Iratxe Menchaca , Alex Rayón , Mariluz Guenaga

1. DESIGN OF A STANDARDIZED TOOL TO INTEGRATE LEARNING SCENARIOS IN MOBILE LEARNING FORMAL EXPERIENCES AT THE UNIVERSITY IratxeMenchaca, Alex Rayón, MariluzGuenaga DeustoTech Learning - Deusto Institute of Technology, University of Deusto, Bilbao, Spain {iratxe.mentxaka, alex.rayon, mlguenaga}@deusto.es

2. Table of contents • Objectives • Thecontext: University of Deusto • UDLM • Relatedwork • Conceptual framework • Scenarios • Experimental planning • Conclusions and futurework

3. Objectives • This paper describes a project that is focused in making easier the work of teachers enabling the integration of mobile learning experiences at university learning environments • The design and development of a mobile learning conceptual framework which could recreate digital learning scenarios

4. University of Deusto • Number of students: 9,560 • Teaching staff: 2,800 • 21 degrees adapted to the EHEA and 3 Deusto degrees • 3 double degrees adapted to EHEA • 62 post-graduate programmes, 31 official masters and 31 Deusto degrees • 10 PhD Programmes • 5 Erasmus Mundus Masters Programmes • 38 SpecialisationProgrammes in Continuing Education (and the recently created Deusto Business School) • 15% International Students • 16 Joint / international programmes

5. UDLM (I) • The competence-based learning model is a core element of a methodological commitment acquired by the University of Deusto in recent years within the new teaching-learning model called the University of Deusto’s Learning Model (UDLM, hereafter) • Mobile devices are versatile tools for the development of certain skills • We propose a cost-saving project based on the definition of standard digital scenarios where the teacher could find himself or herself easily adapted, and, thereby, ease the integration of the mobile devices at class

6. Relatedwork • “Mobilelearning implies the processes of coming to learn through exploration and conversation across multiple contexts amongst people and interactive technologies” (Sharples et al., 2007) • “Notonly the physical mobility but also the opportunity to overcome physical constraints accessing to digital learning resources regardless of place and time ” (Kukulska-Hulme, 2010) • Wexler (2008), “understands mobile learning as any activity that allows people be more productive interacting or creating information with compact, connected and portable devices, which the subject uses ordinarily” • “Howpeople create new contexts for learning through their interactions and how they progress learning across contexts ” (Vavoula & Sharples, 2008) • “Students become co-producers in their education, rather than consumers” (Bruns et al, 2007)

7. Relatedwork (II) • Lack of standardization on terms of contents, method and tools and assessment activities in mobile learning environments

8. Relatedwork (III) • In terms of technology • their small screens, short battery lives, intermittent connectivity, and associated human factors, all of which affect their usability • In terms of contents • offering a collection of pieces to be fitted to a learning need rather than a single solution • In terms of methods and tools • Adapting to the context: physical, technological, conceptual, social and temporal contexts for learning • In terms of assessment • “there are no a priori attributes of a good evaluation of learning” Traxler (2007)(rigorous, efficient, ethical, legal, appropiate, consistent, aligned)

9. Conceptual framework • Are necessary as a guideline for the standardized generation of contents, and the use of teaching-learning methods and assessment activities • According to the UDLM, our project proposes a mobile framework for the assessment of generic competences • We can consider five broad theory-based categories of activity, that will be taken into consideration in order to develop the scenarios of the proposed framework (Naismith et al., 2005): behaviourist, constructivist, situated, collaborative and lifelong and informal

10. Scenarios (I) • Components of thelearningscenarios

11. Scenarios (II) • Ourproposal (Example of scenario with mobile learning experience. It also would add the specification of components) • For each scenario, in relation to the competence shortlisted, we will develop a catalog of mobile applications. In this way, the teacher will select a tool according to learning objectives and according to the description of the scenario previously provided.

12. Experimental planning • Objective • “Define a methodology and develop a model for every teaching-learning scenario set to make viable digital teaching, studying and learning in mobile learning environments improving the results of the students and the lecturers’ motivation.”

13. Experimental planning (II) • Hypotheses • Does the integration of mobile learning experiences in higher education suppose a high preparation effort for the teacher? • Are mobile applications suitable to evaluate the development of competences? • Does the integration of mobile learning teaching experiences in higher education affect the level of students’ motivation? • Does the integration of mobile learning teaching experiences in higher education affect students’ results?

14. Experimental planning (III)

15. Conclusions and futurework

16. Thankyouforyourattention Questions?