Informal Learning using Mobile Devices. Gill Clough email@example.com Handheld Learning Conference – Oct. 2006. Informal learning. Informal learning can be defined as:
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Informal Learning using Mobile Devices Gill Clough firstname.lastname@example.org Handheld Learning Conference – Oct. 2006
Informal learning • Informal learning can be defined as: • Learning in which both goals and processes of learning are defined by the learner, and where the learning is “situated rather than pre-established” (Vavoula, 2004) • Up to 98% of adults engage in informal learning(Tough, 1979) • Adults spend an average of 15h per week on informal learning projects (Canadian Study: Livingston, 2000)
Research Questions • Are mobile devices used to support informal learning? • Does the collaborative potential of mobile devices translate into collaborative learning?
Method • PDA and Smartphone enthusiasts recruited from web forums • PDAStreet at http://www.pdastreet.com/forums/index.php • Wormhole Creations PocketPC and Smartphone forums at http://www.wormholecreations.com.au/wc/megabbs/wormhole/index.asp • PocketPC Forums at http://www.pocketpcmag.com/forum/forum.asp • Handheld Learning forum at http://www.handheldlearning.co.uk/ • Laptop and PDA User Forum on the OU student web site • Participants invited to complete a web questionnaire
Responses • Over 200 responses • Of these responses, over 100 described informal learning with mobile devices • Are mobile devices used to support informal learning? • Yes Research Question 1
Mobile Learning Framework Based on functional framework for mobile learning - Patten et al., 2006
Typology of Informal Learning (Vavoula, 2004)
Intentional informal learning • Retrieving reference material relating to specific context • “Downloadable online or onsite: -Museum, zoo or aquarium tour narrative and expanded exhibit information. -Sightseeing, same thing.” • “Researching information on locations I intend to visit on holiday.” • “Downloading web sites and other documentation to have while out with family for reference.” • Parallels formal research scenarios such as the electronically guided museum visits described by Hsi (2003).
Intentional informal learning (cont.) • Access to learning material to use while out • “Have downloaded OU course material to my PDA and used it when travelling” • “Ebooks, I download music theory books and philosopy books to keep with me and read on the bus or when I’m out.” • “I use it to download papers that I may be interested in from specialist apps (Merck Medicus Mobile, Avantgo etc) and from RSS feeds. This is automated every morning and I check it all on the train to work.”
Intentional Informal Learning (cont.) • “I make flashcards using the notes application. To do this, i first write out the question or "front side of the flashcard" on the note. Then i make a recording of the "back side of the flashcard" and put a link to the recording right next to the first part. Then, you look at the first part, say your answer, then check it with the voice recorded correct answer.” • “Writing an onboard compiler … and most of my applications directly in my device, as a hobby and a never ending learning process in programming knowledge. The ultimate knowledge being for me to write a compiler ("an application to build other applications").
Intentional informal learning (cont.) • Recording notes, audio, images for later reflection • “Take pictures of diagrams, models and participants to aid retention of knowledge from a workshop/seminar”, or “pictures of electronic components showing connection layouts” • “took pictures of the textile designs with treo, wrote notes....” • “Making notes, keeping information with me so i can revise it often”.
Unintentional informal learning • Mobile connectivity provides situated access to information • “I also frequently look things up with Google if something piques my interest. eg finding out about a band I hear, or about a place I saw on TV.” • “This week I looked up the bitter history of Pink Floyd while watching Live8 on TV.” • “I do a lot of informal learning through wikipedia.org (and that includes using it on my smartphone). I may be thinking about a subject and then I can quickly get out my phone and look the subject matter up on the internet”
Unintentional informal learning (cont.) • “I learned the history of soft drinks after checking who owned 7-UP during dinner. I learned about the Ironman Triathlon after watching the Tour de France. I looked up the greatest cowboy in the world after seeing something on TV (Ty Warner). Whenever a question comes up somewhere, I whip out my pda and look it up.” • “Surfing the web where a laptop is impractical (e.g. in bed - how sad!).”
Research Question 2 • Does the collaborative potential of mobile devices translate into collaborative learning? • Asked if they used their device to communicate with others: • 100% Smartphone users responded “yes” • Of which 19% said they did collaborative informal learning • 80% PDA users responded “yes” • Of which 21% reported collaborative informal learning
Collaborative activities • Weblogs • Can be updated by more than one person • Wikis • Group website, collaboratively maintained • Web forums • Themed websites maintained by administrators containing threads to which members may contribute • Beaming • F2F information sharing using infra-red
Collaborative activities • “I regularly contribute, also, to Palm PDA forums (at www.1src.com); again to learn from others and also to add my own experience to the community's knowledge” • “...forums are also a great resource for pooling collective knowledge and experiences”
Future Directions • Devices have more powerful capabilities: • GPRS & wifi for internet & communication • GPS for location-based activities • Higher quality cameras • Does the mobile connectivity, location-awareness and powerful communicative features support learners in informal science learning, and if so how? • What is the role played by co-operatively createdvirtual knowledge repositories in informal science learning?
Gill CloughInstitute of Educational TechnologyThe Open UniversityWalton HallMilton KeynesMK7 6AA www.open.ac.uk email@example.com Supervisors: Professor Eileen ScanlonDr Ann JonesDr Patrick McAndrew
Bibliography • Hsi, H. (2003) 'A Study of User Experiences Mediated by Nomadic Web Content in a Museum', Journal of Computer Assisted Learning, vol. 19,pp. 308-319. • Livingston, D. (2000) 'Exploring the Icebergs of Adult Learning: Findings of the first Canadian Survey of Informal Learning Practices', [online]. Available from: http://tortoise.oise.utoronto.ca/~dlivingstone/icebergs/ (Accessed October 10, 2006) • Patten, B., Arnedillo Sanchez, I. and Tangney, B. (2006) Computers & Education,46, 294-308. • Tough, A. (1979) The Adult's Learning Projects, Ontario Institute for Studies in Education, Ontario. • Vavoula, G. (2004), 'KLeOS: A Knowledge and Learning Organisation System in Support of Lifelong Learning.' PhD Thesis, Birmingham, University of Birmingham.