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”Future is already here— it’s just unevenly distributed.” (William Gibson)

”Future is already here— it’s just unevenly distributed.” (William Gibson). Pen-based Learning Technologies in Higher Education: Teaching and Studying Radiographic Anatomy in Mobile Learning Environment www.itrace.ing.unict.it/i-trace/. E-Learn Conference 2008, Las Vegas, November 18th 2008.

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”Future is already here— it’s just unevenly distributed.” (William Gibson)

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  1. ”Future is already here— it’s just unevenly distributed.” (William Gibson)

  2. Pen-based Learning Technologies in Higher Education: Teaching and Studying Radiographic Anatomy in Mobile Learning Environmentwww.itrace.ing.unict.it/i-trace/ E-Learn Conference 2008, Las Vegas, November 18th2008

  3. Contents 1 I-Trace Project • Aims • Designing Principles • Implementation • Research Questions, Methods and Data Collection • Findings • Conclusions Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

  4. I-Trace Project • I-Trace – Interactive Tracing and Graphical Annotationin Pen-based E-learning • Aims to develop and evaluatenew generation of hand-held devices and pedagogical concepts, especially pen-based learning technologies (PBLT) in educational context • Co-run by universities of Catania, Rome, Naples, and Helsinki, and the Technical Universities of Bucharest and Cluj-Napoca, and Eedo Knowledgeware Corporation Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

  5. Aims • To understand better PBLT and the role of mobility for future teaching, studying and learning (TSL) needs • To use and create appropriate pedagogical concepts and models for network-based mobile education (NBME) • To develop a feasible pedagogical concept for studying dentistry in more student-oriented way www.itrace.ing.unict.it/i-trace/ Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

  6. Designing of the Study Module • Consideration of the broad context and transdisciplinary approach combination of multiple tools and uses for a purposive TSL environment • Planning of the TSL process based on the collaborative action of the students and the teachers(See e.g. Bonk & Reynolds 1997) • Emphasis on pre-interaction phase when planning teaching process • Taking into account pedagogicals models and charateristics of TSL process Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

  7. Implementation 1 • Three contact units—orientation, checkpoint meeting and debriefing, plus two net-based units • Students split up into pairswith one Tablet PC • Pairs designed their scheduleand working plan for the net-based units • The first task in the net-based unit was to get acquainted with the learning environment • Students used groupware with their tablet PCs to comment their experiences and problems with the Web-Trace cephalometric software Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

  8. Implementation 2 • In the second F2F meeting students traced ten cephalometric cases • In the second net-based unit students traced and evaluated as many cases as they like to, in addition to these ten obligatory cases • Teachers provided feedback on the process (comments for questions) • Students reported on their work and problems in the groupware tool • Debriefing Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

  9. Outline of the Cephalometric Study Module F2F meeting I NBE study phase I Two weeks F2F meeting II NBE study phaseII One week F2F Meeting III Info about Cephalometric tracing Evaluation, sharing experiences and closing up the seminar • solving problems ja summing up what have been learned so far F2 F Orientation lecture Test I: Tracing the test pictures Getting familiar with the tablet pc, software and network-environment • Web-questionnaire Test II: Tracing the test pictures Students design their own schedules Questions and problems to groupware Questions and problems to groupware NBE • Getting familiar with the software, tutorial Training of the test pictures R e s e a r c h p r o c e s s I-trace video clip www.itrace.ing.unict.it/i-trace/ Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

  10. www.helsinki.fi/sokla/media/ Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

  11. www.helsinki.fi/sokla/media/ Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

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  20. Theoretical Background 1 • Pedagogical model—Plan or model by which it is possible to direct the planning of instruction and design teaching and studying materials(Joyce & Weil, 1980) • Decisions and activities in the TSL situation are often based more on everyday information emerging from intuition and experience than the research information (Kansanen et al., 2000; Jyrhämä, 2002) • More freedom of choice and skill to choose the most effective pedagogical solution, when having the know-how from theory and different pedagogical models (Vahtivuori-Hänninen, 2004; Tissari et al., 2004) • With the aid of pedagogical models, it is possible to find means for the design of research-based, reflective and high-quality network-based mobile TSL environment Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

