Learning Contents in Mobile Scenarios

Magí Almirall Open University of Catalonia

Av/ Tibidabo 39 08035 - Barcelona +34 93 253 2300

malmirall@uoc.edu

Josep Rivera Open University of Catalonia

Av/ Tibidabo 39 08035 - Barcelona +34 93 253 2300 jrivera@uoc.edu

Llorenç Valverde Open University of Catalonia

Av/ Tibidabo 39 08035 - Barcelona +34 93 253 2300

lvalverdeg@uoc.edu

ABSTRACT The goal of the project described in this paper was to explore

the possibility of developing an automatic system for treating contents based on user analysis and mobile scenarios, using HCI [4] methodologies to design the output, with the objective to increase students’ satisfaction. Consequently, the contents’ edition would need to be independent of their output format. Empirical HCI methods were then used to design the user scenarios which correspond these formats.

Categories and Subject Descriptors H.5.3 Group and Organization Interfaces, H.5.2 User Interfaces (D.2.2, H.1.2, I.3.6), K.3.1 [Computer Uses in Education]: Distance learning, H.1.2 User/Machine Systems: Human factors General Terms Management, Design, Human Factors, Standardization,

Keywords Personas, mobile scenarios, mobile learning, mlearning

1. INTRODUCTION The UOC, in English, Open University of Catalonia, is a

completely virtual university founded ten years ago, in 1995, with more than 35000 students and which offers 19 official undergraduate degrees as well as several graduate programs. UOC’s virtual campus is an integrated e-learning environment that allows students to pursue their studies completely online except for final exams, when appropriate.

All learning materials were written specifically for e-learning purposes. A total of 1,000 course materials were developed for UOC’s students. As these materials had been created so long ago, when it was required to update and improved them we encountered important inconveniences: modifying their interface in order to increase accessibility and usability was extremely costly and by no means automatic.

The Office of Learning Technologies began working with the concept of multi-format books back in 2002. After several

surveys we concluded that what the students wanted was to get books at home before starting the course but at the same time don't want to give up the web version that allowed them to quickly navigate and find information in search of data. So when we evaluated the possible initial formats to work with, we decided to focus on two main outputs: paper and web, their accessibility and usability. The paper format best suits students when continuous reading is required; in this context, the student sometimes prefers a pocket book and other times, a folio size. The added value of the web format is the interactivity and the possibility to quickly search for a specific concept. Different formats are then needed to satisfy user’s needs at different times, in different moments, and in different ways. Our study concluded that one same user may require all formats depending on their lifestyle and personal characteristics.

For example, a virtual university student that wishes to advance in his or her studies while commuting to work on the train will need a light weight and fit-in-the-bag format (i.e. chapter pocket book format), will also wish to work on an assignment during lunch hour at work for which he will need to quickly find the meaning of concepts, definitions, email the professor for questions, etc. (i.e. search-based course material), and will also want to work on his or her studies at night, when the children already sleep, but when the energy level is low and attention span barely gone. In this case, the user will requires a more passive yet stimulating format (i.e. a DVD format, so user can sit down, relax and learn). In this sense, user studies contributed to identify the above and other multiple formats that a virtual university would require to provide in order to facilitate users’ learning experience.

Taking into account that user characteristics and abilities differ depending on their context and moment of use, accessibility and usability were then seen as intertwined and of the most importance, as a user was able to access something at one time (web course this same web-based material during work hours) but was not able to access the same at a later time (during their train commute). For web formats, we wanted to comply with the standard SCORM [1] to benefit from their functions of tracking and reuse. The accessibility format had two faces: to apply the

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DOI 10.1109/eLmL.2010.38

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section 508 norm [14] in the web format and to create a new format thought for the accessibility, a Digital Talking Book of DAISY [3] type.

If we needed to develop multiple formats from one same course material, we needed to find a way in which we could do it quickly and cost-efficiently. Today, the multi-format applies to all educational content generated by the university which has affected the process of publishing such content.

