ViCaDiS and Mobile LearningVirtual Campus for Digital Students

Project number: 134039-LLP-1-2007-1-RO-ERASMUS-EVC

Lauri Kurkela, Oulu University of Applied Sciences, School of Engineering

ViCaDiS International Conference On Virtual CampusSeptember 25th 2009, Timisoara, Romania

The Mobile Learning Development Problem Area• eLearning Developers and Educational

Designers have to be aware of mobile learning related technological prospects to be able to determine how to benefit from new possibilities

• They have to guide the innovation process related to mobile learning in universities

The ViCaDiS Project

• What is ViCaDiS?– ViCaDiS stands for Virtual Campus for Digital

Students– Duration: 2 years (2007 – 2009)– Partner Countries (6):

Finland, Hungary, Italy, Lithuania, Romania, UK

– 10 Partners– Portal http://www.vicadis.net

The ViCaDiS Project

• ViCaDiS– Implements Social Software and mobile

features into learning environments of cooperative universities

– Facilitates shift from Institutional Learning Environments (ILE) towards Personal Learning Environments (PLE)

– Facilitates Interuniversity Cooperation

Wired and/or Wireless Communication and Services?

Services on the Internet

Computers

Mobile Devices

Dual DeviceOption

Channel

Wired

Wireless

Servicesfor Mobiles

Available Channels,Costs to Use

Device Properties,User Role

Learning Resources

• (Mobile) Learning Resources can have pedagogical, functional and content-related features

Pedagogy

Content Functionality

Learning Objects

as Learning Resources

Learning Objects

as Learning Resources

The

Use

Of C

onte

nt R

esou

rces

Learning Activities

The Use of Functional R

esources

Learning Objects are defined as any entity, digital or non-digital, which can be used, re-used or referred to during technology supported learning (LOM 2000)

ViCaDiS and Mobile Learning (1/4)

Innovation Process related to Educational Use of Social Media and Mobile Technologies

Identification of Relevant Mobile Technologies

Educational Potential and Benefits of Mobile Technologies

Mobile Learning in the ViCaDiS Project

THE INNOVATION PROCESS SSM - Soft System Methodology

A Purposeful System Consists of Interacting Layers

Society

University and Interacting Layers

Layer of University / Universities and Related Networks

Layer of Curriculum and Courses

Layer of Learning Tasks

Layer of Media Elements and Related Metadata

Paradigm and Paradigm Shifts

• Paradigm refers to the functional model(s) which guides a system or its subsystems

• A paradigm shift must be Technically Possible and Culturally Acceptable (Checkland & Holwell 1998, Checkland & Scholes 1999, Checkland 1999)

• Usually the desired cultural change is more demanding than the technological one (Neus & Scherf 2005)

Paradigm Shifts include both the Formal and Informal Features

The visible formal side of a paradigm

The invisible informal side of a paradigm

Processes, Roles,Tools, etc.

Customs, Values, Beliefs, Taboos,

Stereotypes, Traditions,Language Behaviors

(Adopted from Neus & Scherf 2005)

ParadigmShift

FORMAL Side of the NEW Paradigm

INFORMAL Sideof the NEW Paradigm

Technically Possible

?

Culturally Acceptable

?

A Successful Paradigm Shift

• If any of these elements is missing, the paradigm shift will fail (de Woot 1996)

• Paradigms affect to what kind of learning resources are needed – And learning resources affect to what kind of paradigms can be used or developed

• Paradigm shifts, reorganizing of purposeful entities and development of resources are organizational development tools.

