Your SlideShare is downloading. ×
0
Mobile Learning in Higher Education: The Corvinus case
Mobile Learning in Higher Education: The Corvinus case
Mobile Learning in Higher Education: The Corvinus case
Mobile Learning in Higher Education: The Corvinus case
Mobile Learning in Higher Education: The Corvinus case
Mobile Learning in Higher Education: The Corvinus case
Mobile Learning in Higher Education: The Corvinus case
Mobile Learning in Higher Education: The Corvinus case
Mobile Learning in Higher Education: The Corvinus case
Mobile Learning in Higher Education: The Corvinus case
Mobile Learning in Higher Education: The Corvinus case
Mobile Learning in Higher Education: The Corvinus case
Mobile Learning in Higher Education: The Corvinus case
Mobile Learning in Higher Education: The Corvinus case
Mobile Learning in Higher Education: The Corvinus case
Mobile Learning in Higher Education: The Corvinus case
Mobile Learning in Higher Education: The Corvinus case
Mobile Learning in Higher Education: The Corvinus case
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Mobile Learning in Higher Education: The Corvinus case

453

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
453
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Mobile Learning in Higher Education: The C Th Corvinus case i Gábor Kismihók Online Educa Berlin 2007
  • 2. Introduction • IT Foundation of the Hungarian Academy of Science www.mtaita.hu www mtaita hu • Administration • Content development • Department of Information Systems, Corvinus University of B d U i it f Budapestt www.informatika.uni-corvinus.hu • Mainstream Education • Corvinno Technology Transfer Center gy www.corvinno.hu • mLearning environment g10/13/2007 Taking learning mobile 2
  • 3. Corvinus University Of BudapesteLearning facts:• Department of Information Systems• WBL applications in education from the late ’90s 90s.• Synchronous / asynchronous systems (CooSpace, Centra)• Mobilised academic content• ~3000 users each year (faculty of 3000 business)• Cross-national activity with partner universities• International usage: University Selye, Komarno, Komarno Slovakia10/13/2007 Taking learning mobile 3
  • 4. Expertise: mLearning projects The role of mobile learning in European education, European Socrates-Minerva Project , p j www.ericsson.com/socrates2006 Mobile Learning i M i t M bil L i in Mainstream Ed Education - E ti European Leonardo da Vinci Project www.ericsson.com/mlearning3 Mobile Learning: the next g g generation of learning - g European Leonardo da Vinci Project http://learning.ericsson.net/mlearning2 http://learning ericsson net/mlearning210/13/2007 Taking learning mobile 4
  • 5. Blended mLearning • Anytime, anywhere y y mLearning • • Enhanced eLearning New pedagogy • Flexible Knowledge transfer • Blended learning eLearnig • • Adaptive knowledge testing p g Virtual Collaboration g • LMS • Core teaching activities • Traditional classroom F2F teaching • Educational Ontology • Content development10/13/2007 Taking learning mobile 5
  • 6. Group of specifies tasks Educational serves is part of specifies is part of ontology is part of Scope of Task Activities A ti iti serves requires requires element of Competence prerequisite Competence Module requires ensures p prerequisite q element of Knowledge belongs to Curriculum is part of requires Area knowledge of Module is i part of t f prerequisite is part of is part of premise refers torefers to Basic Theorem Example E l concept conclusion refers toR. Vas, 2006 , refers to 10/13/2007 Taking learning mobile 6 Test questions
  • 7. mLearning in F2F education Starting from the spring semester of the year 2006/2007 more than 3000 students can reach and use mobilized learning content with their mobile devices. Requirements: Opera Mini capable mobile device, mobile internet access, access to the department’s LMS Costs: approx. 0,04 EUR/10Kb, Demand driven usage – there was no real promotion (except by the focus course) behind the mLearning services.10/13/2007 Taking learning mobile 7
  • 8. The focus course • Introduction to Business Informatics, I. year Business , y BA programme • Spring semester, 2007 semester • ~ 650 students, 14 weeks • Lecture notes, adaptive tests, questionnaires were accessible with mobile devices • the size of contents: 6 Kb - 500 Kb • Questionaire was sent out, 244 replies were recieved.10/13/2007 Taking learning mobile 8
  • 9. mLearning survey results, 2007  Mobile learning increases the  Mobile learning increases the quality of e‐learning 60,00% 60 00% 40,00% 20,00% 0,00% 0 00% Strongly agree Agree Uncertain Disagree Strongly disagree10/13/2007 Taking learning mobile 9
  • 10. mLearning survey results, 200710/13/2007 Taking learning mobile 10
  • 11. mLearning survey results, 200710/13/2007 Taking learning mobile 11
  • 12. mLearning survey, 2007 Individual log-ins via the mobile interface g 30 25 20 15 10 5 010/13/2007 Taking learning mobile 12
  • 13. Student reflections - pros • „It was easy to access the materials” „ y • „It’s easier to use this, as I’m not bonded to a computer. computer ” • „Who tried out this way of learning, got expertise in using a mobile interenet browser (Opera Mini), which – I think – is a very useful Java application” • „It’s practical – I don’t have to carry around my books. books ”10/13/2007 Taking learning mobile 13
  • 14. Student reflections - cons • „The quality of handheld devices is important in order to deliver graphics and animations properly. Students without proper equipment had failed to y access the content.” • „The user guide for mLearning was not clear enough.” • „It was easy to use, but the visualisation and the readability of the graphs were sometimes poor.” • „The installation and the customization of Opera Mini was difficult ” The difficult. • „Unfortunately my phone is not good enough for this...” • „The size of the text was too small! The small!” • „My phone can’t handle Hungarian characters, which made the reading q quite difficult” • „Navigation is slow and complicated” • „ „It’s too exhausting to learn on my p g y phone.”10/13/2007 Taking learning mobile 14
  • 15. Student recommendations • „It should be simple, easily accessible for everyone. The size should be as small as possible (skip illustrations) in order to decrease the cost of downloading.” • „Provide more audio based content!” content! • „Improve the design of the system!” • „This way of learning is not very well k Thi fl i i t ll known. Y need t put You d to t more effort on promotion and dissemination.” • „Implement more f I l functions using communication f i i i i features of f mobile phones!” • „Build up projects, which push people towards using wap in their everyday life.” • „I don’t see any other meaning of this than cheating on10/13/2007exams.” Taking learning mobile 15
  • 16. Conclusions• Students have no money• mLearning is more acceptable if students use only the mobile devices without network connection (low cost)• Students don’t possess the latest don t technology• During the development, use widely g p , y accepted solutions• mLearning should support F2F activities• The structure of the teaching material must be clear and simple• Provide i l P id simple, easy t use working to ki environment, navigation
  • 17. Conclusions • More effort should be put on promotion! 1, 1 Majority of students still can’t use technology can t (corporate – academic cooperation?) 2, Therefore they need loads of support. • Si ifi Significant amount of students use mobile t h l t t f t d t bil technology already in their studies (without any promotion). • We have to be careful - the story is more important than technology! gy • “Strategy without action is a day-dream; action without strategy is a nightmare ” (Old Japanese proverb) nightmare. J b)10/13/2007 Taking learning mobile 17
  • 18. Thank you for your attention! Qestions?10/13/2007 Taking learning mobile 18

×