mobile learning
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Mobile Learning. Serge Garlatti, Telecom Bretagne Yvan Peter, LIFL, NOCE. Plan. Mobile, Pervasive, Ubiquitous Learning Why Mobile Learning? Main Properties Typologies and classifications Some Mobile Learning Projects Main Issues Mobile Learning in Europe. page 1. - PowerPoint PPT PresentationTRANSCRIPT
CNRS Summer School 2009page 1
Mobile Learning
Serge Garlatti, Telecom Bretagne
Yvan Peter, LIFL, NOCE
On Mobile Learning
CNRS Summer School 2009page 2page 2
Plan Mobile, Pervasive, Ubiquitous Learning Why Mobile Learning? Main Properties Typologies and classifications Some Mobile Learning Projects Main Issues Mobile Learning in Europe
On Mobile Learning
CNRS Summer School 2009
Mobile, Pervasive, Ubiquitous Learning
On Mobile Learning
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Mobile, Pervasive, Ubiquitous Learning
Is-it a technological problem?
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Mobile, Pervasive, Ubiquitous Learning
A first definition• Learning with portable technology: PDA,
smartphones, PSP, PDA phones, mobile phones, Ipods, Iphones, MP3 players, labtop, UMPC, etc. everytime, everywhere.
On Mobile Learning
CNRS Summer School 2009
Mobile, Pervasive, Ubiquitous Learning
Mobile Computing• Mobile computing: increasing our capability to physically
move computing services with us.
• The computing device cannot seamlessly and flexibly obtain information about the context in which the computing takes place and adjust it accordingly.
Pervasive Computing• Capability to obtain the information from the
environment in which it is embedded and utilize it to dynamically build models of computing.
• Acquisition and management of context models and adaptations
On Mobile Learning
CNRS Summer School 2009
Mobile, Pervasive, Ubiquitous Learning
Ubiquitous Computing• Integrating large-scale mobility with pervasive
computing features
Features of mobile, pervasive, ubiquitous computing belong to those of mobile, pervasive, ubiquitous learning
On Mobile Learning
CNRS Summer School 2009
Mobile, Pervasive, Ubiquitous Learning
Mobility• The use of portable technologies.• Spatial mobility: learners moving between
different learning settings.• Tool and thematic mobility: learners alternating
between different tools and topics of learning.• Temporal mobility
- Learning’s dispersion in time makes it hard to define precisely the start and end of a learning episode
- Learning is cumulative: current learning builds on previous learning and are the basis for future learning.
On Mobile LearningOn Mobile Learning
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Why Mobile Learning?
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Why Mobile Learning?
More than 3 billion reasons• July 2005: 2 billion
subscribers
• February 2008: 3.3 billion
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Why Mobile Learning?
Distance Learning • It is not technologies having good pedagogical
properties which are successful but rather those available to learners.
• Mobile Technology
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Why Mobile Learning?
Personal Learning• What did you learn the last two days?
• Where?
• How?
• With which technology?
• How many times a person on average spend to learn in one week?
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Why Mobile Learning? Personal Learning (Tough 1971, Livingstone 2001)
• An adult spends 15 hours on average to learn per week• Everyone is engaged at least in 1-2 major learning project per
year. • Consistent across ages, cultures, and social classes• Less than 20% of adult learning is related to a course or
institution• Less than 1% of adult learning projects are for formal credit
• Adult make the most of Learning « outside » educational institution
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Why Mobile Learning? Deep transformation of offer, educational practices and
needsMultiplicity of sources and permanent and ubiquitous
access to information and knowledge
Growing interactivity and autonomy of learners
Development of teacher and learner communities
Adaptation and personalization in demand Increasing heterogeneity of learners and needs
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Why Mobile Learning?
Deep transformation of offer, educational practices and needs
Space and time distribution of learning Space: school, home, company,
Relationships between formal and informal learning (lifelong learning ...)
Changes lean on ICT and their practices
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Why Mobile Learning?
6 visions ProLearnContribution Institut Telecom
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Why Mobile Learning?
