

http://www.flickr.com/photos/workinpana/4492789972/sizes/m/in/photostream/



- Tablets, and particularly the iPad, has accelerated the growth and demand for mobile learning

http://www.flickr.com/photos/smemon/5171518129/sizes/m/in/photostream/



3. The promise of mobile learning

- general access to the “University”; learning and teaching; research – this presentation focuses on the promise of mobile regarding learning



- CSU 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.



- CSU website access through mobile devices per month:January 2012: Growth in access by mobile devices of more than 1000%

since January 2010

- Particular needs at CSU:

- CSU students doing fieldwork need to access CSU’s 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



- The drivers of mobile learning (Gary Woodill)•cultural dreams•growth of mobile phones•movement of people•need for connection•mobile workers/learners•non-traditional work spaces•new generation brought up with computer technologies•rapidly developing mobile technologies•move to ubiquitous computing



- some mlearning developments in Australasia and beyond

• Take up by many universities in Australasia and internationally due to mobile capability of LMSs

• Early pilot programs have found that students feel that mobile technology encourages exploration of additional course topics, helps manage time, provides new functions/tools, increases learning, and makes courses more interesting (University of Notre Dame, 2011) and provide additional motivation for learning (Bond University, 2011)



• 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

• 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 student’s physical location. http://www.lukew.com/resources/articles/MobileFirst_LukeW.pdf



• Q2 2012: Americans now spend more times consuming media on mobile devices that they do on TV. Out of the nine hours they spend in total consuming media, mobile is top with 2.4 hours, followed by TV (2.35 hours), and PCs (1.6 hours). http://www.inmobi.com/

• There are now more devices running mobile operating systems than there are Windows PCs http://live.theverge.com/microsoft-live-blog-tablet-announcement/

• Mobile phones are ubiquitous in Australia with more that 130% saturation and already over 52% of Australians have a smartphone. Mobile phones are the first in the next wave of personal computing and 74% of Australians won’t leave home without it.http://www.budde.com.au/Research/Australia-Mobile-Communications-Subscriber-Statistics.html

http://www.thinkwithgoogle.com/mobileplanet/en/

http://www.thinkwithgoogle.com/mobileplanet/en/



• 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 world’s population now has mobile devices.

• 162.7% increase 2010 - 2012 in worldwide mobile % of web traffic

• Around 22 percent of web content is now consumed on mobile devices http://pandodaily.com/2012/09/21/mobile-eating-the-web-22-percent-of-web-content-now-consumed-on-smartphones/

The technology is here, ready, available and in widespread use

BUT

availability does not mean that by itself it has potential to enhance learning



“There is something counter-intuitive but familiar about this approach to technology: new technologies often heralded and sold as “revolutionary,” are deployed to do the same old things” (p. 11).

Hanley, L. (2011). Teacher as bricoleur. Radical Teacher, 90, 9-14.

Impact on learning



The focus in this presentation is on distinctive aspects compared to f2f and distance education, such as using the:

1.inherent affordances of mobile devices themselves (mobility, GPS, etc.)

and

2. functionality on the devices (apps)



- A few standout items of the “24 benefits of mobile learning - Marcus Boyes”

-1.Relevance: mobile learning enables training and evidence

collection to be ‘situated rather than simulated’ and so it makes

learning possible at the point of need e.g. Induction

- 2. Elimination of technological and acceptance barriers: the use of a learner’s own mobile device means they are already familiar with the technology, eliminating technological barriers to accessing learning.

- 3. Context sensitive learning: with GPS and the use of QR codes learning can become specific to a location

Note that learning before classrooms were mobile; social; and in context! Schoolrooms, however, in the1700's immobilized and standardised learning In 1770 print impacted education that lead to the "modern classroom”

(Gary Woodill)



Distinctive capabilities in learning and teaching through (personas):

1. Students accessing learning materials

2. Performing learning tasks

3. Participating in learning interactions

4. Performing assessment tasks

5. Students accessing learning support

6. Evaluating teaching



Designing Content for Multiple Devices; Brandon Carson, Michelle Lentz



Add:

To Create and Contribute!



a. eBooksMartha (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.

