Home » Posts tagged 'm-learning' (Page 2)
Tag Archives: m-learning
Try putting any letter from the alphabet in front of ‘learning’ and you’ll be able to say something about it.
It is learning whether you prefix with an ‘e’, ‘m’ or ‘b’ as in – electronic, mobile or blended.
Increasingly the opportunities, particularly with learning on a hand-held computer – 20th century terms for the 21st century smart phone or table – are for ‘a’ or ‘s’ learning – standing for applied or ‘action learning’ that is ‘situated’.
For example, I use a combination of an iPad or Kindle when coaching swimmers – not just for registers, but to show images from a swim drills book.
I am waiting for the wrist or lapel badge computer – an iPad the size of a Nano or ring. Will these come to be known as ‘w’ learning or ‘r’ learning or has ‘e-learning’ become generic? The Google display will be one to watch.
28 July 2011
I would like to be studying an applied MAODE.
This should be a joint collaboration between the Institute of Educational Technology and the Open University Business and Law School.
applied is the operative word.
Not a Masters in Open and Distance Education, but an aMAODE.
18 months ago I signed up to the MAODE (I might have done an MA in Fine Art … for which I was qualified. Where would I be now?)
My mother, tutored by Quentin Bell at Durham University in the 1950s, had me teaching fine art somewhere. (Our family for the last four generations seem not to generate progeny until they are at least in their third decade)
I may pick this up next and become a e-learning verions of David McAndless.
Information is beautiful
24 months ago several friends signed up to an e-learning course with Sussex University. They are now constructing e-learning, I am not.
The difference, dare I suggest, is did I want to be a mechanic, or the engineer?
- Can The OU be less precious and offer more of both?
- My first ECA was an entirely practicle, commercial piece of e-learning that was shot down …
- for being blended
- and ‘of this world.’
- It is all ‘of this world’.
It is only learning, not e-learning, but o-learning.
P.S. It ain’t rocket science. As Martin Weller shows in his VLE book.
What we as potential practioners of online learnning is a dip in the training pool. As a Swimming Coach, and former competitive swimmer, what strikes me is that I am yet to stick my toes in the water.
Frankly, my concern, is that if I come up with another commercial e-learning project for an ECA it will like the other one be rubbished because the markers are looking for an academic paper, not a viable e-learning project.
This is where the tectonic plates of theory and practice meet. Is anyone on the MAODE doing it to become an academic?
|From Drop Box|
(Note to self a month later … it is applied. In every module, particularly H807 ‘Innovations in E-Learning’ we are constantly pressed to put e-learning in an applied context with which we are familiar)
The Kukulska-Hulme et al 2011 report ‘Mature Students using mobile devices in life and learning’ may be a recent publication (International Journal of Mobile and Blended Learning Jan-march 2001) but draws its conclusions on research undertaken in between May 2008 and April 2009.
Technologically and in relation to the potential for e-learning a great deal has happened since then.
In industry would we not expert a report, say from Nielsen or Monitor, to have been done in the last six months?
In the technology sector old news is redundant.
By 2009 PDAs were virtually extinct and we were about to experience the launch of the iPad. Since 2009 smart phones have graduated – they’re bright in many ways.
Like their users?
Bright people with the means quickly find ways to put these tools to work, extending their reach to their online course, for materials, forums and assessment alerts, to organise their study time around their diary.
FROM THE ABSTRACT‘In today;s global marketplace, educators must know the technology habits and expectations of their students, including those from other countries.’ (Kukulska-Hulme et al, 2001:18) FROM THE INTRODUCTION “Learners can be active makers and shapers of their own learning. They should be supported in using technologies of their own choice where appropriate”. (JISC, 2009, p.51) Mobile (as they were) will not necessarily be readily adapted for learning. Ergonomic, pedagogical, psychological and environmental facts and the issue of cost (Stockwell, 2008) More widespread adoption by students and teachers is likely to follow. (ibid 2011:19) A convenient and powerful tool for learning. In an age when “communities are jumping across technologies” as needs and trends evolve (Wenger, 2010), educators and researchers also have to stay informed about how learners use personal technologies as members of communities that may be social, work-related or educational’. Decreasing institutional control Jones, Ramanau, Cross and Healing (2010) have critiqued the ‘new generation’ arguments, concluding that “overall there is growing theoretical and empirical evidence that casts doubt on the idea that there is a defined new generation of young people with common characteristics related to their exposure to digital technologies through-out their life (p.6) Notable minorities
- Internet to download or upload materials
- Contribute to blogs and wiki and engage with virtual worlds (ibid p.21)
- Social Interaction
- About yourself
- use of mobile devices
- Being part of groups and communities
- Specific uses for mobile devices
- Mobile devices for learning
- There are receptive, productive and communicative uses
- Respondents are using mobile devices to capture ideas and experiences
- Mobile devices have a useful function as tools that remind he user about what she/he has to do.