Mobile technology is available• Mobile devices
• Wireless netwoks
• Sensing systems
Personal learning, mainly, outside institutions
Deep transformation of offer, educational practices and needs
On Mobile Learning
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Mobile Learning: some features
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Mobile Learning: some features
Best viewed as mediating tools• Mobile learning environment / applications are
mediating tools in the learning process Part of a whole• Mobile learning applications should be related to
other learning tools used by students and teachers
• Learning tools, activities, contexts, people and communties are distributed over time and space.
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Mobile Learning: some featuresCommunity• Mobile learning is a social process which links
learners to communities, people and situations.• Learners are not taught by one teacher, but
rather by a community. A learner can also teach others in the community.
• Collaborative learning: learning happens in collaboration between people and technology
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Mobile Learning: some features
Activities
• difficult before, sometimes impossible
• How mobile learning environments permit to achieve learning and/or working activities which enhance / enrich the learning process ?
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Mobile Learning: some features
Locality• Learning may occur in location and time which are
significant and relevant for learners
• Learning environment may be used in authentic and appropriate contexts of use.
• Learning is not only situated in classroom, but also outside
On Mobile Learning
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Mobile Learning: some features
Situated learning• Learning occurs in the context of activities that
typically involve an authentic task or problem, a location, a time, an environment, a community, etc.
• Such type of context fosters knowledge and skill acquisition
• Increase of the learning quality and the reusability of learning results
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Mobile Learning: some featuresContext: learning in context and across
contexts• Derntl et Hummel: « learning context is used to
describe the current situation of a person related to a learning activity. In addition to attributes relying on the physical world model »
• A. Kurti et M. Milrad: « information and content in use to support a specific activity (being individual or collaborative) in a particular physical environment ».
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Mobile Learning: some features
Bomsdorf 2005 : - « Ubiquitous learning is the next step in
performing e-learning and by some groups it is expected to lead to an educational paradigm shift, or at least, to new ways of learning. The potential of ubiquitous learning results from the enhanced possibilities of accessing learning content and computer-supported collaborative learning environments at the right time, at the right place, and in the right form. Furthermore, it enables seamless combination of virtual environments and physical spaces ».
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Mobile Learning: some features
(Hundebol and Helms 2006)
- « Pervasive learning environment is a context (or state) for mediating learning in a physical environment enriched with additional site-specific and situation dependent elements – be it plain data, graphics, information -, knowledge -, and learning objects, or, ultimately, audio-visually enhanced virtual layers“.
On Mobile Learning
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Typologies and classifications of mobile learning systems
On Mobile Learning
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Still a young research domain
Frameworks for the analysis and design of mobile learning have not reached consensus yet• First frameworks are technically oriented
• Growing maturity enable the emergence of frameworks taking into account more essential features
On Mobile Learning
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Considering the ownership & portability
[Georgieva et al, 2005]
On Mobile Learning
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Considering levels of functionality
[Gay et al, 2002]On Mobile Learning
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Considering the pedagogy [Naismith et al, 2004]
Behaviourist• The learning system pushes content to the learner which can
react and receives a feedback (e.g., quizz) Constructivist• Initiative is upon the learner that will have to build is own view
and comprehension (e.g., simulations and micro-world) Situated• Applications use the context to provide a framework for
learning (e.g., problem based learning, field trip) Collaborative• The collaboration features provide a way to learn from & with
others on the move
On Mobile Learning
CNRS Summer School 2009
Considering the pedagogy [Naismith et al, 2004]
Informal & lifelong learning• Applications that support ad hoc and situated
learning Administrative support• No pedagogy there ! But support of the institutional
part of learning
On Mobile Learning
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Mixing functions & pedagogy [Patten et al, 2006]
On Mobile Learning
CNRS Summer School 2009
Mixing functions & pedagogy [Patten et al, 2006]
On Mobile Learning
CNRS Summer School 2009
Considering the context use [Frohberg, 2006]
On Mobile Learning
CNRS Summer School 2009
Considering the context use [Frohberg, 2006]
No context taken into account
e.g., Quizz
On Mobile Learning
CNRS Summer School 2009
Considering the context use [Frohberg, 2006]
Applications in a formal (institutional) context
e.g., Classroom Response systems
On Mobile Learning
CNRS Summer School 2009
Considering the context use [Frohberg, 2006]
Digital environment not tied to the physical world
e.g., Virus game, Savannah
On Mobile Learning
CNRS Summer School 2009
Considering the context use [Frohberg, 2006]
Data is related to physical environment (places,
people, artifacts)
e.g., Ambient Wood, Environmental detectives…
On Mobile Learning
CNRS Summer School 2009
Considering the context use [Frohberg, 2006]
Supporting informal learning relying on a wide
variety of contexts
e.g., mobile learning & social software
On Mobile Learning
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Some projects and applications
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Administration & institutional support
Ericsson Education Study Teaching management• SMS
- Course schedule modifications, messages to parents…
- Examples
– University of Ulster Northern Ireland : messages to students limited give up.
