Critical Issues: For Now and The Future

1. Critical Issues: For Now and The Future Insook Lee Sejong University Seoul, Republic of KOREA inlee@sejong.ac.kr Education Conference Celebrating 50 Years of Diplomatic Relationsb/t R.of Korea & Denmark 25-26 August 2009

2. Table of Contents Mobile Learning I Game Based Learning II

3. Mobile Learning I

4. Toward U-Learning Paradigm Toward U-Learning Paradigm

5. Impact of M-technologies on Society Various mobile technologies have emerged and have been developed into integrated forms. Those technological changes highlight the potential attraction of lower cost and equal opportunities higher than desktop computes and wired network systems. In a similar sense, wireless/mobile computer technologies might reinforce gradual changes in education in various ways (Lee, Song, & Lee, 2006).

6. Opportunities Combined appropriately, wireless technology can provide an engaging and beneficial experiences for even the most resistant learner Mobile devices: small, portable, compact, lightweight, relatively low cast, and powered by batteries that have an increasingly long endurance

7. Nomadicity in Education college student seated in the library in front of her laptop computer with an MP3 player plugged into her ears as she thumb-types a text message on her cell phone. an explosive demand for 24-hour-a-day support of a bewildering assortment of devices and computing platforms. Applications of U-Technologies in Education Impact of U-technologies on Education

8. Explosive expansion of consumer technology on school campus A more mobile environment might alter the type and shape of computing and services such as reducing the need for general purpose labs increasing the need for 24 hours, 7 days a week support growing demand for multiplatform and device support Applications of U-Technologies in Education Impact of U-technologies on Education Learning Swarms, Temporary Learning Zones

9. Ubiquitous computing, through the pervasive use of computing Learning as a soci-cultural phenomenon Learning through the use of portable computers are most successful when they are used for collaboration(Inken, 1999; Gay et al., 2002) Applications of U-Technologies in Education Impact of U-technologies on Education Increasing Collaboration and Sharing

10. Ubiquitous computing Users in the central focus in a computing environment Augmented reality Powerful representational tools, such as graphing calculator, tools for mapping concepts, running simulations, gathering data, etc Giving learning a ‘context’ Applications of U-Technologies in Education Impact of U-technologies on Education Promoting ‘Doing and Reflecting’

11. when the learning experience does not form a meaningful continuum because of the environmental disturbances, poor concentration of the learner, and technical problems, such as bad network connections or problems with the devices and applications(Syvanen, et. al., 2004). many usability, compatibility, and accessibility related questions that hinder seamless mobility and mobile learning (Syvanen, et. al., 2004). A Cautionary Note: Fragmentation

12. Challenges Technical: Small screen size - not so well suited to e-learning delivery - restricted input capabilities Environmental: Fragmentation Pedagogical: Challenges of revising the curriculum to exploit them Quite profound design implications

13. 2006 Research Case Korea MOE & HRD and Apple Korea have employed joint efforts to integrate mobile personal computer technology in the form of wireless laptop computers into regular classroom settings. In the fall semester of 2005, three selected elementary schools were selected: one in Seoul, one in Incheon, and one in Gyeongi Province. During the spring semester of 2006, those schools had implemented wireless laptop computers into the regular classroom activities.

14. Research Questions Overall research questions are as follows: to identify the positive and negative factors impacting Mac-wireless computer integrated instruction/learning activities 1 provide future strategies of operating this experimental project, which might lead to the higher enhancement of learning achievement and satisfaction 2

15. General Information of Participants

16. General Information of Participants S Elementary School’s Classroom Scenes

17. General Information of Participants I Elementary School’s Classroom Scenes

18. General Information of Participants G Elementary School’s Classroom Scenes

19. Main Mac Software Used in Regular Classroom Activities

20. Positive Factors: Organization-administration Principal’s proactive understanding and encouragement, public expression of interest 1 Principal’s participative leadership 2 Teacher colleagues support and encouragement 3 School stakeholders’ (teachers, students, parents) interest and pride in participating in the m-learning project 4 Approach of experimenting with the same student members for multiple years 5 6 School location in areas of economic stability 7 Parents’ high interest in education in general

