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Public libraries, mobile learning and the creative citizen

In the digital era, public libraries are uniquely positioned to support the evolving needs of learners, especially those identified as "digital natives." These learners engage with information at 'twitch speed' and often prefer mobile, interactive, and gaming-based learning approaches. Libraries can integrate mobile learning and gaming to enhance literacy and learning experiences while promoting lifelong learning. By harnessing technology and fostering creative environments, libraries can empower users and affirm their role as vital players in education and community engagement.

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Public libraries, mobile learning and the creative citizen

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  1. Public libraries, mobile learning and the creative citizen Geoff Butters & Margaret Markland, CERLIM Rob Davies, MDR Partners and the eMapps project

  2. Learners in the digital era • Today’s learners as digitally literate • ‘always on’, mobile, experimental and community oriented • Those born after 1982 are ‘digital natives’ • grew up with exposure to the internet and mobile devices • stays in contact through SMS, mobile phones, chatrooms and email • simultaneously plays computer games, listens to music and watches television • Older than 25 are ‘digital immigrants’ • numbers are huge in all age groups

  3. Kids are different today • Operate at ‘twitch speed‘ rather than conventional speed • Parallel processors rather than linear processors • Choose graphics and animation over text • Random accessors of information • Prefer connected to stand-alone • Active not passive • Expect reward for effort • See play as work and work as play • Expect fantasy and reality in equal measure • View technology as life, not a separate activity (Marc Prensky, 2001)

  4. Kids are different today (2) • Young children spend twice as much on ‘screen time’ as playing outside and as they do reading • Work with multiple sources of information at the same time • (chat, TV, Internet and music) • 75% use chat and email to keep in touch, conduct multiple conversations • Use computer technology almost as much as television

  5. Games and mobile technology in learning • Lifelong learning • Constructivist concepts (vs instructivist) • learners actively construct their own understanding of the world • People learn best when they are motivated and entertained • games provide a ‘flow’ experience • playful experimentation to develop understanding of the physical world and our place within it. • Can use location to trigger events - GPS • Draw on contextual content • Personal mobile technology • equip learners with powerful tools for creation and use of content

  6. Gaming characteristics • Motivation, challenge, fantasy, curiosity • Player able to affect outcome of the game • An overriding goal/challenge & sub-goals • Positive and negative outcomes based on player actions • Require mental and/or physical skill • Outcome uncertain at the outset • Player required to develop strategies in order to succeed • Offer multiple paths to success • Players can ultimately overcome most obstacles

  7. Mobile learning characteristics • Ubiquitous • March 2006, 100% penetration rate for Western Europe: a mobile phone for every person in the population. • Bite sized • in short segments, simple, structured, use media carefully, easy access, often task-based • On demand • time shift: flexibility provided to the learner to access learning in best time and place • audio, video, collaborative learning • Typically blended • used as part of a wider set of learning interventions • NOT e-learning on a phone • Can be location dependent (but doesn’t have to be)

  8. Mobile devices and games • Mobile devices well suited to structured quizzes and games • delivered as SMS messages asking the user to choose an option and respond, e.g with a deadline • can be delivered with a ‘push’ to WAP-enabled phones, • Java-based quizzes/games provide increased potential • can be an effective part of an overall blended approach • Feedback can come from a teacher • using PC to SMS or chat applications for groups • Care needed with costs for the learner • download or connection charge • provide alternative format: e.g. download to PC then ‘sideload’ to mobile

  9. Gaming in libraries • Public, school and academic libraries • proactively, creatively, and affordably integrate gaming into services and programs • case studies show gaming very popular with users • “cognitive workouts” enhance development of learning and literacy skills • USA is ahead - see • Gaming and Libraries: Intersection of Services by Jenny Levine (Library Technology Reports, Sept/Oct.2006, vol 42 no.5. https://publications.techsource.ala.org/products/archive.pl?article=2585) • EC projects such as AITMES and Il Greco • Potential for museums, too.

  10. Challenges for libraries • Building a learning culture into their policies • Recognition as a key player in lifelong learning: • advocacy • Accepting their new role and the use of technology • Workforce competence of library staff • to support and mentor learners • develop and provide digital services • Partnerships or competition in learning provision? • Structured or accredited learning? • Evidence: evaluation and impact measurement

  11. eMapps.com Using computer games and mobile technologies in teaching and learning.

  12. eMapps.com • Research project • Part of the European Union’s Information Society Technologies R&D Programme • Working with schools in the New Member States (NMS) of the EUEstonia, Latvia, Lithuania, Poland, Slovakia, Czech Republic, Hungary & Slovenia

  13. eMapps is about . . Capturing ‘digital objects’ . . . .

  14. Nokia N-Gage Blackberry PDA Mobile phone Specialist consoles e.g. Sudoku Sony PSP Gizmondo Nintendo DS . . . and running mobile applications

  15. A map-based game • Before the game is played • Digital map with a route, marked with stopping points, and tasks or challenges • When the game is played • Team of 6-8 players, in one of two places • 2 back at base working the game platform • 4-6 out in the field navigating around the map • Solving clues / challenges • Uploading ‘evidence’ and information about the tasks including GPS position • Use chat to communicate

  16. The map that was the background to the last slide

  17. Summer School, Nida, Lithuania, 2006 Primary School Teachers from the eight NMS learning to create online games to be played outdoors, based on navigating around a map, answering clues, solving puzzles and completing challenges

  18. After the gamea montage of some of the objects they found

  19. Handheld mobile devices in the field • Pocket PC/Smartphone • with still and video camera • audio recording • runs pocket PC software • with web browser • possibly WiFi wireless connection • uploading capabilities • communication capability • GPS device • for checking location coordinates

  20. Children playing the game

  21. Desktop / game platform back at base 1

  22. Desktop / game platform back at base 2

  23. eMapps . . . • Is a game pupils play • exploring the concept of games in L&T • Teachers are the game designers • with technical help • Live mobile uploading to the ‘desktop’ • with GPS coordinates to a position on map • Some players out in the field, some back at base • Teacher ‘controller’ at base • Incorporates a chat system • for communication between field and base • Takes place in the New Member States • ie. East European countries

  24. Where to find out more http://www.emapps.com/index2.html http://www.cerlim.ac.uk/projects/emapps/index.php The acronym expansion ? Motivating Active Participation of Primary Schoolchildren in Digital Online Technologies for Creative Opportunities through Multimedia eMapps.com

  25. Where to find out more http://www.emapps.com/index2.html http://www.cerlim.ac.uk/projects/emapps/index.php The acronym expansion ? Motivating Active Participation of Primary Schoolchildren in Digital Online Technologies for Creative Opportunities through Multimedia eMapps.com

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