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Mobile Learning at Integration Learning Together

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View Matthew Chilcott's: Mobile Blended Learning in the Workplace presentation slides for the Integration Learning Together 2009 conference. …

View Matthew Chilcott's: Mobile Blended Learning in the Workplace presentation slides for the Integration Learning Together 2009 conference.

Visit http://idl.newport.ac.uk to access the research paper.

Published in: Education, Technology

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  • 1. MOBILE BLENDED LEARNING FOR THE WORK PLACE STUDY Matt Chilcott & Tom Hadfield
  • 2. BACKGROUND - INSTITUTE OF DIGITAL LEARNING New Media Education and 3D Web /Virtual Worlds Lab teams undertaking technology enhanced learning research and development work in partnership with Industry, Government and the Third Sector. HTTP://IDL.NEWPORT.AC.UK IDL@NEWPORT Hub Second Life presence launching in September ‘09
  • 3. BACKGROUND – IDL RESEARCH THEMES . Digital approaches for learning enhancement, heritage engagement and research dissemination. I. Social and educational digital inclusion. II. Applications of mobile technologies and multi user 3D web environments for workforce skills development, knowledge transfer and widening access.
  • 4. ACCESSING THE STUDY IN FULL The research paper has been peer reviewed & published in Newport’s Centre for Excellence in Learning and Teaching Journal and is also available in an Interactive format using my eBook free hosting.
  • 5. ACCESSING THE STUDY IN FULL Add Video page
  • 6. CONTEXT When once a book, journal or paper were principle types of learning resources that united flexible learning with personal mobility, the digital age now provides new mediums for learning and knowledge transfer ‘on the move’ through the use of portable and handheld devices. These integrate increasingly seamlessly with our lifestyles as communication devices capable of capturing, sharing and informing us about the world around us. Industry and Trainers are increasingly calling for new digital methods of work- place learning delivery that utilise new approaches to engage the modern workforce.
  • 7. CONTEXT A small-scale action research study conducted by the authors utilising volunteer participants examined the technological and pedagogical experiences of mobile blended learning. The study explores the impact of a migration of work place video tutorial learning materials (previously deployed through online/on-demand PC/Mac enabled etraining approaches using Moodle) on a series of handheld portable devices with a supporting hard copy complimentary paper manual.
  • 8. BACKGROUND Digital curriculum content housed in an open access Moodle CMS.
  • 9. BACKGROUND II. Content formats included bite size flash video experts talking head deployed using Adobe Captivate – available with or without subtitles. II. mp3 audio files. III. 3GP video format files for delivery on mobile devices. IV. A corresponding digital manual published using Yudu with eBook interactivity alongside flash based interactive exercises. VI. 9 video chapters average of approximately 4.5 minutes duration.
  • 10. INVESTIGATION PATHS MP3 download formats had been well received from previous curriculum publications therefore keen to examine learner experience of mobile video as a learning resource partnered with paper based materials. Our research themes were therefore: I. Pedagogic connections between mobile handheld device and paper-based learning resources. II. User perceptions of different forms of hand held devices for knowledge and skills development learning resource deployment. III. Effective study environments and deployment practice for blended mobile learning workplace etraining.
  • 11. MOBILE DEVICES USED
  • 12. TECHNICAL EXPERIENCES – MOODLE TO MOBILE
  • 13. TECHNICAL EXPERIENCES – MOODLE TO MOBILE Nokia N95 direct 3G/WAP access took a long time to view. PSP 3G/WAP browse & download took two minutes and file could not be located (The surfing experience was cumbersome). Download to Hard Disk Drive route worked effectively on both PC & Mac hardware. Firefox rather than Safari browser needed for Mac download.
  • 14. TECHNICAL EXPERIENCES – MOODLE TO MOBILE Bluetooth single file transfer Average 30 seconds to Phones & PDA. Phones – comfort to use, ease of file location and launch. iTunes and Zen Media route to Media players – easy to follow and worked each time.
  • 15. MOBILE DEVICES USED
  • 16. FINDINGS I. Pedagogic connections between mobile handheld device and paper-based learning resources. • The ease of use of the mobile devices and the location flexibility of the digital learning experience were key user drivers to support learning enhancement through the migration of the learning media materials onto handheld devices. • Some learning delivery complexity of seeking to watch the video tutorial whilst simultaneously reading the supporting paper based manual chapter. • ‘Connectivity anchors’ and ‘instructional guidance’ between the written materials and video chapters was identified as an area for improvement.
  • 17. FINDINGS I. Pedagogic connections between mobile handheld device and paper-based learning resources. • Whilst the Learning Practitioner group were able to integrate the mobile blended learning approach to fit with their preferred learning style this was not the same for the student group who were seeking more from the delivery strategy. • Differing expectations of interactivity with digital content were key learning design and delivery issues for the respondent groups. • The expert tutorial video led didactic delivery approach appears to have been too passive to fulfil their learning aspirations for mobile blended learning experiences.
  • 18. FINDINGS I. Pedagogic connections between mobile handheld device and paper-based learning resources. • Both cohorts recognised benefit to the ‘anytime, anywhere learning’ flexible delivery approach and the manner in which this would support learners in the work place. The ability to locate oneself away from desk- based location (as was the other delivery method via PC/Macs) was viewed favourably. • The majority of participants chose to undertake the mobile blended learning independently, even in instances when they decided to share the same study environment space.
  • 19. FINDINGS I. Pedagogic connections between mobile handheld device and paper-based learning resources. • Two participants chose to explore the mobile blended learning package collaboratively, enabling sharing of ideas and discussions about the chapters of materials reviewed. These collaborative learners who experienced a different social context of mobile blended learning returned the most positive feedback of all respondents. • The student group indicated that the learning experience would be enhanced by the use of more workplace relevant exercise-based approaches.
  • 20. FINDINGS II. User perceptions of different forms of hand held devices for knowledge and skills development learning resource deployment. • iPods and Zen Media players scored the highest for ease of use, video display quality with mobile phones coming a near second. • Personal mobile phones were popular – familiarity of use and navigation, however, desire for personal headsets as provided with other devices. • Screen size was ranked ahead of quality of video display in importance – some mobiles considered too small in comparison to other devices video displays
  • 21. FINDINGS II. User perceptions of different forms of hand held devices for knowledge and skills development learning resource deployment. • Ability to rewind video desired. • Several respondents familiar with the use of MP3 podcasts chose to listen to video audio after a while and read the paper based manual.
  • 22. FINDINGS III. Effective study environments and deployment practice for blended mobile learning workplace etraining. • All Respondent made independent choices of study locations. • All chose locations away from traditional desktop delivery. • Student Group chose to study independently but within close proximity to one another. • Learning Practitioners distributed themselves more widely across locations, choosing places to explore the mobile blended learning delivery that corresponded with their learning style preferences.
  • 23. FINDINGS III. Effective study environments and deployment practice for blended mobile learning workplace etraining. • Quiet area of busy office, library, canteen, break out quiet room for collaborative learning. Suggested alternatives – Car, Train, Bus, Café. • Respondents also made reference to the ease of use of materials in these types of locations for ‘break times’, ‘dead times’ and ‘quick learning’ opportunities. • The use of this delivery approach for learning was also referred to as enabling ‘learning anywhere anytime’ and there was an enthusiasm from all participants to learn within their chosen location ‘free’ from a computer.
  • 24. MOBILE BLENDED LEARNING FOR THE WORK PLACE STUDY Matt Chilcott & Tom Hadfield