– University of Pretoria, South Africa : messages to distance students with no access to computer (postal mail taking 5 to 15 days)
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Administration & institutional support
Scaffolding through SMS, MMS and WAP• Communication et interaction with administration,
other students & groups
• Downloading study guides and manuals
• Accessing online courses, tutoring, testing - Quizzes, feedback on exams & work, motivational messages,
- Tutoring services
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Administration & institutional support
Administratives services• Downloading certificates…
• Institutional mobile portal
• Grading, tests… through the portal or a phone call
• …
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Administration & institutional support
Course registration & curriculum• Subscribing to courses
• Mobile curriculum (Corvinus University de Budapest)
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Field trip, museum visit…
Typical example: Open University UK & University of London (Laurillard 2007)
• Teachers introduce an artist’s work
• They provide a working guide for learners that work in pairs in the paintings gallery. Each painting has an associated code
• Based on the guide, learners take notes, confront their observations with those of the teacher, have tests and collaborate with other learners
• A follow up activity occur in the classroom where the students report on their work using an electronic whiteboard.
• The teacher makes a summary of the different reports
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Behaviourist / Free context
Skills Arena- Game boy based video game to learn mathematicsJeux
vidéo pour les mathématiques sur game boy
- Addition & substraction exercices presented in a game manner with marks, difficulty level…
BBC Bitesize- Phone based revision system using SMS & Java games (650
000 GCSE students)
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Behaviourist / Free context
Phone based language learning• SMS messages to revise & memorise vocabulary
(Thornton and Houser 2004) Classtalk : Classroom response system• 1st year students in physics, University of
Massachussets (Dufresne et al 1996)(e.g., www.bedu.com Better Education)
Quizdom (Assessment for learning in the classroom 2003, e.g., QCM)
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Constructivist learning / digital context / microworld
Participatory simulations• Virus game (Collella 2000) : students have an active
role in the simulation of the system dynamics.- An active badge is weared by students. Proximity with
another student/badge may spread the virus.
- Students can define strategies to understand how the virus is spreading , who is the initial infected person(s), who is immune…
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Constructivist learning / digital context
Savannah (Facer et al 2004)• Understanding animal behaviour and defining
strategies for surviving
Environmental Detectives• Environmental investigation to discover the origin of
a pollution…
• Mixing digital & physical context
Savannah: PDA and headphones – withimage, energy bar and sight, send and smell
buttons.
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Situated learning / physical context + data collection
Ambient Wood (Rogers et al 2002)• Children aged 10-12
• Understanding relations between plants & animals in different woodland parts & seasons.- 1) Exploration & discovery of the site
- 2) Reflection, organisation of data & hypothesis in class
- 3) Define experimentations based on hypotheses
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Situated learning / data collection
Natural science Learning: Butterfly-Watching System (Chen et al 2004)
- PDA + Wifi + Camera + database on butterfly
- Take photos of butterflies & query the database for indentification
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Situated learning / data collection
MyArtSpace
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Collaborative learning
Mobile Computer Supported Collaborative Learning• Universidad Catolica de Chile
- Using PDAs to encourage collaborative face to face learning in primary & secondary school.
