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Mobile Learning
Agnes Kukulska-HulmeInstitute of Educational Technology
The Open University
E-learning Symposium: Pedagogy and Practice, 14 December 2005
Background - sources
Mobile devices
Current & emerging uses
Language learning examples
Strengths of mobile learning
Overview
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
Tablet PCs
personal media and game players
video game consoles
Smartphones mobilephones
PDAs Wearable PDAs
Mini digitalcamcorders
Portable DVD players
laptops
digital voice
recorders
Which mobile devices?
PersonalResponseSystems
USB sticks
Current uses in UK - examples
Strathclyde University -Personal Response System in large lecture hall
Bangor University - Wireless laptops used by student nurses
Ealing, Hammersmith and West London College - Wireless Tablet PCs in learning and teaching management
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
Emerging uses
•Moblogging – mobile blogging (text, audio, video)
•Podcasting – audio file broadcasting and creation
•Museum and heritage – augmented experiences
Spanning formal and informal settings...or tying in mobile & desktop access, e.g.
Findings -
Outcomes for learners
• Development of skillse.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
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
iPods at Duke University, USA (Spanish)
Language learning examples
SMS & vocabulary learning at Griffith University, Australia (Italian)
Digital voice recorders and mini camcorders UK Open University (German and Spanish)
SMS & vocabulary learning at Griffith University, Australia (Italian)
Teacher-led
Teacher provides:Spaced scheduled delivery of vocabulary, definitions, examples, translationsQuestions/ quizzesCourse remindersRelated Internet sitesInformation messages
iPods at Duke University, USA (Spanish)
Teacher and learner
Teacher provides:Audio to accompany textbookAudio glossariesAudio stories recorded by native speakersOral feedback/comments on workSongs in Spanish
Students download:Extra songs of their own choosing
Students produce:Oral exam uploaded to VLEOral diaries + showcase for other students
Digital voice recorders and mini camcorders Open University (German and Spanish)
Learner-led
Students record:Interviews with each otherInterviews with localsVisual and audio tours of locality
Students upload:Their work to share with other students
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
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
Playing to the strengths of mobile learning
•Connecting institutional learning …with workplace learning…with informal learning
•Accommodating in-class and off-campus needs
e-learning
m-learninginteractive
hyper-linkedsituatedprivate
spontaneous
immediate
media-rich
context-aware
usable
intelligent
institutional
desktop
personal
Strengths of mobileLearning...
connected
always on
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