  21. Theoretical Background 2 • Mobile learning as learning and communication, in which different tools and mobile technologies are used (Tella, 2005) • As mobile technologies, all different mobile, ‘portable’ and ‘hand-size’ multi­media communicators, smart telephones, PDA gadgets etc. • Wireless, mediated communication between people  Mobility regarded as movability (Kynäslahti & Seppälä, 2003; Lehtonen & Vahtivuori-Hänninen, 2004) • Elements of mobility; convenience—rationality, expediency, immediacy and quality of life (Kynäslahti 2003, 47) • In mobile learning environment, mobile tools can be seen as a range of tools that support thought and activity and are well suited to a particular TSL situation and activity (mind tools) Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

  22. Four Key Elementsof Mobility 1 Convenience/rationality 1 Rational time management 2 Intentional moving in a certain environment  Context part of the TSL process 3 Perfoming educational act immediately 4 Suitable time and place for educational activities 2 Expediency 3 Immediacy 4 Quality of Life Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

  23. Research Questions • What characteristics of the pedagogical models can be seen in the study module? • What are the students’ perceptions of the usabilityof the PLTs? • How, from the students’ perspectives, does mobility and mobile tools support studying and learning? Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

  24. Research MethodsandData Collection • Both qualitative and quantitative methods • Ethnographic research • Data collection methods used comprised 1) participant observations, 2) transcribed interviews of the students (N=9), and 3) a network-based questionnaire (N=48) • Network-based discussions of the students participating in the study were stored in the groupware • F2F meetings were recorded by digital video • Content analysis, statistical comparisons (KW test), and descriptions were applied forms of analysis Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

  25. Some Findings RQ 1 • Study method used was found a beneficial way to study and learn • Characteristics of the individual study model were emphasized when considering of the pedagogical models • Drawing with the digital pen was found an effective way to learn X-ray anatomy and cephalometric tracing • E.g. less time was used with better results, when comparing the mobile Web-Trace rehearsal with traditional tracing method of the X-ray pictures with light desks and transparencies • Web-Trace X-ray case library was found beneficial • Fostered and encouraged to drill again different case images and new anatomical shapes Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

  26. Some Findings RQ 1 • The factors which promoted new skills most • Drawing the pictures independently • Clear and well-implemented pedagogical course structure • Good-quality tutorial of the software • Lack of elements of the collaboration models or groupinvestigation model • Instead of a real collaboration, a communicative and reciprocal teaching model and peer support was implementedin the face-to-face meetings • Students reported this study method to be suitable for learning cephalometric tracing • Four out of five of all students felt that this study method activated their learning considerably and was interactive. • Two thirds of the students reported this study module was dealing with real life problems and situations and will benefit their future work as dentists Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

  27. Some Findings RQ 2 • Software was very inspiring and the primary reactions of the users were positive • Usability and quality of the tutorial was found very good • Students had much technical difficulties with the software • Wireless connection of the HU Hupnet was too slow for the fluent use of the Web-Trace software • Evaluation tool worked well only occasionally—approximately 20% to 25% of the X-rays could be evaluated easily by the students Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

  28. Some Findings RQ 3 • Students experienced to be free to work wherever and whenever they wanted, at home or at the university  authentic environments and crossing borders of time and space • More that half of the students found that mobility supported their studying and learning  SL process is on and possible “all the time in a relax and natural way” • Three out of four students found that the mobility of the equipment enhanced their studies above moderate • Studying dentistry very much based on practical skills and competences, which must be trained in the the real-life situations  Sceptisism about the full potential of the mobile learning environment in dentistry • Movability and the mobile devices were found very promising and useful to support TSL process in the near future Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

  29. Conlusions 1 • Creation of the new teachingand studying culture in higher education • A higher theoretical level is demanded when designing NBME than face-to-face teaching • Engagement and tight collaboration between different levels of (TSL) organization and partners is crucial • Enough resources and time available for teachers’ guidance is needed Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

  30. Conlusions 2 • New working methods and network-based mobile learning environment motivated students • Mobile learning environment supported teaching and guidance in network-based environments • Mobile learning and the educational use of PBLT is a possible way to organize TSL process in higher-education context in more student-oriented way Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

  31. Thank You! For more information: Sanna Vahtivuori-Hänninen sanna.vahtivuori@helsinki.fi Media Education Centre Helsinki University www.helsinki.fi/sokla/media/ Vahtivuori-Hänninen, Suomalainen & Karaharju-Suvanto

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