Over time we realized that the same technology and the same approach are also valid for content for mobile devices. This paper discusses how the content for mobile devices can benefit students, how an institution has to modify the production line to generate such educational materials and what technologies are used in the process.

2. BASIC ARCHITECTURE

2.1 Create content without format

We need to adapt the traditional editorial process to our purposes. Let's briefly discuss the steps that make up an editorial process and then we will spell out what changes we had to make.

Any editorial process consists of four steps: authoring, editing, layout and distribution. Tasks related to authorship include the search of authors and the selection of works to be published. For our purposes we will only highlight that is here when book is first written and it is usually the author himself who performs this task. After that the editor works the original. He or she corrects mistakes and adapt the text to the needs of the audience. In the case of an educational content it often means adapting the language to emphasize certain parts and create diagrams and pictures. Then the text has to be layouted using a graphic design program and finally the publisher sends the original to the printer and gives it to the distributor.

However, the previous process has to be modified to achieve a multi-format output if we want to avoid an increase in price proportional to the number of formats that we want to deliver.

The key part is to adapt a XML [18] format as the center format of the process. The editor then will transform the original work sent by the author into a XML file. It is also possible that the author deliver to the editor a document formatted using templates or written on an on-line platform. Both mechanisms facilitate the conversion to XML.

At his point a publisher company needs to choose what XML schema is going to be used to tag the contents. This XML has tags like:

- Metadata: author, size, subject, etc.

- Structural elements: chapters, bibliography, introduction…

- Text elements: paragraph, tables, bold, highlighted text, quotes, etc.

All schemas that describe books use similar tags that corresponds to the same real elements but the naming is different and because of that they are incompatible.

At the time we started the project we develop our own XML because then there were no other possibilities. But our recommendation is to use one of the standard choices currently available. Publishers can find in the marked different mature initiatives. The two main ones are DTBOOK [22] and DOCBOOK [23]. There really is not a problem to opt for one or another because it's relatively easy to move from DTBOOK to DOCBOOK and the other way around using a simple XSL. But is recommended to use an standard and not a home made solution because it will save time and money and will facilitate the adoption of the technology.

DOCBOOK is older than DTBOOK and incorporates mathematical markup, that anyway is external in DTBOOK, as well as many other features like support for any symbol you can imagine. It's also well known among the publishing companies and professionals.

DTBOOK is newer but in just a few years has become a very serious alternative. It's strongly based in Open eBook specifications. It's maybe as complete as DOCBOOK specially if other schemas are imported. For instance it's possible to use MathML for mathematical notation combined with it. DTBOOK is part of the DAISY[19] specifications. Is the place where the text is stored. The authors of the standard were very observant to include all possible parts of a book into it. However there are a few mechanisms to add not covered items. It is curious to see that the tagging of the text is very similar to HTML, EPUB[20] and MOBIPOCKET[21]. In fact it can be imported without transformation into EPUB, a format for e-book described in one of the following units. Because DAISY is becoming more and more popular a lot of applications are being developed around it. For instance there are a few plug-ins that for Microsoft Word that allow to import and export the content from and to DTBOOK.

We began using DTBOOK by means of transforming our proprietary XML format to DTBOOK before other transformations are applied. As a result we can share our developments with other institutions that base their platform in DTBOOK or has adopted a similar strategy (see Fig. 1).

Figure 1.

Using one or other schema the editor tag the text in XML just after fixing errors and adapting the content to the final purposes. To carry out this work the editors can use the same tools that we recommend for the author: editor text templates or on-line platforms.

Among the first (editor text templates) there are editing programs like Microsoft Word. An small application that transforms from a template to XML is needed. The template itself

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structures the content so it's possible to transform the popular Word format to XML. Otherwise there's no chance to convert a non-structured text into XML.

