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2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices
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2012 04-19 (educon2012) emadrid uc3m m-learning will disrupt educational practices

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2012 04-19 …

2012 04-19
(educon2012)
emadrid
uc3m
m-learning will disrupt educational practices

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  • 1. m-Learning will Disrupt Educational PracticesCarlos Delgado Kloos, Raquel Crespo, Carmen Fernández-Panadero, Mª Blanca Ibáñez, Mario Muñoz, Abelardo Pardo Universidad Carlos III de Madrid www.it.uc3m.es/cdk www.emadridnet.org
  • 2. 2 Technology and Learning   1st milestone   Computation   Multimedia   Intelligent Tutors   Communication   Radio broadcasting   TV broadcastingMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 3. 3 Technology and Learning   2nd milestone   Computation + CommunicationMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 4. 4 Technology and Learning   3rd milestone   Computation + Communication + ClosenessMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 5. 5 5 Educational Experiments 1.  Creating a back-channel 2.  Sending learning pills to students 3.  Educational gymkhanas 4.  Augmented reality 5.  Cross realityMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 6. 6 1. Creating a Back-Channel   1.1 Rationale   Communication between professor and students is not always fluent   Some students are too shy or are simply uninterested   The professor cannot always stop the flow of explanations, nor can the students interrupt all the time   To ask direct questions takes too much time   It would be good to have a communication channel from the students to the professor that wouldnt interrupt the main flow of explanationsMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 7. 7 1. Creating a Back-Channel   1.2 Setting   Students and professor were handed a mobile device   A simple web application was written through which the students could give feedback   The professor would receive consolidated average data   2 simple questions (Likert scale) and corresponding actions   The professor is too fast/too slow  professor can adjust speed   I am lost/I am following " professor can repeat explanationMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 8. 8 1. Creating a Back-Channel   1.3 Details   Nokia   Maemo device   Simple program written in PHP   Thanks to Nokia chair and J. VillenaMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 9. 9 1. Creating a Back-Channel   1.4 Conclusions   Sometimes the professor was overwhelmed with the multiple things we had to do   Do the explanations   Control the powerpoint   Look at students   Control the feedback information   Useful and valuable information for the professor   Trying to refine the experiment and apply it for practical groups where personal advice is needed   I. Gutiérrez, R. Crespo, C. Delgado Kloos: "Orchestration and feedback in lab sessions: improvements in quick feedback provision”, EC-TEL 2011, LNCS 6964Marrakesh, Morocco EDUCON, 2012-04-17--20
  • 10. 10 2. Sending Learning Pills   2.1 Rationale   Often the students dont come to class (they have the material online anyway)   When they come, they are not following or not motivated   The objective was to improve student class attendance, performance, and motivation   To achieve this, a set of learning pills was developedMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 11. 11 2. Sending Learning Pills   2.2 Setting   Students came with their own mobile device   The affordances of these devices were different   Devices have typically Bluetooth connectivity   A learning pill is a simple exercise that summarizes key concepts explained in class   It promotes reflection and self-study   Students attending a lecture or lab session automatically received a learning pill on their mobile phone just after the concept was presentedMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 12. 12 2. Sending Learning Pills   2.3 Details   Learning pills sent in class   OBEX (Bluetooth Object exchange) service used   Students had to answer in 24h   Professor replied by mailMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 13. 13 2. Sending Learning Pills   2.4 Conclusions   The rate of students attending more than half of the classes slightly improved (3.5%)   The average grades for students attending classes with pills were significantly better then those without pills   The use of learning pills had a positive impact on the evolution of the motivational states of the students over the duration of the course   M. Muñoz, P. Muñoz, C. Delgado Kloos: “Sending Learning Pills to Mobile Devices in Class to Enhance Student Performance and Motivation in Network Services Configu- ration Courses”, IEEE Trans. Education, 2011, Vol. 99, 1-5Marrakesh, Morocco EDUCON, 2012-04-17--20
