Research on Mobile Learning

Scenarios in Science

Education in Europe

Dr. Eugenijus Kurilovas, Vilnius University: Centre for IT in Education, Lithuania

Virginija Bireniene, Klaipeda Simon Dach pro-gymnasium; Centre for IT in

Education, Lithuania

Florence, 21-22 October 2013

• The aim of the paper

• Related works. Personalisation & tablets based

learning activities

• Research methodology

• Interconnections

• Learning activity quality criteria

• Multiple criteria decision analysis

• Results and discussion

• Conclusion and future research

Outline

The aim of the

paper

The paper aims to present current research on mobile learning

scenarios / activities in science education in Europe

Contribution:

1) Comparison of quality: mobile tablet based learner centred

learning activities incl. learning personalisation, problem

solving, Web 2.0 enhanced collaboration, and flipped class

methods Vs traditional teacher centred knowledge

transmission learning activities

2) Method of expert evaluation of learning activities based on

multiple criteria decision analysis and Fuzzy methods and its

experimental application

Related Works

• Personalised learning approach is much more

effective in comparison with traditional “one size

fits all’ approach

• We use personalisation according to students

learning styles:

– Activists

– Reflectors

– Pragmatists

– Theorists

Learning styles:

• Activist: learn by doing. Have an open-minded

approach to learning, involving themselves fully and

without bias in new experiences. Their preferred

activities are: brainstorming, problem solving, group

discussion, puzzles, competitions, and role-play.

• Reflector: learn by observing and thinking about what

happened.

• Pragmatist: need to be able to see how to put the

learning into practice in the real world.

• Theorist: like to understand the theory behind the

actions.

PBL method

Problem based learning method:

1. Discussing the problem scenario in the groups, which

promotes communication skills and cooperative learning

2. Brainstorming ideas to cross the learning boundaries, which

promotes creative learning and knowledge integration

3. Identifying the learning issues for research, which promotes

active learning and critical thinking

4. Research to construct the action plans, which promotes new

knowledge development

5. Reporting the research findings to the groups, which

promotes peer-to-peer learning to complete the final products

Related projects:

• iTEC (Innovative Technologies for Engaging Classrooms):

transformation in learning and teaching through the strategic application of

learning technology (design of the future classroom):

– 27 project partners incl. 15 Ministries of Education, funding of €9.45

million from the European Commission’s FP7 programme

– Brings together teachers, policymakers, pedagogical experts to

introduce innovative teaching practices

– Future classroom’s learning activities and scenarios created in iTEC are

piloted and validated in over 2,000 classrooms all over Europe

– Subject: Science

– Website: http://itec.eun.org/web/guest/

• Creative Classrooms Lab (CCL) is developing innovative teaching and

learning scenarios involving the use of tablets in and out of school:

– Validation in policy experimentations involving 9 Ministries of Education

and 45 classes.

– One of the means to help European Ministries of Education to make

proper decisions concerning large scale investments in tablet devices

and related teacher training.

– Subject: STEM

– Website: http://creative.eun.org/

Research

methodology

• Preferred learning styles and learning

activities: Honey and Mumford (1992)

• Suitable teaching / learning methods: iCOPER

D3.1 (2009

• Suitable learning object types: LRE APv4.7

(20011)

Interconnections

Interconnections

IOS Android IOS/Android Types of LOs

Idea Sketch – lets you

easily draw a diagram –

mind map, concept map,

or flow chart - and

convert it to a text

outline, and vice versa.

You can use Idea Sketch

for anything, such as

brainstorming new ideas,

illustrating concepts,

making lists and

outlines, planning

presentations, creating

organizational charts,

and more!

Mindjet for Android –

rated as one of the best

mind mapping apps for

Android. Create nodes

and notes, add images of

your own or icons

provided, and add

attachments and

hyperlinks. Sync to your

Dropbox

Mind Mapping – lets

you create, view and edit

mind maps online or

offline and lets the app

synch with your online

account whenever

connected. You can

share mind maps directly

from the device, inviting

users via email. You can

add icons, colours and

styles, view notes, links

and tasks and apply map

themes, drag and drop

and zoom

Application, Broadcast,

Enquiry-oriented

activity, Glossary, Open

activity, Presentation,

Reference, Role play,

Simulation, Tool,

Website

Interconnections

Multiple Criteria Decision Analysis

Scalarisation method:

the experts’ additive utility function

The major is the meaning of the utility function the

better LOs meet the quality requirements in

comparison with the ideal (100%) quality

We need LA evaluation criteria ratings (values) and

weights

Results and

discussion

LA1: 0.125 * (0.675 + 0.850 + 0.850 + 0.850 + 0.850 + 0.850 + 0.850 + 0.850) = 0.828 (2)

LA2: 0.125 * (0.850 + 0.850 + 0.500 + 0.500 + 0.325 + 0.325 + 0.500 + 0.150) = 0.500 (3)

• Traditional LA2 is easier to use than mobile LA1

• Both LA equally conform to the learning goal

• Mobile LA1 is more flexible than traditional LA2

• Has more possibilities for feedback

• More actively engages students in learning

• Facilitates interaction and collaboration

• Employs multiple teaching methods (problem solving,

personalisation, collaboration, flipped class)

• Incorporates learners’ backgrounds, experiences and

expectations by applying students’ grouping according to their

learning styles

LA1 is almost 33% better than LA2 (82.8% Vs 50.0%). Quality of

LA1 is near “excellent”, and the quality of LA2 is “fair”

• Mobile LA1 are extremely useful for Activists and Pragmatists:

• Why: Activists learn by doing and their preferred activities are

brainstorming, problem solving, group discussion, puzzles,

competitions, and role-play, mobile learning activities based

on problem solving, personalisation, collaboration, and flipped

class should be very valuable for them. The same is true for

Pragmatists since they need to be able to see how to put the

learning into practice in the real world

• LA1 are also useful for Reflectors

• Why: Reflectors preferred activities are paired discussions,

self analysis questionnaires, personality questionnaires, time

out, observing activities, feedback from others, coaching, and

interviews

• LA1 have only minor additive value to Theorists

• Why: Theorists like to understand the theory behind the

actions

Conclusion and

future research

• Mobile learning activities based on problem solving,

personalisation, collaboration, and flipped class are

more flexible than traditional ones, they have more

possibilities for feedback, more actively engage

students in learning, facilitate interaction and

collaboration, employ multiple teaching methods,

and incorporate learners’ backgrounds, experiences

and expectations

• Mobile learning activities using tablet devices could

have a noticeable additive value for Activists and

Pragmatists, and they could be also useful for

Reflectors, but they have only minor additive value

for Theorists

Future research:

• Full interconnections incl. tablet

apps

• Ontologies

Thank you for your

attention !!!

Questions ?

Eugenijus Kurilovas Eugenijus.Kurilovas@itc.smm.lt

Virginija Bireniene Virginija.Bireniene@gmail.com