Among the second (specific platforms) we include a pair of open-source platforms: Connexions [25] and MediaWiki [26]. Connexions is a project of the American University of Rice based on Plone. This is an online service that offers several forms for writing text. The platform uses XML internally. Once the work has been stored it can be corrected. Versions of the same can be generated. On the other hand MediaWiki is the base software of the popular Wikipedia. Although it doesn't work with XML it's easy to transform their tagging system into XML because texts are structured and categorized. (see fig 2)

Figure 2

It takes a certain effort to install and implement both platforms. Special attention must be paid to the export of XML as well as the configuration of workflows and profiling of users. Once the text is edited and adapted, the next step is to transform it into different output formats. All these transformations need to be developed for each particular institution as well as the layout changes from one to another.

Finally it should be noted that much of the distribution is also automatic. In our case all text books are uploaded to the virtual classroom and PDFs are sent to print by email

2.2 Basic engines for automatic transformation As we have seen, when learning materials are in XML format we can easily build many output formats. XML offers important advantages for big volumes of similar contents like our 1000 different course materials:

We can generate different output formats from one unique source with lower costs since the cost to generate XML is similar to the one to generate HTML.

XML facilitates the introduction of a continuous improvement process of formats and interfaces, because by changing the XSL filter all contents are modified at the same time.

It helps in the semantic markup, once the content has been atomized and identified as many superior markup layers (which relate elements) as needed can be created.

The generation of SCORM-compliant materials from XML facilitates their later management in different e-learning platforms.

As mentioned earlier, for this specific project we automated the generation of four formats requiring the development of three different conversion engines. We fabricated two forms of book (pocket and folio), a Web format based in standards of e-learning and an accessible Digital Talking Book, DTB-DAISY[19]. The engines for automatic transformation were developed in XSL technologies and Java when needed.

The engine for the web format works in two steps. First the engine creates the HTML pages and the manifest.xml SCORM file which contains the navigation data. Afterwards, using the SCORM information from the manifest.xml file, the engine creates the navigation menu and the search service.

The PDF format engine takes XML file and outputs the PDF format also with two steps like Leslie, D. M. [6]. This engine uses the specifications of the World Wide Web Consortium (W3C) about information presentation, Formatting Objects (FO) [9] and changes the XML to the FO language. Then the program uses the Formatting Object Processor (FOP) [18] to change from the FO to the PDF format (see fig.3)

Figure 3

For this project we developed two filters for the PDF format, the resulting output is of enough quality to directly produce books. These filters control columns, images, widows and orphan lines, etc. In these cases the XSL engine uses Java programs to count lines and control spaces.

Our engine to generate a material in the DAISY format has three parts. We have the XML content as we mentioned earlier and the first task is to clean the XML content to obtain a valid text for voice synthesizer. Second the engine sends the valid text to the synthesizer (we use Loquendo voice synthesizer [10] and from this stage we obtain the audio files in wav format. The engine finishes its work creating the smil, ncc and discinfo files.

3. USER ANALYSIS To obtain the definition of learning mobile scenarios related to these formats, an initial study was needed into the characteristics of Universitat Oberta de Catalunya users, both of its virtual students and lecturers, who also work as distance lecturers and who use information and communication technologies. Using the persona technique [11], the first step consisted of drawing up a questionnaire for both profiles that took into account their

