I attended the MMIT Conference in September to find out more about mobile learning, particularly with a view to finding out how we could use mobile technologies in the library at Salford Uni. The day focused on how m-learning is being used in education as a whole rather than specifically in libraries.
The key points I took away from the day were:
The key points I took away from the day were:
- It's still very much a developing field and it's hard to predict what will happen in the future (who could have predicted how popular iphones/ netbooks would be 5 years ago)
- Current focus is on ambient learning / augmented reality - see demos of the GE website on Youtube - I don'yt have a webcam but really want to try it e.g.http://www.youtube.com/watch?v=9RVyuaFn3Qk
- Students want to use their own devices (and not have something else to carry around), This also has the benefit of embedding it in their own devices.
- The benefit comes from the flexibility of the devices rather than the devices themselves
- Oxford Uni are doing lots of work in the area including library related projects
- Jon Trinder's presentation contains lots of links to more info on m-learning which is where i'll be heading to find out more and start thinking about what we could/should be doing http://www.slideshare.net/jontrinder/mmit-mobile-learning
See behind the cut for a full write up of the day ...
Mike Sharples – Flexible Mobile learning
M-learning can be compared to e-learning as there are so many different interpretations and ways to use it but Mike started with the following definition (from Wikipedia but ok as he’d written it):
Any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies
It became apparent that m-learning isn’t as new as I had thought. It’s been around in various forms for decades. The earliest examples include lecture response systems in classrooms, moving onto e-books and handheld computers in the classroom. A second phase moved onto a focus on learning across contexts so, for example, using handlheld devices to collect data on field trips and making learning available outside the classroom, including bite sized learning such as that created by the BBC. The focus has now moved onto ‘ambient learning’ which aims to enhance everyday world to enable learning. This area is still in development but early examples include Wikitude (http://www.wikitude.org/ ) which can be used on the Android (Google) phone to take a picture and then overlay information about the picture.
Due to the wide ranging nature of m-learning it’s hard to answer the question of how effective it is but Mike gave examples of how it’s been used and the benefits:
- e-books – allows personal access
- Classroom response systems – support group discussion
- Group learning with wireless mobiles – enable to explore a problem as individuals, then as a group, then as a class
- Classroom handheld simulation game – allows students to act out complex scenarios e.g. virus spread amongst a population
- Mobile guides –enhance field trips
- Mobile media – connects learning in formal and informal settings
He also highlighted projects which had taken advantage of mobile technologies including MCSCL (using mobile tech in Chilean schools http://www2.ing.puc.cl/ipaq/menu.htm). Everyone in the classroom has a handheld device. It can be used to structure learning so for example, a question is given to the class, they answer the question individually on the handsets, they then work in a group to decide on the best answer using the handsets and then this can be discussed as class. When asked how this is better than paper and pencil, Mike suggested that the main benefit is that it allows the teacher to better structure and control the group interaction.
Studies have shown that mobile learning has other benefits over traditional learning. For example a study by Means et al (2000) found that on average students performed better during online learning over face to face interaction. There was an even bigger positive effect if learning blended online and face to face learning. During online learning students spent more time on task.
Another study using tablet PCs at the University of Birmingham
Mike concluded by saying that major changes to where/ when students work had taken place – there’s a wider range of students e.g. part time, flexible working, CIPD and that it wasn’t the mobile devices as such offering benefits but providing benefits by offering flexible access to learning. He also emphasised the need to offer support for students using their own devices, whatever these were.
Martin Bazley – Mobile learning in the Cultural Sector
Part of Elearning Group for Museums, Archives and Libraries
Martin showed many examples of how the cultural sector (Museums & galleries mainly) are using mobile technologies.
A number of these allowed users to gather information which could then be used once home – obviously something which could be used in libraries
- POI bookmarking kiosks so you can bookmark information and then be sent the link so you can refer to it once home e.g. Getty Institute
- Mobile phone based tours – call number and get information at certain points e.g.
- Bookmarking info e.g.
- OOKL (My Artspace) http://www.ookl.org.uk/web/index.php
- Mscape http://www.mscapers.com/
- QR codes – Chateau de Vincennes used to allow users to see what a space would be like once restored
He also highlighted the benefits of making the services available through users own device as this embeds the learning in their own experience.
Jon Trinder – Just coz you can’t see it doesn’t mean it isn’t there: A brief history of the past, present and future of mobile learning
Presentation at http://www.slideshare.net/jontrinder/mmit-mobile-learning
Jon gave a very informative presentation with many links to other sources of information on m-learning (see slides for links).
He began with a brief history of mobile devices and highlighted that the best device to use is the one that’s best for you – there’s no one size fits all. He then went on to describe a study of students using mobile devices provided to them, in this case PDAs. The study found that students aren’t always cooperative with using the devices – it seemed that they didn’t want to be seen to be ‘collaborating’ with staff. Technology can be disruptive to the user – students aren’t always as tech savvy as they seem. It highlighted again that students don’t want another thing to carry round – they want to use their own devices. It also showed that technology ages quickly - they wanted to repeat the study but by the time this was possible the following academic year the PDAs were pretty much obsolete (I think iphones had come out in this time).
The project also highlighted practical issues for using m-learning. If you develop special software e.g. for an iphone you then exclude users of other devices. Also there may be the need to develop the materials in other formats e.g. for users with visual impairments. Also even minor barriers can stop participation.
He pointed out that evaluation of the benefits of m-learning is difficult because it is mobile, it is difficult to measure if learning has occurred and there are lots of different devices which can be used and lots of ways to use them.
Jon provided a glimpse into the future of what is emerging in m-learning: QR codes (Bath Uni already using these in their catalogue), RFID, GPS and Augmented Reality (for example GE’s website see demos on youtube e.g. http://www.youtube.com/watch?v=00FGtH5nkxM).
Jon Traxler – Mobile Learning: the bigger picture
Jon focused on the benefits of mobile learning particularly in using it for outreach both at home e.g. Wolverhampton University is using mobile apps to help non-traditional students transfer to HE and also in developing countries, making learning available and open to rural communities.
He highlighted challenges such as should you let user choice influence what devices the learning is available on?; there’s not one platform to develop for e.g includes PSPs, ipods, Satnavs and there are very few constant features across these devices?; and unless the institution is providing the devices it’s going to be down to user choice what they’re using.
Jon said that there are different focuses on m-learning in different countries. The US is concentrating on the connected classroom; in Europe there is more interest in m-learning being used for informal learning and user-centric learning; whereas in the developing world the focus is on opening up learning and making it available to distance learners.
Melissa Highton – Even August
Melissa spoke about various projects at Oxford University
Aiming for impact and outreach, they have made over 500 podcasts freely available, hosted in itunesU. These include public lectures, interviews with academics and advice on applying to the university and try to capture the nature of being at Oxford University
There’s an institutional commitment to making the podcasts available and the recording is done by lecturers who take on the responsibility to create and check quality of the podcasts.
- Erewhon Project - http://erewhon.oucs.ox.ac.uk/
Looking at Mobile phones and geodata. Initial focus has been on finding the nearest copy of a book from a reading list depending on the rights of the user. The app will then display a walking an cycling route to that library. Now looking at developing similar app for lectures (at Oxford
- Steeple project - http://steeple.oucs.ox.ac.uk/
Consortium project including Cambridge , OU and Nottingham . Bringing together podcasts in aggregated feed around a topic
- OpenSpires - http://openspires.oucs.ox.ac.uk/
OER – licence content for reuse. Success if right resource for right person at right time.Also what skills do people need to open content literate.
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