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Towards true mobile learning

Towards true mobile learning. Lisa Gommer Wageningen University. The Netherlands. "Positioning". Amsterdam. Wageningen. Topics. Project background Case studies (3) Evaluation & conclusions Future activities Questions. Geo-information Vegetation science Archeology.

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Towards true mobile learning

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  1. Towards true mobile learning Lisa Gommer Wageningen University

  2. The Netherlands "Positioning"

  3. Amsterdam Wageningen

  4. Topics • Project background • Case studies (3) • Evaluation & conclusions • Future activities • Questions • Geo-information • Vegetation science • Archeology

  5. Project Background info (1) • Gipsy project (2002 – 2003) • First steps in implementation of Mobile Learning • Cooperation between three Universities: Amsterdam, Wageningen & Nijmegen • Two year collaborative project, grant by SURF foundation • Joint development of course modules for internet and wireless environments • Educause 2003

  6. Project Background info (2) • Follow-up: Manolo Project (2004 – 2005) • VU Amsterdam en Wageningen University • Project Goals • Integration of E-, W-, and M-Learning • Improve ‘fit’ between educational goals and (wireless) learning environment • Represent knowledge & experiences in blueprints and best practices

  7. Case 1: Geo-InformationCourse description • Students work on different case studies • Topic: Geographical Information Systems • Real problems from real stakeholders • Multidisciplinary research teams • Case examples: • Discovering the Roman Limes • PDA guided excursion for high school pupils

  8. Case 1: Geo-InformationWireless Components • Indoors: ‘Wireless Office’ • Outdoors: PDA and GPS available • Training & Support: • Introduction on PDA and GPS • Helpdesk • Course website (manuals)

  9. Wireless Office

  10. Introduction PDA & GPS

  11. Lots of equipment

  12. Excellent technical support

  13. Case 1: Geo-Information Problems & Successes • Tablets mainly used in start-up phase • Introduction assignment was essential • Enthusiasm about new technology • Excellent support contributed to success

  14. Motivated helpdesk

  15. Frustrated helpdesk

  16. Real problems Real clients

  17. Case 1: Geo-Information More information • Course website (in English):www.geo-informatie.nl/courses/yes60504

  18. Case 2: Vegetation ScienceCourse description • Goal: Developing a research plan about vegetation and ecosystems ecology. • Literature research on vegetation composition • Excursion to Terschelling • Data collection on vegetation species • Pen and paper  Transfer to laptop by hand • Analysis and reflection back home  Presentation

  19. Case 2: Vegetation Science Wireless Components • PDA for data collection • PocketVeg for plant determination • Group communication • Tablet for uploading and processing data • Training & Support • Introduction exercise in Wageningen • Remote support

  20. Case 2: Vegetation Science Problems • No full GPRS coverage on the island  No communication possible • Logistic problems (equipment) • More manuals and local support

  21. Case 2: Vegetation Science Successes • Quick start due to introduction exercise • Students enthusiastic about practical advantage • Practical value leads to educational value • Continuation & expansion of experiment next year

  22. Data collection

  23. Upload & Analysis

  24. Reflection & Fine-tuning

  25. Case 3: ArcheologyCourse description • Archeological fieldwork in Apulia, Italy • Field surveys: • Learn more about ancient Greek societies • Search for fragments of ancient artifacts • Registration of density • Marking of measuring units using aerial photographs • Paper registration of findings • Back home: Digitizing and analysis of data

  26. Transect Walking

  27. Case 3: Archeology Wireless Components • PDA and GPS for: • Orientation (positioning) • Mobile GIS (drawing of units) • Digital input of findings • Training & Support: • Presentation • Written manuals • Local support

  28. Orientation

  29. Data Input

  30. Comparison

  31. Mobile Working Environment

  32. Case 3: ArcheologyProblems • Getting used to new method • GPRS connection not available • Application development time consuming

  33. Case 3: Archeology Successes • Practical value: No more tedious handwork • Application performed well • Simplifying the method  take turns on teamleader role • More time for analysis

  34. Evaluation method • Pre and Post evaluation students • Usage • Technique and support • Experiences • Attitude • Learning effect • Teacher interviews • Student panel

  35. Evaluation resultsFamiliarity • 70% have some experience with wireless • 80% not familiar with PDA and Tablet pc • 40% have their own laptop

  36. Evaluation resultsUsage • Desktop is used most (80% often) • Processing / analysis of data • Professional software available • Writing reports • Tablet PC used for cooperation (62%) • Mainly used in start-up phase

  37. Evaluation resultsAttitude & learning effect • Wireless useful in general - 90% 80% • Wireless useful in education - 75% 80% • Wireless interesting - 70% 75% • Wireless fun to work with - 75% 70% • Also in other courses - -- -- 65% • Easy to use - 50% 90% Before After

  38. Evaluation resultsAdvantages - Disadvantages Advantages: • Practical value (less time, less errors) • Instructive experience • New challenge! Disadvantages: • ‘Hassle’ with equipment • Time consuming

  39. Conclusions • New-effect • More support needed (teachers!) • Technical imperfections • Success strongly depends on support level • User instruction • Logistics • Helpdesk (problem solving)

  40. Conclusions • Added value? • Practical value • Student motivation • Educational value

  41. WIKI – helpdesk op afstand Uitbreiding experimenten True Mobile Learning? Future activities

  42. Future activities • dokuWIKI – remote helpdesk http://spinlab.vu.nl/dokuwiki • Expansion of experiments • Field connectivity: Can it really be done? • Involve students in course (re)design

  43. Any Questions?Contact:lisa.gommer@wur.nl

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