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attitudes regarding academic life and the uses of new technologies. The questionnaire was administered online to a representative sample of students and distance lecturers. The data collected underwent a clusters analysis, which was carried out on different types of both lecturers and students. As advised by the persona technique, graphic narrations were built to describe the archetypal personalities that correspond to each type encountered, which were then passed on to the development team (comprising technical personnel, project managers and people-computer interaction specialists), so that the team was aware at all times of for whom the new applications had been designed. Four types of students were defined: “interested”, “applied veterans”, “unconcerned” and “tired veterans”. “Interested” students account for 30% of the total population; they are studying primarily with a view to their professional future, despite the fact that they all work in addition to studying. There are an equal number of men and women, with an average age of 35. They relate easily to new technologies and value their application positively in the academic sphere. “Applied veterans” account for 41% of the total population, so constituting the main student profile at the Universitat Oberta de Catalunya; they are studying primarily because they feel that it enriches them personally. This group has a higher number of women and an average age of 38. They have previously completed university courses and have a close relationship to technologies in their different applications and devices; the use of which they value very positively in the professional sphere. “Unconcerned” students account for 8% of the total population. They regard study as secondary and they do it because they think they ought to; the majority do not work and many live at home with their parents. It is the youngest age group and, curiously, even though they assume technologies as necessary, they do not especially value their use in the academic field. Finally, the “tired veterans” account for 21% of the total population of Universitat Oberta de Catalunya students. Their main motivation in studying is to attain an academic qualification, and they are primarily men with a family and a job, and an average age of 36. They do not relate naturally to technology and they do not have devices other than what is strictly necessary for e-learning (primarily a desktop computer with Internet connection). As regards distance lecturers, their attitudinal and technology relationship data are grouped into three types: “committed”, “resigned” and “conservative”. The “committed” ones account for 38% of the total number of distance lecturers at the university; they are efficient, committed and innovative, very integrated with the new technologies in the sphere of teaching and with the use of the virtual campus. This group is made up mainly of women and has an average age of over 40. The “resigned” ones account for 40% of the total population; they are mainly men with an average age of 39, and they are the group with the most teaching experience. They accept the new technologies but they do not enjoy them, and part of them is uncomfortable with their use. Finally, the “conservatives” account for the remaining 22%, and they are also mainly men, with an average age of 38. They have a cordial relationship with technology but, even so, it should be highlighted that they limit their potential as lecturers.

In order to define the learning mobile scenarios that have been developed and which are described as follows, a focus group methodology was used which adopted persona segmentation as the basis of its design. Consequently, discussion groups were conducted made up entirely of the types that were most inclined to the use of mobile devices for learning and mobile connection with the virtual campus (“interested” and “applied veteran” students and “committed” lecturers). Discussion groups were also conducted that mixed together the types that displayed little inclination towards the use of technology (“unconcerned” and “tired veteran” students and “resigned” and “conservative” lecturers) with the aim of attaining the resistance discourses and principal objections to these innovative scenarios. Finally, one focus group was conducted with students and another with lecturers, mixing all types together, and another final group of potential students at the university (those who had expressed an interest in the university but that had not yet enrolled).

4. MOBILE SCENARIOS As the reader must know in recent years a lot has been said about mobile learning. But focusing on the issue of textbooks: what is the point that they can play on a mobile device? [13] To find an answer we have to look the problem under a user-centered design point of view. The following lines are about how different people use one of these devices and why they want to access to an instructional content in it.

First of all: there is a first group of mobile devices that are those with very small screens with bright colors and usually with connectivity. We are talking about mobile phones with multimedia capabilities and mobile audio and video players.

When does someone use one of these devices to access a learning material? Nobody in their right mind is going to prefer a small screen for reading a paper if it can be done on a PC or directly on paper. So if you use a mobile phone or media player to read a few pages is because there is no other option.

This often happens when the user is on the street or moving from one place to another. What is difficult under these circumstances is to maintain concentration. Because of that we can assume that access to content will be held primarily to review a lesson or to do self evaluation exercises and quizzes that test the learned skills. Those who use the bus will thank the information in audio format, even better if the audio is reinforced in some way with graphic elements.

But there are other mobile devices that are used in a totally different way: they are the e-book with e-ink screens. These devices are starting off in the market at the time of writing these lines. They are characterized by a 5'', 6'' and even 8'' or 10'' screens and most importantly very comfortable reading. The e-books are perfect to read papers and to even collect all our literature in a single device. So all you have to do is offer our content in formats that could be reproduced in this electronic equipment.