21. Positive Factors: Teachers & Teaching positive attitude of class teachers (toward m-learning and heir students) 1 class teachers’ challenge concerning new instructional methods and educational utilization of IT 2 3 class teachers’ curiosity and specialties in IT class teachers’ fluent teaching skills 4 technology support teachers’ IT competencies 5 learning-teaching models appropriate to m-learning: self-directed, participatory, and cooperative/collaborative 6 subject areas suitable to m-learning activities 7 physical arrangement appropriate to m-learning and related learning models 8 9 selecting software responding to individual learners’ preference 10 instruction process of clear learner roles

22. Positive Factors: Learning-Learners Learners’ high motivation to m-learning 1 Active learning attitude 2 High proficiency concerning m-learning 3 Attitude to apply what has been learning within the class to outside 4 High communication and time management skills 5

23. Positive Factors: Technology 1 Stable computer system 2 Easy access to hardware m-technology use based on school needs, conditions and learning goals 3 IT training in advance to m-learning implementation 4 Customized IT consultation during m-learning implementation 5 6 Quick repairs 7 Internal and prompt competencies of facility repair

24. Concluding Remarks ensure the principle’s active leadership which is necessary to develop a promising mobile learning environment 1 express continuous pride, share it among stakeholders (administrators, teachers, students, and parents) so that it builds confidence about the success of mobile learning within schools 2 3 pose active and challenging mindsets develop and save field-oriented mobile learning and instruction models and cases 4 to assure an infrastructure early before operating mobile learning activities 5 6 continually supply computer devices and software to classrooms 7 provide and diversify related IT training and education

25. Game Based Learning II

26. Concepts & Challenges • Trendy concepts in learning disciplines and markets: Constructive, fun, situated, game, & simulation • Educational or learning games’ potential: Immersing, engaging of learners and personalized learning experiences • Well ‘integrated gaming and learning experiences’ are not very easy to find. • We really can blend fun and learning? And if so, can we do it systematically? • An optimal balance that promises more meaningful learning and more engaging experiences. • The challenge is to create conditions conducive to learning –especially self-directed learning in an informal setting. • How to design a constructivist nature of a game ‘intriguing psychological and social insights to microworld design’.

27. What makes a game a game? Human made artifacts with the most implicating intrinsic motivation for learning experiences • Various advantages of intrinsic motivation: Challenges, competition, curiosity, fantasy, and control • Why do computer and video games engage us?(Prensky, 2001)

28. What makes a game a game? Play ‘usually voluntary’, ‘intrinsically motivating’, ‘involving some level of active, often physical, engagement’, and ‘distinct from other behavior by having a make-believe quality’ Several merits of ‘play’ fitting to learning and education context:• something one chooses to do• intensely and utterly absorbing • promotes the formation of social groupings Themes around ‘play’ in current theory(Pellegrini, 1995) • Play as fantasy liberates the individuals to engage in creative and imaginative thinking. • Play as self has value on play’s role as a way to achieve optimal life experiences.

29. What makes a game a game? One of the biggest challenges: Flow Maintaining Flow state in players, and developing specific techniques to do this (Prensky, 2001) Flow derives from enjoyable experiences 8 components of activity resulting enjoyment (Reiber, 1996)

30. Good Digital Game Design Principles Six elements in successful games: ‘balanced’, ‘creative’, ‘focused’, ‘character’, ‘tension’, and ‘energy’.(Next Generation magazine, 1997) Eleven ‘process-oriented’ principles and elements to create good games(Prensky, 2001) 16 list of internet game design principles regarding to language learning game(IGDA White Paper, 2004)

31. Design and Research Goals: To Be Soon 3D MMO (Massively Multi-player Online) Interactive environment in which elementary children can: - develop appropriate English expressions and aspects of American culture - enjoy various contents through competition and collaboration - make their own life story within the cyber world Informal, fantasy, fun/enjoyment and play, contextual and situated learning, authentic culture, collaboration, and competition/challenges will introduce the pedagogical model, specific learning activities and context, and ‘must-be’ design features

32. Concluding Remarks Especially learning games are still quite a new characteristic to most of the game designers and many phenomena and design concepts to be customized for learning and education. However, fortunate to have a leading game company interested in jumping into this nonprofit area for good quality games for ‘sincere learners’. The prototype model has been built upon the ideas of ‘good digital game design principles’. Digital game-based learning principles (Prensky, 2001) to come up with the best example of hard-fun digital game

33. Thank You Insook Lee (Sejong University) inlee@sejong.ac.kr http://dasan.sejong.ac.kr/~inlee