Pressurefor Change

Capacityfor

Change

ClearSharedVision

ActionableFirst

Steps

SSM Worldview:Three Development Challenges on Each Layer

Teaching,Learning and Competence

Infrastructure and Technology

Paradigms and Paradigm Shifts

SSM: Interacting Layers

Society

University and Interacting Layers

Layer of University / Universities and Related Networks

Layer of Curriculum and Courses

Layer of Learning Tasks

Layer of Media Elements and Related Metadata

Teaching,Learning and Competence

Infrastructure and Technology

Paradigms and Paradigm Shifts

SSM: Interacting Layers

Society

University and Interacting Layers

Layer of University / Universities and Related Networks

Layer of Curriculum and Courses

Layer of Learning Tasks

Layer of Media Elements and Related Metadata

Teaching,Learning and Competence

Infrastructureand Technology

Paradigms and Paradigm Shifts

SSM: Interacting Layers

Society

University and Interacting Layers

Layer of University / Universities and Related Networks

Layer of Curriculum and Courses

Layer of Learning Tasks

Layer of Media Elements and Related Metadata

Teaching,Learning and Competence

Development of LE’s andresources

Paradigms and Paradigm Shifts

Summary of Interacting Layers

Teaching,Learning and Competence

Development of LE’s andresources

Paradigms and Paradigm Shifts

CurriculumDesign and

Learning Goals

Selected LE’sand Resources

Curriculumand Course

Descriptions

LearningTasks

LE’s andResoures

Tutoringand Assessment

Paradigms

Store, Describe,Find, Reuse

Media Elementand MetadataRepositories

Guidelinesfor Descriptionand Structuring

University and Networks

Curriculum and Courses

LearningTasks

Media Elements and Metadata

Educational Technology

Transfer

Teaching andLearning

Competencies

Paradigms and Paradigm

Shifts

Summary of Interacting Layers

Development of LE’s andresources

Selected LE’sand Resources

LE’s andResoures

Media Elementand MetadataRepositories

• How to be aware of technological possibilities?

• How to evaluate the educational potential of those possibilities?

• How to implement the selected technology?

• How to support the use of technology?

University and Networks

Curriculum and Courses

LearningTasks

Media Elements and Metadata

Educational Technology

Transfer

Summary of Interacting Layers• What are the current

competencies related to learning and teaching?

• Are the competencies used in their greatest potential?

• How the competencies should be developed?

• How to use the competencies in purposeful way?

University and Networks

Curriculum and Courses

LearningTasks

Media Elements and Metadata

Teaching,Learning and Competence

CurriculumDesign and

Learning Goals

LearningTasks

Store, Describe,Find, Reuse

Teaching andLearning

Competencies

Summary of Interacting Layers• What are the benefits and

restrictions of current paradigms?

• How to evaluate the potential of new possible paradigms?

• How to evaluate the need of Paradigm Changes?

• How to conduct a Paradigm Shift in a successful way?

University and Networks

Curriculum and Courses

LearningTasks

Media Elements and Metadata

Paradigms and Paradigm Shifts

Curriculumand Course

Descriptions

Tutoringand Assessment

Paradigms

Guidelinesfor Descriptionand Structuring

Paradigms and Paradigm

Shifts

ViCaDiS and Mobile Learning (2/4)

Innovation Process related to Educational Use of Social Media and Mobile Technologies

Identification of Relevant Mobile Technologies

Educational Potential and Benefits of Mobile Technologies

Mobile Learning in the ViCaDiS Project

Mobile Technology and Services

• Are facilitating the educational use of mobile phones, PDA devices etc.

SMS

MMSWAP2.0

DRM

PoCNFC

VoIP

GPSAGPS

Where isthe Greatest Potential?

THE 1ST QUESTIONNAIRE

…to find out the potential and probability to be use of mobile technologies

Questionnaire Contributors

• Lauri Kurkela, Project Coordinator at OUAS

• Seppo Pörhö, Expert in Mobile Technology

• Pekka Silven, Expert of ZEF Questionnaires

• Diana Bodnarescu, Romanian Student• Adela Ciobra, Romanian Student• All the ViCaDiS Partners

Results of the 1st Questionnaire• Results are available at

http://mobilevicadis.wordpress.com• Results by Most Important Subgroups are

available athttp://www.oamk.fi/~laurik/mLearning/results/SubGroup/Results%20by%20Groups.html

• Let’s have a closer look at WAP 2.0 and opinions of Teachers with eLearning Experience and IT Specialists!