- Respondents make use of a range of applications for informal learning.
- One function of games is to fill gaps ion the day.
- Some respondents appear to be drawing boundaries around disparate uses
- The mobile phone features as an alternative means of communications and to support physical mobility, e.g. as an alternative to having a land line or when work involves travelling.
- Contact with others
- Access to information and answers
- Reading e-Books
- Listening to Podcasts
RE: MORE UNUSUAL USES:
- Recording one’s voice
- Replay on iPod
- Taking photos
- Contacting experts in other fields
- Uploading notes to blog
- Windows Live Messenger
- Language learning
- Finding information
- Headphones to shut out distractions
- Productive activities
- Permanency of taking notes: paper is easily lost
- Multipurpose; yo can take your work/entertainment with you
- Can combine work with a run with listening to a podcast
- Podcasts give access to unique historical/scientific content
- Suits auditory learners
- Closer relationship between students and teacher
- Multimedia in one small device is a timesaver for teachers
- Instant documentation of whiteboard notes
- Taking photos of overhead slides
- Help with learning disabilities
- Alternative news source/breaking news/immediate first hand reports
- Helps maintain a public diary with a community dimension
- Quick way to learn
- Gets you outdoors
- Field trips become more fruitful and challenging
- Using apps on the phone including Facebook and MSN
- Using GPS to find places
- Watching movies, TV, shows, vodcasts
- Listening to audio book,s podcasts
- Being part of micro-blogging communities e.g. Twitter
- Browsing websites
- Using location-based services, e.g. to find nearby taxis, banks, restaurants, etc.
- No longer having a land line.
Mobile device use is a fast-changing field that reflects rapid social changes as well as the increasing availability and smarter marketing of new devices. (ibid, 2011:32)
Micro-blog – are becoming more widespread, and we wold expect these uses to figure more prominently in the future. (2011:32)
Slate devices Apple iPad.
Several universities now offer ‘apps’ for smartphones using platforms such as Campus M.
Our findings indicate that institutions planning to offer mobile apps should build on the existing preferences of students for social communication. listening to audio, watching video and reading short texts if the apps are successfully to enhance the learning experience. (2011:32)
When students are offered appropriate mobile resources then they will use them. (2011:32)
We agree with Kennedy et al (2008) that ‘an evidence-based understanding of students’ technological experiences is vital in informing higher education policy and practice.’ (p. 109)
Pressures of study and assignment deadlines lead them to seek effective solutions to immediate needs on the go. (2011:33)
Avoid a ‘proadoption bias’
Futhermore, since the use of a mobile device represents a new technological means of reading books, articles and news, this might have an impact on how, and how much, students read, however further research would be needed. (2011:33)
The landscape of mobile devices has changed since our survey with some devices (standalone PDAs) becoming almost extinct and others (handheld GPS) endangered. (2011:33)
In favour of smart mobile phones and tablet devices.
REFERENCEBruns, A. (2005) ‘Anyone can edit’: understanding the produser. Retrieved from http;//snurb.info/index. php?q=node/s86 Conole, G (2007) Describing learning activities: Tools and resources to guide practice. In Beetham, H, & Sharpe, R (eds.), Rethinking Pedagogy for a Digital Age: Designing and delivering e-learning (pp.81-91) London, UK: Routledge
Kukulska-Hulme, Agnes, John Pettit, Linda Bradley, Ana A. Carvalho, Anthony Herrington, David M. Kennedy, and Aisha Walker. “Mature Students Using Mobile Devices in Life and Learning.” IJMBL 3.1 (2011): 18-52. accessed (May 22, 2011)
JISC. (2009). Effetive Pratice in a Digital Age: A guide to technology-enhanced learning and teaching. Retrieved from http://www.jisc.ac.uk/publications/programmerelated/2009/effectivedigital-age.aspx
Rogers, E.M. (2005) Diffusion of innovations (5th ed.) New York, NY: Free Press
Jones, C.R., Ramanau,R., Cross, S., & Healing, G. (2010) Net generation or Digital Natives: Is there a distinct new generation entering university? Computers & Education, 54(3), 722-732. doi. 10.1016/j.compendu.2009.09.022
Stockwell, g (2008) Investigation learner preparedness for and usage patterns of mobile learning. ReCALL, 20(3), 253-270. doi.10.1017/S058344008000232.