BTW: US education chief wants textbooks to go digital; South Korea to go fully digital with its textbooks by 2015; Hong Kong $50m to launch EMADS i.e. e-textbooks



b. Pod/VodcastsRachel (43) 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 using iTunesU while she is preparing dinner, and on her hands free mobile phone while travelling to work and socially



3. Performing learning tasks



a. ResearchAndre (42) is a 4th year education student on practicum in a small country town teaching year 2 children. He uses an iPad to find relevant articles and add it to “Instapaper” to read later (“Instapaper” also allows Andre to change the font, size and colour.) This supports personalised learning (learning is customised for the preferences, history and abilities of individual learners or groups of learners).



b. ePortfolio/Personal Learning SystemLiz (24) is a final year student in B. Information Studies, currently studying Social Networking in Information 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 CaptureMick (44) is a mature age student farming outside Broken Hill. He is in his second year of study doing a 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), and 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-taggingKevin (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 user’s 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 CSU’s 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.

(as per Nokia Life: 80 million users)



4. Participating in learning interactions



a. CHATAndre (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. He is also an expert on using his mobile phone to participate in Twitter discussions.



b. Messaging System - the Learning Management SystemPete (41) is an academic teaching a distance education cohort in the Outback. 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.



5. Performing assessment tasks



a. Self Assessment ToolsJames (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. OLE Access – online assignment submission Sam (28) is a trainee parks manager completing a Bachelor of Environmental Sciences. Sam is struggling to connect to anything because of his very remote location. He is able to get mobile reception in some locations with higher elevation. Sam is able to take his tablet computer and submit his assessments using his mobile connection saving a long trek into town. Mobile learning thus addresses geographical or spatial distance.



c. 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 least 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.



a. Learning Support Tools and SMSRobyn (58) is a mature age student returning to study after 25 years in the workforce. She is struggling with the Learning Management System that is so different from how she studied when she got her degree. She has to contribute to a Wiki in one of her subjects and after watching a video showing how wiki formatting is done she feels more confident. She has downloaded a cheat sheet to her mobile that lists all the codes so she can refer to it quickly whenever and wherever she needs to.

Furthermore, she has elected to receive targeted SMS messages such as reminders of assessments and encouraging messages at crucial milestones.



6. Evaluating teaching



a. Classroom FeedbackLeanne (31) - first year academic teaching Accounting. 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 through mobile devices. Students can “like” and rate sections of the online modules as well as make comments, which are recorded anonymously. Students are able to update their comments simultaneously, using a smart phone.



http://www.21stcenturyfluency.com/blogpost.cfm?blogID=3004&utm_source=dlvr.it&utm_medium=linkedin&goback=.gde_137892_member_173660465

A few ways students (and teachers) are using smartphones in the classroom - Laura Clark/Katie Lepi

• Take a photo of the whiteboard notes – with Evernote save it in the cloud

• As clickers with ResponseWare• Voice recording of the lecture• Discipline/subject specific apps• Check school/university email• Access electronic textbooks• Organizers• Field research

http://edudemic.com/2012/10/40-quick-ways-to-use-mobile-phones-in-classrooms/?utm_medium=linkedin&utm_source=twitterfeed



4. mLearning at CSU



http://www.csu.edu.au/division/lts/docs/role/ltsystemsdashboard.pdf



Implementation thus far:- 2012 iTunesU (private) with CSU Replay

- since 2008 podcast tool in Interact: 2011 in 714 subject sites, out of approx 3600 sites = 20% (BTW: great for learning languages)



Implementation thus far:

- 2012 iTunesU (private) with CSU Replay

- since 2008 podcast tool in Interact: 2011 in 714 subject sites, out of approx 3600 sites = 20%

- since 2010 ePortfolio/PLE system mobile web and iPhone/iPad app

- new virtual classroom Adobe Connect has a mobile interface (Jan 2013)

- new version of the digital object management system (Equella) will have a mobile interface (early 2013)



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 Since this week also a mobile app!



