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How students in H.E. use their mobile phones for learning
 

How students in H.E. use their mobile phones for learning

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Presentation given at mLearn 2010 conference, Claire Bradley and Debbie Holley

Presentation given at mLearn 2010 conference, Claire Bradley and Debbie Holley

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    How students in H.E. use their mobile phones for learning How students in H.E. use their mobile phones for learning Presentation Transcript

    • How students in Higher Education use their mobile phones for learning Claire Bradley Research Fellow Learning Technology Research Institute [email_address] Dr Debbie Holley Principal Lecturer Learning and Teaching London Metropolitan University Business School [email_address] www.londonmet.ac.uk/learningonthemove/index.html
    • Background to research
      • Ongoing research into mobile learning with year one ‘new entry’ students
      • We have supported student groups using mediaBoard
      • Texted students ‘Learning tips’
      • Carried out a pilot for CONTSENS, an EU context specific project where students went out ‘on site’
      • Integrated ‘Textools’ a system where student text answers to questions in large lecture halls
      • And this project ‘learning on the move’
    • The study
      • Survey with students
      • Loaned flip video camcorders to 3 students to record their daily mobile learning use
        • 2 of these students also filmed video interviews with other students about their use
      • The 3 students were interviewed to explore their mobile learning practise in more depth
      • Interviews have resulted in 3 in-depth case studies or stories about their mobile learning practise and attitudes towards using their phones for learning
    • Survey results: The students
      • 74 1 st year undergraduates taking a core business module ‘Studying Marketing and Operations’ completed a questionnaire
      • Gender: 73% female, 27% male
      • Age:
      Age range 18-20 21-25 25-30 30-35 % respondents 61% 33% 5% 1%
    • Survey results: Students’ phones
      • Contract v ‘pay as you go’ (PAYG)
        • 63% on contract
        • 37% ‘pay as you go’
      • Make
        • Range of handsets owned is diverse – 72 students cited 37 phone models from 9 manufac- turers
        • 80% of phones can be classified as being Smart Phones (i.e. Internet and email enabled)
    • Survey results: Mobile features
    • Do you currently use your mobile phone for learning?
      • 22 students - 29% - said they used their mobiles for learning
      • 34 uses given (some students use their mobile for more than one task)
      • Uses reported have been grouped into 7 categories
    • Uses for learning Category Mobile phone use Total uses per category Conducting research/ Internet (4 students) 12 getting information Google (3 students) Research / search info. (5 students) Communicating Email (4 students) 6 Contacting group assignment members Fashion Facebook group Generating content/ Take pictures/photos (3 students) 4 artefacts Voice recording Using tools/ Calculator (3 students) 4 applications Microsoft Office Organising Putting reminder alarms for meetings 3 Check my exams Organiser Note-taking Write notes 1 Other Accessing learning materials 4 Presentations / r ecord presentations (2 students) Transport files (PDF, Word, PowerPoint …)
    • Case study: Sam
      • Foundation year Art, Media and Design
      • Blackberry Curve, 18 mth contract
      • Uses his phone for these learning activities:
        • S etting reminders in the calender, using the clock and alarm to organise his studying and schedule
        • P hotos of images and things to remember
        • R ecords lectures for later replay
        • C ommunicates with other students – phone, Blackberry Messenger (free between Blackberry users)
        • Uses the Internet and Google to look up information
        • Says his most common use is “probably the calendar, because that is really useful, because my organisational skills aren’t very good, so it does help to have a little buzz when you need to do something”
    • Case study: Sam
      • Why he uses his phone for learning:
        • Because it is “convenient”
        • “ I mean I’ve got it in my pocket 24 hours a day, it’s always there, and now I can use the Internet”
      • When:
        • “ When necessary”
      • Where:
        • At gallery visits and exhibitions
        • During lectures – records them and enters information such as dates and deadlines into the calendar
        • At home – checks notifications of forthcoming deadlines, tasks, etc. to see what he has to do
      • How the university could promote mLearning:
        • Send reminder texts
    • Case study: Shriya
      • First-year Public Relations
      • Blackberry Curve, PAYG + £5 per mth for Internet
      • Bought Blackberry because it has Windows software
      • Phone uses:
        • Access university systems – Webmail, Evision (student record system), WebLearn (downloads materials from VLE)
        • Email
        • Communicates with classmates – Blackberry Messenger is free
        • Accesses Facebook for tutorial groups
        • Makes notes using ‘Memopad’ (attach alarms to notes) and ‘Word to go’ to write notes in lectures and draft reports
      • Her mobile use is overtaking use of her laptop!
    • Case study: Shriya
      • Why she uses her phone for learning:
        • Because it is easier, it is accessible (always connected to the Internet and other people), you can use it anywhere and everywhere, and you don’t have to carry a heavy laptop around with you
        • “ It really helps you because it saves on time and money”
      • Where:
        • In quiet places – her room, the local park, but not in the library because they are not allowed
        • Not in front of a computer: mobile = freedom
      • How the university could promote mLearning:
        • Encourage students to use their mobiles, e.g. interactive learning sessions on how they could use them
        • She believes that using mobile phones can get students interested in the subject more, they are fun and help to create enthusiasm for learning
    • Case study: Heidi
      • First-year Public Relations
      • Sony Ericsson G502, PAYG, doesn’t use Internet (too expensive)
      • Phone uses:
        • Communicates with other students – primarily by TXT because it’s convenient and cheap, or calls which can be faster and more effective
        • Takes pictures – of things to remember, to use in her coursework or that give her ideas
        • Calculator (she’s studying statistics)
        • Makes notes and takes down thoughts by saving them as TXT messages
        • She relies heavily on TXT messages for communication and making notes
    • Case study: Heidi
      • Why she uses her phone for learning:
        • “ I know I have it on me always, and I can check it always, it’s better than writing in a small calendar book for me”
        • She would use her mobile more if she had a more sophisticated phone and cheaper Internet
      • Where:
        • “ Everywhere actually”
      • When:
        • When it is appropriate.
      • How the university could promote mLearning:
        • Produce an App. that would make it easy to access University systems because it is Internet-based, and it would save you time because you could access from anywhere
    • Other students’ mobile learning practise
      • 3 Foundation Art, Media & Design students
      • Rion, Sony Ericsson CyberShot
        • Uses the camera on his phone to take photos to use in his work. See video: http://www.londonmet.ac.uk/learningonthemove/videos/RionVideo.mp4
      • Isaac, Blackberry
        • Uses his phone as an alarm clock, to communicate with others via email and phone calls and for setting reminders for deadlines. See video: http://www.londonmet.ac.uk/learningonthemove/videos/IsaacVideo.mp4
      • Tomasz
        • Listens to music on his phone whilst he works to help him concentrate. See video: http://www.londonmet.ac.uk/learningonthemove/videos/TomaszVideo.mp4
    • Conclusions
      • Students are savvy and creative about using the phones that they have and finding cheap solutions
      • Many are already using their mobiles for a range of learning tasks, largely on their own initiative
      • One way forward is to encourage students (and tutors) to make more use of the powerful devices they have for learning activities
      • This work provides insights into students’ mobile phone ownership and their mobile learning practise, making it easier to design mobile learning initiatives around what they already do and could do
    • Contact details
      • Claire Bradley [email_address]
      • Debbie Holley [email_address]
      • The full survey data, case studies and video clips are all on the project website:
      • www.londonmet.ac.uk/learningonthemove/index.html