Trinder,k., Guiller,j., Margaryan,A., Littlejohn,A., & Nicol,D. (2008). Learning from digital natives: bridging formal and informal learning. Retrieved from http://www.heacademy.ac.uk/assets/York/documents?LDN%20FINAL%eport.pdf
Wenger, E (2010). SIKM community presentation online. Theme: REthinking Ourselves (KM People) as Technology Stewards. Retrieved from http://technologyforcommunities.com
- Mobile devices, mobile learners and Web 2.0 (mymindbursts.com)
- Here’s how to improve retention in e-learning – scaffolding, mentors, interaction and community (mymindbursts.com)
- Edutopia: A Guide to Mobile Devices for Learning (wired.com)
Put Bill Gates and Steve Jobs through the Kirton Adaptor Innovator personality inventory and what do you get?
Re-reading the Steve Jobs biography with four months in hand before another MAODE module I am struck by what it tells you about Gates and Jobs and how self-evidently one is an adaptor ‘doing things better’ while the other is an innovator ‘doing things differently’.
This drawn from doing a KAI personality inventory and all the reading around these tests for B822.
I came out at 144 on a scale of 160; I’d envisage Jobs as somewhere on the outer edges of 150 while Gates gets a 20 or 30, neither would be in the 60-130 zone for two thirds of respondents.
If they ever did one of these are the results known?
As most managers do observation and experience of a person’s behaviour and responses must suffice.
I can do this through the 1000+ entries I have here and by refreshing my mind from the current and archived blogs of others blogging here currently (though few if any blog there way through the MBA programme and I am yet to find anyone blogging about B822).
Discussing this with Ian Singleton of icanplayit.com two weeks ago, I was Linked In to the author from JISC Doug Belshaw a few days later.
This conversation could soon link to a myriad of people cited and listed in the JISC report on Mobile and Wireless Technologies. This smorgasbord of a review will take a few weeks to consume; I’ll want the recipe and I’ll be back for more, repeatedly. It is a module in its own right.
It requires the early morning to take a three hour stab at this. Kukulska-Hulme (2010) says “Mobile learning is here to stay, even if in a few years’ time it may no longer be distinguishable from ‘just learning’.”
As a student of e-learning the value of Doug Belshaw’s JISC review is broad. Whilst mobile learning is the main theme, there is a suitable warming up to the topic via the development of e-learning and a broad acknowledgement of the key thinkers of pedagogy which touches on innovations in learning and the debunking of Prensky and his idea of digital natives.
It makes a good read for anyone studying Open and Distance Education with the Open University.
The theme that the author may not have seen that is pervasive throughout, is the idea of the e-learning entrepreneur; this seems inevitable with a device and technology that puts learning into the pocket of the learner.
Laptops and smartphones become a learn as I please, when and where I want, device. I wonder too, when cameras will become phones?
Reflecting on the devices that got unwrapped this Christmas some of us might prefer the Canon or Sony camera that uploads directly to Facebook, Kodak or Picasa without the interface of phone and laptop, or even a memory card.
If ou can think of it, it has been done.
This is one of those documents that will takes weeks of consideration as I wish to read all the references too, not that I doubt the author, but because often I find thinking such as this is like a digital conversation caught in the wind and there are a dozen other voices speaking at the same time. I’ve not come across Traxler before, for example. He’s cited 12 times in this review.
Though, just because someone else has already done it, does not mean that I might not do it better?
JISC Spotlight The presentation. “Students no longer need to engage with information and discussion at the expense of real life but can do so as part of real life as they move about the world, using their own devices to connect them to people and ideas, ideas and information of their own choosing, perhaps using their own devices to generate and produce content and conversation as well as store and consume them.” (Traxler, 2009, p.70)
Why therefore bother with a traditional university education at all?