- 2011 TO 2013 to expand mlearning and explore sustainability issues

1. Mobilise specific features and tools from Interact (CSU’s learning management system Sakai)

2. Run trials of tablet devices

3. Develop mobile friendly media-rich learning materials

4. Pre-load tablets in the Library for workplace learning, and

5. Mobilise the subject evaluation system.

2011 - 2013 mLearn project at CSU



Phase One trials:

1. Nuclear medicine: interactive elements to the classroom using responseware (clicker app); an information access point and communication tool for students on placement; Use multimedia capabilities to record learning practice in a video diary

2. eCommerce (ITC594 E-commerce Technologies): multiple cohorts; mobile technology and e-commerce; students create and develop content for assessment directly on the iPad

3. Education (EML302 Investigation: Literacy): create multimodal text; participate in weekly tutorial sessions with the iPad; develop writing tasks using the iPad; post writing tasks to a class blog



Phase Two trials:

1.Demonstrating mathematics using an iPad. Academic Support & School of Dentistry & Health Sciences | Faculty of Science. Colin Glanville, Matthew Preston, Allan Ernest and Matthew Collins

This group are investigating the use of iPads in mathematical based subjects to improve the student experience and performance. One area they are investigating is how to reduce or break down the barrier for distance students having difficulty with problem solving. Direct interaction with distance students would enable improved problem solving, concept development and retention in a highly mathematical subjects. The use of apps to record drawing and handwriting with voice to create resources that can be stored and sent to students to explain difficult concepts and problem solving instruction.



2. Apps in Nursing: Simulation and Resources. School of Nursing & Midwifery | Faculty of Science Amy Vaccaro and Jessica Biles

The iPad has been deployed to create a simulation using the patient monitor app SimMon. One device becomes the patient monitor, displaying the patients’ heart rate, blood pressure and SpO2. The second device is used by the facilitator to change the patient’s vital sign to reflect a deteriorating patient or an improving patient as the students respond to the “patient’s” condition. The iPads are also used to access resources such as e-MIMS for students to look up different drugs and have the most up to date information. This also extends to a range of other resources available through the CSU Library’s extensive digital catalogues.

3. iPads for Accessibility. Student Services Office. Wendy Toupas

The disability service are evaluating the mobile learning environment and accessibility for iPads. Students assessing how the devices cope with vision impairment utilising on-screen enlargement and text to speech software. The assessment extends to how learning resources may be delivered in a variety of accessible formats.



4. iPads for Teaching. School of Nursing, Environmental Science, Community Health and Dentistry & Health Sciences

This cohort of participants will be assess the utility of the iPad for a range of tasks in academic roles. This includes the use of the iPad to facilitate paperless marking, social media engagement with students, investigation of learning resources, implementation of paperless strategies and the integration of mobile technology into a range of teaching contexts across a range of discipline areas.

5. Class Trials School of Humanities & Social Sciences | Faculty of Arts. Lachlan Brown

Students enrolled in the subject Writing for Publishing will assess the capabilities of the iPad to write extensively and capitalise on it’s portability and extra functionalities. This trial will also investigate paperless marking and the use of social media.



6. Class Trials School of Communications & Creative Industries | Faculty of Arts David Reid

This subject Understanding Digital Media will assess the suitability of mobile technology as a means of production of Digital Media. Students are exposed to a range of technology from consumer grade gear through to professional production equipment. The large cohort of students will be able to loan the devices through the existing equipment lab in the school.

Learning Resources

The mLearn project is also working with LTS Media Services, Academic Support, Faculty of Business & School of Policing to explore the production of mobile compatible Learning Resources as eBooks.

CSU Library

The library are trialling a range of devices, eReaders and iPads, to promote access to their digital collections and new media forms available for mobile technology. They have conducted trials of loaned devices for students in practical placements and how they can be used by library support staff to provide improved services.



Findings from Phase 1 pre-trial (43/55):



Findings from Phase 1 pre-trial (43/55):

Overwhelmingly: Many times a day



Findings from Phase 1 post-trial (13/42):



5. Identifying and overcoming challenges



Ethical issues

• Inequity across different socio-economic groups and ability to use the technology – organisation could provide; alternatives; decreasing cost of devices; blended • Radiation: disputes around tumour creation, impact on fertility - appropriate risk reduction strategies• Negative impact on sight and hearing – blended learning



• Mobile use in class, and in assessment contexts



Educational issues• Integrated within blended and flexible learning

• Deep versus shallow learning



• In-the-flesh communication vs mediated

• Appreciate diversified learning preferences

• Respect cognitive load (“head space”)

• Consider the need of the academic e.g. JIT performance support through mobiles



• Limitations of multi-tasking (especially if tasks are conflicting)

• Informal/mobile language acceptable?

