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E-learning Symposium: Pedagogy and Practice, 14 December 2005. Mobile Learning Agnes Kukulska-Hulme Institute of Educational Technology The Open University. Background - sources Mobile devices Current & emerging uses Language learning examples Strengths of mobile learning. Overview.

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slide2

Background - sourcesMobile devicesCurrent & emerging uses Language learning examplesStrengths of mobile learning

Overview

slide3

Investigations of mobile learning

  • Book with twelve international case studies

Kukulska-Hulme, A. & Traxler, J. (eds) (2005)

Mobile Learning: A Handbook for Educators and Trainers, Routledge.

  • JISC-funded projects on Wireless and Mobile Learning

in the post-16 sector

        • Ten case studies
        • Landscape Study on current uses, potential &

strategic aspects (3 reports)

  • Pilot with Languages students at OU summer schools
  • Online Masters students: emergent uses of mobile devices
slide4

mobilephones

Smartphones

PDAs

Wearable

PDAs

Tablet PCs

Which mobile devices?

Personal

Response

Systems

laptops

personal media and game players

digital

voice

recorders

Portable DVD

players

Mini digital

camcorders

  • video game consoles

USB sticks

slide5

Current uses in UK - examples

Ealing, Hammersmith and West London

College - Wireless Tablet PCs in learning

and teaching management

Strathclyde University -

Personal Response System in large

lecture hall

Bangor University -

Wireless laptops used by student nurses

slide6

Current uses in UK - examples

Dewsbury/ Bishop Burton/

Thomas Danby College –

Use of PDAs in fieldwork and basic skills

Gloucestershire College of Art

and Technology – Satvan and wireless

laptops out in the community

slide7

Emerging uses

  • Spanning formal and informal settings...
  • or tying in mobile & desktop access, e.g.
  • Moblogging – mobile blogging (text, audio, video)
  • Podcasting – audio file broadcasting and creation
  • Museum and heritage – augmented experiences
slide8

Findings -

Outcomes for learners

  • Development of skills
    • e.g. reflective, oral, social, peer review,
    • independent learning, ICT
  • Keeping in contact with a peer group whilst on work
  • placements
  • Portability between college and at home encourages
  • consolidation and familiarity with learning material
  • Learners perceive themselves as becoming more
  • efficient and productive
slide9

Findings –

Implications for teachers

  • Teachers find themselves focusing on:
    • identifying and catering to students’ specific needs
    • fostering reflection on learning processes
    • developing new strategies for consolidation of learning and assessment
    • helping with the management of learning
    • monitoring performance
slide10

Language learning examples

SMS & vocabulary learning

at Griffith University, Australia (Italian)

  • iPods at Duke University, USA (Spanish)

Digital voice recorders and mini camcorders

UK Open University (German and Spanish)

slide11

Teacher-led

SMS & vocabulary learning

at Griffith University, Australia (Italian)

  • Teacher provides:
    • Spaced scheduled delivery of vocabulary, definitions, examples, translations
    • Questions/ quizzes
    • Course reminders
    • Related Internet sites
    • Information messages
slide12

Teacher and learner

iPods at Duke University, USA (Spanish)

  • Teacher provides:
    • Audio to accompany textbook
    • Audio glossaries
    • Audio stories recorded by native speakers
    • Oral feedback/comments on work
    • Songs in Spanish
  • Students download:
    • Extra songs of their own choosing
  • Students produce:
    • Oral exam uploaded to VLE
    • Oral diaries + showcase for other students
slide13

Learner-led

Digital voice recorders and mini camcorders

Open University (German and Spanish)

  • Students record:
    • Interviews with each other
    • Interviews with locals
    • Visual and audio tours of locality
  • Students upload:
    • Their work to share with other students
slide14

Playing to the strengths of mobile learning

  • ‘Drip,drip’ learning - little and often
  • Skill building - little by little
  • Alerting learners to information and deadlines
  • Rapid response by teachers
  • Mobile mentoring
  • Self-evaluation and reflection
  • M-portfolios - electronic portfolios on mobile devices
slide15

Playing to the strengths of mobile learning

  • Collaboration on task - spontaneous and ongoing
  • Information gathering and sharing on the go
  • Recording experiences using multiple media
  • Access to information and assessment on demand
  • Learning in context - using contextual data
slide16

Playing to the strengths of mobile learning

  • Connecting institutional learning
          • …with workplace learning
          • …with informal learning
  • Accommodating in-class and off-campus needs
slide17

Strengths of mobile

Learning...

e-learning

media-rich

interactive

m-learning

connected

spontaneous

institutional

personal

intelligent

immediate

context-aware

hyper-linked

situated

private

usable

always on

desktop

slide18

Thank you

  • Book:
  • Kukulska-Hulme, A. & Traxler, J. (eds) (2005)
  • Mobile Learning: A Handbook for Educators and Trainers, Routledge, London
  • Landscape Study reports (Current Uses of Wireless and Mobile Technologies in Teaching and Learning, Potential, and Strategic Implications): http://www.jisc.ac.uk/index.cfm?name=eli_outcomes
  • Innovative Practice with E-Learning Guide:
  • http://www.jisc.ac.uk/index.cfm?name=eli_practice