Better to go straight to work and learn on the job, not simply as a trainee or apprentice, but by tapping into institutional and corporate learning. This is important The wider mobility of society has led to ‘approx-meetings’ and ‘socially negotiated time’ (2009:73) which, although mobile devices have not been designed specifically for educational purposes, has a knock-on effect upon formal education.
This disruptive effect has both a strong and a weak element, argues Traxler.
The ‘weak’ element of the disruption due to mobile devices in formal education is at the level of nuisance – such as ‘cheating’ during examinations, inappropriate photographs, devices beeping during class time. The ‘strong’ element of disruption, on the other hand, “challenge[s] the authority of the curriculum and the institutions of formal learning” (2009, p.77); students can effectively become gatekeepers and organisers of learning for other students in a way institutions have only been able to do previously.
Given the fragmented nature of the current mobile learning environment, there are multiple definitions of mobile learning; however, most of these definitions recognise the importance of
• and conversation.
“[Mobile learning involves the] exploitation of ubiquitous handheld hardware, wireless networking and mobile telephony to facilitate, support enhance and extend the reach of teaching and learning”
Due to funding arrangements, which sector is involved, and country-specific contexts, mobile learning means different things to different communities.
• On the go
• Every day
• Between classes and home (and work)
• Conflicts of complements formal learning
• More interactive
Woodill (2010:53) identifies seven main affordances of mobile learning:
5. Context sensitivity
Belshaw (201) Mobile and Wireless Technologies Review 2010 Doug Belshaw, JISC infoNet
Traxler, J. (2009) ‘Learning in a Mobile Age’ (International Journal of Mobile and Blended Learning, 1(1), 1-12, January-March 2009)
Traxler, J. (2009) ‘Students and mobile devices: choosing which dream’ (in ALT-C 2009 “In dreams begins responsibility” – choice, evidence and change, Traxler, John (Professor of Mobile Learning, University of Wolverhampton)
Mobile Learning Challenge
If you are interested in mobile learning here’s a challenge from IET colleague Prof Agnes Kukulska-Hulme – co-author of some of the material in mobile learning (Week 19 of H800 of the Masters in Open and Distance Education).
Search ‘mobile’, ‘m-learning’ or ‘agnes’ here for my notes from the last 18 months if you are interested in having a go?
Perhaps some of us could work together and give the winnings to an educational charity or towards producing an idea?
The International Association for Mobile Learning (IAMLearn, http://www.iamlearn.org), in collaboration with Epic (www.epic.co.uk), is proud to announce the Mobile Learning Challenge.
The Mobile Learning Challenge is searching for innovative and visionary solutions for learning using mobile technologies.
Practitioners, students, and young researchers are particularly encouraged to contribute their inspiring and visionary concepts. Specific technical skills are not required for participating!
Full details here: http://www.iamlearn.org/competition.php
The first prize
The winner of the Challenge will receive £1000 (one thousand GBP). The winning solution will be presented to the mLearn 2011 conference audience either by the winner (if present at the conference) or by the President of IAmLearn.
This prize is co-sponsored by IAmLearn and Epic.
The second prize
The runner-up will receive a prize of 5 years’ free membership of IAmLearn.
Deadline for Submissions is Wednesday, 14 September 2011 24:00 GMT.
Please circulate this news through your networks and forward to anyone you think might be interested. We hope there will be many exciting submissions.
Best wishes. Agnes
President, International Association for Mobile Learning.
Down with something hideous and find myself on antibiotics. Want to be studying but haven’t the head for it, not academic papers.
As an asthmatic I wonder if the kind of videos I used to produce as interactive Apps might be of value?
Watch several movies, the wonderful ‘Barefoot in the Park’ with Robert Redford and Jane Fonda, the TV movie on the rise of Hitler with Robert Carlyle and ‘The Englishman who went up a hill and came down a mountain’ with Hugh Grant and Tara Fitzgerald.
‘The Rise of Evil’ is historically accurate though somewhat eager, understandably, to ensure that Hitler has no redeeming points. I’d recommend it as viewing alongside the two volume biography by Ian Kershaw.
‘Barefoot in the Park’ which I must have seen on TV in the 1970s drew me into the wonders of a stage play making it onto the big screen. I also admire the way five days of sex is handled by showing newspapers being put outside their hotel bedroom door every morning. I thought Paul put his shoes out to be polished, another film?