4.1 Format for mobile web The format for mobile web is an adaptation of the web

format and is particularly suited to the characteristics of the Internet browsers of mobile devices with this functionality: usually media players and high-end phones. The lowering of

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tariffs for data traffic can make this a very popular format. The end result must be compatible with many devices and at the same time it is has to be good to search content or to overview and specific topic, so:

* It incorporates a search engine

* The HTML that is used is very simple

* All styles are stored in CSS [27]. To adapt the content to a new device it is enough to develop a new CSS

* The content and navigation menus are very fragmented so that each page will load quickly and at the same time all the information can be seen at a glance

4.2 Audio book In certain scenarios it is not feasible to read text. This is

specially true when traveling by car or bus, but also is convenient for people with impaired vision. For all of them based audio content can be ideal. Two thing to take into consideration: the format of the solution and the generation of audio.

The student would actually receive a collection of mp3ses or similar files but there are still a better option: the DAISY[19] format. It is an standard in which people have been working in recent years and which has been specially designed for people with visual disabilities. The standard proposes a frame that incorporates both audio files and other information that specify the structure and synchronization between the text (which can also be incorporated) and audio.

There are the various market DAISY players and also software that runs in a computer desktop but both are only popular among people with visual disabilities so we decided to facilitate the access to the audio files from a simple HTML index that links with them. Our users can play content on audio mobile players and even the DC player of their car.

There are two ways to generate the audio file. The first is to hire a speaker and record their reading in a studio. Subsequently the track has to be cut into small pieces and the files required by the DAISY format have to be written. This is an expensive option and therefore not applicable to all the contents of a university unless a very high budget is available.

A second option is to use synthesis voice software that automatism the entire process. The TTS (Text To Speech) tools available in the market use different approaches to generate the output but those that are based on recordings of a speakers has achieved a very high quality.

The audio files obtained with a TTS are fully intelligible but perhaps the voice is so boring that the listener loses attention after a few minutes. We must create units that last less than three minutes and consider the use of sound (but never in background) to mark the different elements of the text as titles or list items.

The tests we have done shows that the format is perfect for people with visual disabilities and those who have a good audio capabilities, but it is insufficient for people with normal hearing comprehension. Another problem we have encountered is that we are adapting content originally designed to be read as a book. Because of that sentences are usually long and therefore difficult to be said even for an automatic tool.

In more details DAISY is a files structure composed of several kind of files. The main one are:

· Package file is an XML document placed in the root directory that contains metadata, the manifest and spine information. Dublin Core as well as DTB metadata is accepted. The manifest is a list of the items that compose the volum. And finally the spine is the structure of the book

· DTBOOK as explained before

· Audio files with the speech itself. Image files are also allowed by the specification

· Syncronization of media (SMIL) files defines the sequence of playback for one or more media objects. As the name suggested synchronizes the audio files with the menus and the text

· Navigation control files (NCX) contain the information needed to create menus should be as close to equal length as possible.

4.3 Video Book It is often said that designing for people with disabilities is designing for everyone. The argument being offered to prove that hypothesis is that we can all have a disability at some time in our lives. This is particularly true in mobile environments. It is virtually impossible to read a book while travelling by bus and it is even illegal to do so while we drive a car. In both situations what is wrong is the visual capability that is either busy with other issues or diminished.

For mobile environments is particularly interesting to test solutions specially created for people with visual disabilities. Thus the DAISY format, which includes voice recordings, seems to be an appropriate format. But after a few test we realized that people without a specially trained ear were unable to keep the attention beyond a few minutes.

A user without a trained ear needs reinforcement. That's why we create the Video Book format that combines content and audio. Video Book consists in a video in which the text is displayed as the audio progresses and the sentence currently told is empathized by means of a different background color. If for any means the listener loses the attention he has simply to look the screen and he immediately retrieves the thread of the content. It is a format that allows showing tables and images. It might not be an optimal format for a first contact with the material but it is good to review what has been read the night before. Perhaps the mobile environments, by their very nature are reserved for reinforcement rather than for learning.