  • 14. 14 3. Educational Gymkhanas   3.1 Rationale   When new students come to university, they have to learn where the different university services are   At UPF, there is a course on introduction to the university   Instead of giving them theoretical talks, it is more effective (and more fun) to organize an activity on site   An educational gymkhana is the perfect way to explore a university campusMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 15. 15 3. Educational Gymkhanas   3.2 Setting   Students were given mobile devices to explore the campus collaboratively in groups   Information was stored on tags placed on campus   Students had to solve challenges   The jigsaw collaborative learning flow pattern was used: discover, explain, reflect   Log files were collected resulting from the exploratory activity   Questionnaires were prepared and evaluatedMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 16. 16 3. Educational Gymkhanas   3.3 Details   NFC mobile phones, NFC tags   Software tools were developed for writing and reading tags   Bluetooth technologies were used to collect the log files   Moodle and Google Docs were the web-based tools employed for editing and answering the questionnaires and for uploading and sharing the final works   IMS-LD was used in the 2nd run for orchestrationMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 17. 17 3. Educational Gymkhanas   3.4 Conclusions   A very rewarding experience   It was repeated on 2 consecutive years with incremental technology support   M. Pérez, G. Ramírez, D. Hernández, M. Muñoz, P. Santos, J. Blat, C. Delgado Kloos: “Discovering the campus together: A mobile and computer-based learning experience”, J. Network and Computer Applications, 2012, 35, 176–188Marrakesh, Morocco EDUCON, 2012-04-17--20
  • 18. 18 4. Augmented Reality   4.1 Rationale   With augmented reality it is easy to superimpose digital information on physical objects   The basis can be positioning, markers, or image recognitionMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 19. 19 4. Augmented Reality   4.2 Setting   Several different experiments   MathAR: Mathematical operations   SyllabAR: Combine syllables to compose as many words as possible   FlashAR: Augmented flashcards   PuzzAR: Augmented puzzlesMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 20. 20 4. Augmented Reality   4.3 Details   Implemented with   AMIRE AR engine   Junaio   Popcode   Android mobile phones and tabletsMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 21. 21 4. Augmented Reality   4.4 Conclusion   The role of AR in this game is to provide feedback to the user and enhance the association of concepts   This game does not allow teaching abstract names   Several other great experiments carried out with children   Great enthusiasm shown by students, profs and parents   Á. Reina, Á. di Serio, C. Delgado Kloos: “Current and Prospective Role of Augmented Reality in Mobile Learning”, JITEL 2011, Santander, 28-30 Sept. 2011   Á. di Serio, M.B. Ibáñez, C. Delgado Kloos: “Impact of an Augmented Reality System on Students Motivation for a Visual Art Course”, Computers & Education, 2012Marrakesh, Morocco EDUCON, 2012-04-17--20
  • 22. 22 5. Cross Reality   5.1 Rationale   Now technology permits to build rich 3D virtual worlds that can be used for educational purposes   Nevertheless, the interface is not the best, and one has to be in front of a computer   It is much natural to interact with objects in the real world   Cross reality tools allow to take advantage of information from 3D virtual worlds in the physical world by means of mobile devicesMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 23. 23 5. Cross Reality   5.2 Setting   The Gran Vía Boulevard was constructed in a 3D virtual world environment with geo-localized buildings   Protocol defined sending information (avatar position, text, images) from the virtual world to mobile devices   A learning experiment was defined were students had to solve challenges in the real world   Usability studies were madeMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 24. 24 5. Cross Reality   5.3 Details   Open Wonderland   Android   Protocol defined   Voice communication over SIP   Additional info sent: avatar position, text, imagesMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 25. 25 5. Cross Reality   5.4 Conclusions   Extended Augmented Reality harnessing the richness of 3D virtual worlds and the advantages of mobiles devices   Very powerful combination   M.B. Ibáñez, C. Delgado Kloos, D. Leony, J.J. García, D. Maroto: “Connecting Virtual Worlds with the Real World for Learning a Foreign Language”, IEEE Internet Computing, 2011, 15:6, 44-47   Partial collaboration with Deimos Space in the context of the "España Virtual" CENIT projectMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 26. 26 Conclusions   All these experiments show that mobile devices open a whole new world of opportunities in education   Mobile devices are like magic wands that extend our capabilities   The challenge lies in finding out how these opportunities can be effectively used in educationMarrakesh, Morocco EDUCON, 2012-04-17--20
  • 27. 27 The disruption in education will certainly occur!Marrakesh, Morocco EDUCON, 2012-04-17--20

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