R1: Clear Need For Communication• IT Specialists• Teachers with eLearning Experience

R1: Clear Need For Communication• Teachers With eLearning Experience

1. Web browsing with Mobile Devices

2. Secure Login to Web Pages, Learning Environments and Social Web Services

3. Web Based Calendar and Calendar Activities

4. RSS Feeds from Calendar Activities

5. Timed Messages from Calendar Activities

6. RSS-feed for WAP 2.0 Services

ViCaDiS and Mobile Learning (3/4)

Innovation Process related to Educational Use of Social Media and Mobile Technologies

Identification of Relevant Mobile Technologies

Educational Potential and Benefits of Mobile Technologies

Mobile Learning in the ViCaDiS Project

THE 2ND QUESTIONNAIRE

To find out what kind of devices and services are in use and how fast the device base is renewed.To find out what kind of mobile application are needed?

Target Group of the Questionnaire

eLearning related email listsCourse Participants

Anatomy of the Questionnaire

1823 opens the Questionnaire

100% 937 starts to answer

51,4% 553

Answers all the Questions

30,3%

Roles

Next Phone?

0 %10 %20 %30 %40 %50 %60 %70 %80 %90 %

Soon 6 months 1 year 1,5 year 2 years

Screen Size

Keyboard Size

Camera Options

Calendar Options

Internet Applications

Other Applications

eLearning and mLearning Potential

• 6 Check and send e-mail messages

• 9 Receive reminder messages from your calendar

• 8 Receive information about changes in your calendar

• 7 Browse and update your internet calendars (personal and learning related)

ViCaDiS and Mobile Learning (4/4)

Innovation Process related to Educational Use of Social Media and Mobile Technologies

Identification of Relevant Mobile Technologies

Educational Potential and Benefits of Mobile Technologies

Mobile Learning in the ViCaDiS Project

Summary of the Process• The problem area was analysed through

SSM analyses

• The Educational Potential of Mobile Technology was evaluated

• The development of Mobile Device Base was evaluated

• The need of mobile services was analysed

Summary of the Results• Flexible Mobile Communication is highly

appreciated (VoIP, PoC)• Dual Device Interface is important when

applicable• WAP 2.0 has a great potential• The potential of NFC and GPS Technologies

has not yet been recognized widely• There is urgent need for discussion between

eLearning Experts and IT Specialists• Students need mobile features which support

to keep them on track of the learning process and changes in the learning process

Ongoing Changes in the mLearning Technology and Services

Services on the Internet

Computers

Mobile Devices

Dual DeviceOption

Channel

Wired

Wireless

Servicesfor Mobiles

Available Channels,Costs to Use

Device Properties,User Role

ViCaDiS Campus and Social Media

Social Media ToolsNot-integrated in the ViCaDiS Campus

Social Media Tools Integrated in the ViCaDiS Campus

Social Media Tools Integrated in the ViCaDiS Campus

The Core of the ViCaDiS

Campus

mLearning Innovation Process

Teaching,Learning and Competence

Infrastructure and Technology

Paradigms and Paradigm Shifts

Pressurefor Change

Capacityfor

Change

ClearSharedVision

ActionableFirstSteps

What matters?

• Pedagogical Paradigms, teaching and learning competences, technology related competences, existing culture and available technology are affecting how mobile technology and social tools are used or will be used.

Where Mobile Tools and Social Media Play an Essential Role?

Low High

Deg

ree

of In

form

ality

FormalLearning

Adoption Level of

Social Web Possibiliti

es

High

High

Degree of LE Personalization

InformalLearning

ILEs

PLEs

Space ofLearning Activities

(Kurkela & Kiviniemi 2009)

The ENDQuestions? Comments? Discussion?

http://www.oamk.fi/~laurik/ViCaDiS/Timisoara09/