To develop the product we have used an Openlaszo [28] library that allows creating flash movies from a XML configuration file. Subsequently flash files are converted to mp4, and thus become playable in devices as the iPhone and others.

4.4 Format for e-books Everyone says that we are in front of the often announced

emergence of electronic book. This time it seems that the thing is real. The trigger for the current explosion of media appliances is

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the massive realize of devices equipped with electronic ink displays that allow a comfortable reading and have a great deal of autonomy.

Currently we can find on the market several devices like Sony Reader, Hanlin of IREX Iliad capable to reproduce a large number of formats, including text, PDF, HTML, jpg and gif, even Microsoft Word. Others such as the Amazon Kindler that only accept proprietary formats. For the first group we have developed a couple of outputs: e-pub [20] and MOBIPOCKET [21].

EPUB and MOBIPOCKET are very similar but not identical and the differences make them incompatible. There are software players capable to reproduce both of them that at the same time allow changing text size, looking up a word in a dictionary or placing a bookmark. Both specifications describe a file structure similar to that found in DAISY descriptors of the volume and content. Text is described using something similar to XHTML. Images and tables are also allowed.

Both formats are simple and are strongly based in packaged HTML. Our solution is based in DTBOOK [22] and Open Source so it’s easy to adapt for any other institution interested in the project.

So to see a book in an e-book all you have to do is to go with your PDFs that are usually easy to obtain from the original documents. However there are at least a couple of formats that allow to view a book on these devices in an optimal way. They are EPUB and MOBIPOCKET. The key advantage of these formats is that you can make text bigger and smaller and adapt perfectly to different screen sizes without losing the possibility of having a numerical index.

Both formats are pretty similar and are formed for files for content, usually in XHTML or DTBOOK, and others to describe structure.

EPUB allows content in DTBOOK and in a format very similar to XHTML. Then there are structure files based in Open Book specifications. All is packed into a zip file. EPUB is strongly based in standards. Up to now only Sony Reader is able to reproduce content written in this format.

MOBIPOCKET is far less standard but more popular. Devices by iRex, Cybook, Handlin, Palm Pilot and several mobile phones incorporate MOBIPOCKET players. The structure is similar to one for EPUB but DTBOOK is not permitted. Once the content is created Mobipocket has to be compiled using he tools that the proprietary company freely distributes.

5. CONCLUSIONS The work described in this paper was the starting point to

begin the transformation of our 1000 learning materials. Now, using XML we can easily and iteratively work on the process of improvement based on usability and accessibility premises.

The commitment is to open all the developments to the opensource community in the form of an open-code project. Therefore, the success of the proposal will be measured by the use that the community makes of these products and formats. A great deal of effort has been invested in ensuring that the developments will be of interest to the educational community and also in

providing a sufficiently common structure that enables everyone to use what strictly interests them.

Another important factor is the desire for international projection. To achieve this, from the start we have been committed to open standards and to integrating everything possible and respecting the work lines and objectives of everyone. In this sense, the mechanisms for integration with Connexions and Open Course Ware (OCW) have been planned and discussed with the managers of these projects. The future plans are to develop the use of the proposal format components, to initiate a set of pilot trials to validate.

The UOC is committed to basing its learning contents on these formats. In 2008, the university will work to integrate the solution in its virtual classrooms. In addition, many of the universities involved are interested in working on evolving tools and integrating them into their organizations.

This project opens new possibilities such as the development of an editor engine to easily create XML files at editorial companies or the standardization of the XML in RDF to unify the e-learning content base. Regarding the output formats, we have now an easy way to develop many types of outputs: DVD, contents for PDA, iPod, etc. The question is which formats are best for the students considering their goals, learning strategies and the context of study. Our plan is to keep using HCI methodologies in order to answer this and other questions.

6. ACKNOWLEDGMENTS This work is partially supported by the Spanish MCYT and the FEDER funds ref. TSI-020301-2008-26 (edit@) and TSI-020301-2008-9 (SUMA).

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