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Innovation in Mobile Learning: An International Perspective
Mike SharplesInstitute of Educational
TechnologyThe Open University, UK
Open University UK
• Largest University in the UK• 260,000 students• Modern distance learning• Open access
– Open to all people– Free access to learning materials online– 20 million downloads from iTunesU
Milton Keynes
“Any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies”Wikipedia. "Guidelines for learning/teaching/tutoring in a mobile environment". MOBIlearn. October 2003. pp. 6.
Mobile learning
• User centred
• Personal
• Networked
• Portable
• Ubiquitous
• Durable
MobileTechnology
PersonalisedLearning
• Learner centred
• Individualised
• Collaborative
• Situated
• Ubiquitous
• Lifelong
• User centred
• Personal
• Networked
• Portable
• Ubiquitous
• Durable
Mobile Learning
• Learner centred
• Individualised
• Collaborative
• Situated
• Ubiquitous
• Lifelong
What is the difference between these mobile tablet devices?
Dynabook 1974 iPad 2010
“A personal dynamic medium for children of all ages” Learning Research Group, Xerox PARC
Answer: 35 years!
Alan Kay
19741997
2002
20022003
20042006
2008
2010
First phase of mobile learningHandheld in classrooms• Lecture response systems
– since 1947
• Handheld computers in classrooms– Since 1980s
• E-books– since 1990
• Data logging
Focus on handheld technology for formal education and training
Second phase Learning across contexts• Personal learning organisers• Field trips• Museum visits• Bite sized learning• Professional updating• MOBIlearn and M-Learning
European projects
Focus on the mobile learner
Third phaseAmbient learning
• Augmented reality learning
• Learning enhanced physical spaces
Focus on a learning-enabled world
Innovations in mobile learning
From basic technology...
SMS text game for peer education in India
You are in the drop-in centre. There are boxes of condoms and posters for fly-posting. What do you do?
... to advanced technology
Mobilearn international context-aware mLearning platform
MyArtSpace exploratory learning with mobile phones in UK museums
L-Mo adaptive vocabulary learning in Japan
Innovative international m-learning projects
MOBIlearn (www.mobilearn.org)2002-2004
• Funded by the European Commission
• Aim: to develop services for mobile learning outside the classroom
• Scenarios– Art gallery– First aid in workplace– Work-based MBA course
Large scale project
• 24 partner organizations• €7.4 million funding ($10.8 million)• Open web service-based system• Content management• Context awareness• Collaboration• Mobile multimedia• Adaptive interface
OMAF systems architecture for MOBIlearn
Context
In a context
“that which weaves
together”
Source: Cole, M. (1996). Cultural psychology: A once and future discipline.Cambridge, MA: Harvard University Press.
“that which surrounds us”
Creating a context
Context as a ‘shell’ that surrounds the human user of technology
Context created by the constructive interaction between people and technology
Source: Dourish, P. (2004) What we talk about when we talk about context. Personal and Ubiquitous Computing, 8 (1): 19-30.
Computer User
Context
Learning in context
Data filtering and integration
Data filtering and integration
Nottingham Castle museum
CAGE system
• Navigation in a conceptual space through physical movement
• Location-based content delivery
• Ultrasound tracking system
• Context awareness:– which painting?– how long?– been there before?