- Wifi based ad hoc network used
– Teacher distribute activities to learners
– Learners work in group of 3 to 5
– Teacher collects results on is PC through is PDA
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Informal & lifelong learning
Apprentissage informel et tout au long de la vie• M-learning european project
- Teaching literacy calculus to young adults (16-24 years old) that left the scholar system
- M-Portal, Web & TV access, SMS, MMS
- VoiceXML : interactive stories, quizzes. SMS for instructions & reminder
- Pocket PC to browse content & for specific applications
On Mobile Learning
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Mobile learning projects
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Mobile Learning Projects
Mobilearn (2002-2005) project• Nokia, Compaq, Deutche Telekom, Telecom Italia,
Telefonica I+D, etc.
• Explores new ways to use mobile environments to meet the needs of learners, working by themselves and with others. A new m-learning architecture will support creation, brokerage, delivery and tracking of learning and information contents, using ambient intelligence, location-dependence, personalization, multimedia, instant messaging (text, video) and distributed databases
On Mobile Learning
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Mobile Learning Projects
Mobilearn (2002-2005) project• Focuses on
- The context-aware delivery of content and services to learners with mobile devices
- Appropriate actions and activities including interactions with others learners in the same or similar contexts
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Mobile Learning Projects
Ericsson & NKI (Danemark) : Leonardo Da Vinci Project
• From e-learning to m-learning (2000-2003)
- Designing and trying out the Environment for mobile learners
- Results and conclusions– Working from home, the office and on travel
– Increased feeling of flexibility
– Few technical problems
– Readability was good
– Access to forum and pre-written messages
– LMS should facilitate the mobile learner
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Mobile Learning Projects
Ericsson & NKI (Danemark) : Leonardo Da Vinci Project• Incorporating mobile learning into mainstream
education (2005-2007)- Development of mLMS + Content
– An always-online solution would possibly increase the quality of the services for mobile learners
On Mobile Learning
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Mobile Learning Projects
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Screen shot from the discussions forum using an ordinary browser
Screen shot from the discussions forum on the PDA
Incorporating mobile learning into mainstream education (2005-2007)
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Mobile Learning Projects
Ericsson & NKI (Danemark) : Leonardo Da Vinci Project• The role of mobile learning in European education
(2006-2008)- Survey on status and trends of mobile learning internationally and in Europe
- Continued developments of mobile learning services in the NKI LMS and distance learning systems
- Survey on NKI online students access to mobile technology and attitudes towards use of mobile phones in their studies
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Mobile Learning Projects Projet « G1:1 »• the Media Lab of Massachusetts Institute of Technology, along with
the World Bank, the United Nations and corporate investors, to provide a $100 laptop to many millions of schoolchildren in developing countries. The computers will not be available for sale, but will be distributed to schools directly though large government initiatives (http://laptop.media.mit.edu).
• A personal, portable computer is an exciting opportunity for children to explore science and society, to develop new media literacies and to converse and share online
• An international community of researchers from more than twenty countries around the world, called G1:1 (globally, one computer for one person), (http://www.g1to1.org ).
On Mobile Learning
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Mobile Learning Projects
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Projet « G1:1 »
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Mobile Learning in Europe (NKI)
UK in the lead and defines level 1• The United Kingdom has at least 4 areas of provision: primary
and secondary schools, universities, government departments and corporate providers.
• Provision at primary and secondary school level is vibrant.
• Many UK universities are active in the field
• UK companies are involved
• Finally 1000 British delegates are expected at the Handheld Learning conference to be held in London in October 2008.
On Mobile Learning
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Mobile Learning in Europe (NKI)
Level 2 consists of countries in which there has been mobile learning activity mainly in the form of participation in European Commission funded projects.• Austria, Bulgaria (notably the University of Plovdiv),
Cyprus, Czech Republic, Denmark, Finland, Hungary (notably Corvinus University of Budapest), Ireland (notably Ericsson Education Ireland), Italy (many university and government research centre projects), Netherlands, Norway (notably NKI), Portugal, Slovakia, Slovenia, Spain, Sweden.
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CNRS Summer School 2009
Mobile Learning in Europe (NKI)
Level 3 countries are making their first fragile steps in the field of mobile learning. • Estonia, France, Greece, Latvia, Lithuania, Malta,
Germany and Poland. Level 4 countries are those in which little or no
activity in mobile learning has been documented.• Belgium, Luxembourg and Romania.
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