1 / 67

Mobile Learning

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.

kalli
Télécharger la présentation

Mobile Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Mobile Learning Serge Garlatti, Telecom Bretagne Yvan Peter, LIFL, NOCE On Mobile Learning

  2. 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 On Mobile Learning

  3. Mobile, Pervasive, Ubiquitous Learning On Mobile Learning

  4. Mobile, Pervasive, Ubiquitous Learning Is-it a technological problem? On Mobile Learning

  5. 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

  6. 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

  7. 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

  8. 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 Learning On Mobile Learning

  9. Why Mobile Learning? On Mobile Learning

  10. Why Mobile Learning? • More than 3 billion reasons • July 2005: 2 billion subscribers • February 2008: 3.3 billion On Mobile Learning

  11. Why Mobile Learning? • Distance Learning • It is not technologies having good pedagogical properties which are successful but rather those available to learners. •  Mobile Technology On Mobile Learning

  12. 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? On Mobile Learning

  13. 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 On Mobile Learning

  14. Why Mobile Learning? Deep transformation of offer, educational practices and needs Multiplicity 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 page 13 On Mobile Learning

  15. 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 page 14 On Mobile Learning

  16. Why Mobile Learning? 6 visions ProLearn Contribution Institut Telecom On Mobile Learning

  17. 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

  18. Mobile Learning: some features On Mobile Learning

  19. 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. On Mobile Learning

  20. Mobile Learning: some features • Community • 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 On Mobile Learning

  21. Mobile Learning: some features • Activities • difficultbefore, sometimes impossible • How mobile learningenvironments permit to achievelearning and/or workingactivitieswhichenhance / enrich the learningprocess ? On Mobile Learning

  22. 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

  23. 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 On Mobile Learning

  24. Mobile Learning: some features • Context: 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 ». On Mobile Learning

  25. 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 ». On Mobile Learning

  26. 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

  27. Typologies and classifications of mobile learning systems On Mobile Learning

  28. 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

  29. Considering the ownership & portability [Georgieva et al, 2005] On Mobile Learning

  30. Considering levels of functionality [Gay et al, 2002] On Mobile Learning

  31. 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

  32. 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

  33. Mixing functions & pedagogy [Patten et al, 2006] On Mobile Learning

  34. Mixing functions & pedagogy [Patten et al, 2006] On Mobile Learning

  35. Considering the context use [Frohberg, 2006] On Mobile Learning

  36. Considering the context use [Frohberg, 2006] No context taken into account e.g., Quizz On Mobile Learning

  37. Considering the context use [Frohberg, 2006] Applications in a formal (institutional) context e.g., Classroom Response systems On Mobile Learning

  38. Considering the context use [Frohberg, 2006] Digital environment not tied to the physical world e.g., Virus game, Savannah On Mobile Learning

  39. Considering the context use [Frohberg, 2006] Data is related to physical environment (places, people, artifacts) e.g., Ambient Wood, Environmental detectives… On Mobile Learning

  40. 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

  41. Some projects and applications On Mobile Learning

  42. 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) On Mobile Learning

  43. 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 On Mobile Learning

  44. Administration & institutional support • Administratives services • Downloading certificates… • Institutional mobile portal • Grading, tests… through the portal or a phone call • … On Mobile Learning

  45. Administration & institutional support • Course registration & curriculum • Subscribing to courses • Mobile curriculum (Corvinus University de Budapest) On Mobile Learning

  46. 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 On Mobile Learning

  47. 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) Behaviourist / Free context On Mobile Learning

  48. 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) On Mobile Learning

  49. 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… On Mobile Learning

  50. 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 – with image, energy bar and sight, send and smell buttons. On Mobile Learning

More Related