• Go slow on learning - as we can reach people anywhere and any time (Clark Quinn)

• Redefined role of the teacher/facilitator?



Technical issues

• BYOD – deliver to multiple platforms



• Variable access (especially regional and rural Australia) – National Broadband Network



• strain on wireless networks (Stanford; Duke:

3 years to expand wireless andcellular coverage to 95 % of themajor areas on campus)

http://www.ausnetech.com.au/images/cartoons/sept2004.gif



http://akoaotearoa.ac.nz/download/ng/file/group-5274/review-of-lms-literature-for-aut-lms-review-committee.pdf



• Variable platforms create once, publish everywhere – the promise of HTML5



General issues

• Is it a fad?

Gartner’s Hype cycle



• Spaces are not neutral e.g. in evaluation

http://www.flickr.com/photos/devon-cc/7574188398/sizes/m/in/photostream/



6. Implementing a mobile strategy



- a mobile learning strategy has four variables: ICAP model

http://www.slideshare.net/dmolsenwvu/developing-a-progressive-mobile-strategy-bdconf-version

- the “I” is missing...



- a mobile learning strategy has four variables: the ICAP model

Interaction deploy communication/social layers around content

The mobile learning experience: narrative, dialogue, and choreography



Have a big picture (about what need to change in the organisation),

then run small projects that are repeated rapidly

Julian Stodd



6 Steps To A Better Mobile Learning Strategy

1.Establish the Need (“Audience”)2.Assess Readiness

a. Audience profileb. Management buy-inc. Does mobile learning fit in your learning strategy?d. Culture

3.Decide on Devices & Platforms to Support4.Chose Delivery/Development Models

a. Native apps vs. Mobile webb. Flash vs. HTML5c. mLearning Authoring Toolsd. LMS integration

5.Identify Content (plus “Interactivity”)6.Manage Security Concerns/Issues

http://www.upsidelearning.com/blog/index.php/2012/08/16/6-steps-to-a-better-mobile-learning-strategy/



Building mLearning content- Integrate as part of the learning process

i.e “doing”, communication and interactivity, not just listen/read

(Traditional: Learning outcomes learning content)



- Select the apps to be used (especially free ones!)

http://www.schrockguide.net/bloomin-apps.html



Apps: consumption apps have a place e.g. in Primary for letter formation, spelling, mathskills, but production apps are necessary where students produce and create e.g “Inkling” in which etextbooks are being annotated by teachers and students; and “Sketchy” to create animations.

BTW: iPads are great for little fingers as it removes the complexities of the keyboard and mouse

- consider platform: SMS / mobile web / mobile app (fast; off-line; features of device e.g. Geo-location)

- consider special affordances of mobile devices that might add to the learner experience e.g. location/context awareness



One of the keys of a mobile learning strategy for education:

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. 129-138). Wollongong: University of Wollongong. Retrieved from http://ro.uow.edu.au/edupapers/88/

- everyone is a learner and teacher!



1. The growth of mobile is a huge opportunity to reach more people than ever

2. The constraints of the mobile medium force us to focus on what really matters

3. The capabilities of mobile create opportunities to innovate

http://bradfrostweb.com/blog/mobile/the-many-faces-of-mobile-first/

Luke Wroblewski’s definition of mobile first consists of three core components:



7. Possible future growth areas



Augmented reality (e.g. car GPS) – augmenting “when” Alternate reality (e.g. flood simulation) Adaptive delivery (e.g. from learning analytics) Mobile become ubiquitous and disappears Wearable computing Embodied computing ???!!!!

Clark Quinn; Gary Woodill



URLsmLearn project at CSU

http://www.csu.edu.au/division/landt/resources/mobilelearning/index.htm

mLearning project blog

http://mlearnproject.wordpress.com/

Uys, Philip mLearning collectionhttp://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 learninghttp://ro.uow.edu.au/edupapers/88/

Top 50 Mobile Learning Resources

http://www.upsidelearning.com/blog/index.php/2009/11/02/top-50-mobile-learning-resources

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



Thank you

Assoc Prof Philip Uys

Director, Strategic Learning and Teaching Innovation Division of Learning and Teaching Services

Charles Sturt University, Australia<[email protected]>

Slides available from http://www.globe-online.com/mobilelearning

2012 11 philip uys mobile learning promise and practice

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