Creating context
Learning as situated social interaction and knowledge construction
• Aim: to connect learning in museums and classrooms
• Enhance museums as sites for authentic inquiry learning
• Learners as investigators• Service on mobile phones and
website for inquiry-led museum learning
MyArtSpace
Create and collect in the museum
View and share in the classroom
Present a personal perspective
Prepare inquiry in the classroom MyArtSpace
Evaluation
• Over 100 school visits• by 3000 children in three museums• Thousands of images and sounds created
by children in the museums and sent to personal websites
• Year-long evaluation from initial design to final deployment
• Observations, interviews, focus groups, surveys
Summary of findings
• The technology worked– Photos, information on exhibits, notes, automatic
sending to website• Students spent longer (90 mins compared to
20 mins)• Supported inquiry learning• Encouraged children to make active choices • Connected school and museum• Need for more teacher preparation• Managing the amount of collected material
back in the classroom
www.ooklnet.com
• Flexibility and mobility in the classroom and outside
• Rich task curriculum– E.g. Exploring science and
ethics
• Breaking down the separate zones of teacher and pupil
• Open (filtered) access to the Web
“My favourite rich task is ‘The Seasons’ because you get to study music, drama and dance every day for a whole term and they are my favourite lessons”Christopher Berry Year 9
Djanogly City AcademyFirst ‘mobile learning school’
Smartphones for language learning
Sharp Labs EuropeUniversity of NottinghamTokushima University, Japan
Incidental second language learning
E-book
Readstory for
vocabulary
Mobile game
Practise sentence
construction
Personal vocabulary
Rehearse vocabulary
list
Selected words
Gamewords
Missingwords
Elmo Mark 2 for smartphones
Research question
Are there differences in the learning of English vocabulary through reading novels, depending on the mode of mobile interaction?
Three modes of interaction• Paper book• e-book reader with English
dictionary• ‘ELMO’: e-book reader with
enhanced software, including adaptive user modelling and additional interactivity
E-book
Elmo adaptive system
Paper book
Participants
• 39 students (24 female, 15 male) aged 15-17 at a Japanese high school
• 3 comparison groups balanced in terms of English vocabulary and gender
Conclusions
• The study was carefully set up and rigorously conducted
• It didn’t show any particular technology to be effective in enhancing incidental learning of English vocabulary
• The technology wasn’t engaging• The books were too difficult and boring• Since the work was not assessed there was
no external motivation• Japanese teenagers have little or no free
time in the evenings
Elmo Mk3 for Android device
Product launch by Sharp in Autumn 2011
Toponimo– Tommy SweeneyContext and social language learning
• See nearby locations (from Google maps API)
• Click on a location
• Read words linked to the location, with definitions
• Add new words
• Change the definition and pronunciation
• Add photo of the word in context
• Share words, definitions, photos, pronunciations
• Rate words for relevancy
Personal Inquiry
• Three year project• University of Nottingham/ Open
University• Aim:
– To help children to engage in effective science inquiries
How can we help children to think, talk and act like good scientists?
Fitness and heartrate
Effect of noise pollution on birds
Healthy eatingMicro-climates
Urban heat islandsFood packaging and decay
Myself My Environment My Community
Personally meaningful investigations
Low cost inquiry toolkit
• Calculator• Timer• Camera• Audio recorder• Accelerometer• Location tracker• Tilt sensor• Communicator• Anemometer!
Lower cost inquiry toolkit
Inquiry Learning Cycle
Based on:
- Previous research on representing the inquiry process
- UK national curriculum language and process for inquiry learning
- Participatory design with science teachers
Record a daily food diary
For each meal – take a photo, describe the meal. Software
computes nutritional content.
Compare to recommended daily intake
Powerful tools to create new inquiries
Median scores of domain knowledge
Personal Inquiry Control0
10
20
30
40
50
60
70
80
Pre-testPost-test
Enjoyment of science lessons
Pre-test Post-test22
23
24
25
26
27
28
PI Control
nQuire onlinewww.nquire.org.uk
International collaboration in mobile learning
University of Twente, University of Oslo, Joseph Fourier University, University of Duisburg-Essen, University of Bergen, Fraunhofer IAIS, University of Cyprus, University of Tartu, De Praktijk, Stichting Technasium, ENOVATE, Ontario Institute for Studies in Education
Växjö University, Sweden, Stanford University, Intel Research, Pasco, National Geographic Society
Open University, University of Nottingham, ScienceScope, UK research programme in Technology Enhanced Learning