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201101 mLearning

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  • 1. +     Mobile  Learning:  Using  Mobile  Devices     to  Deliver  Interac6ve  Mul6media  Instruc6on     Dr.  Robert  Atkinson,     M.  Andree  Denham,  M.  Javier  Gonzalez-­‐Sanchez,  M.  Robert  Christopherson  ,  M.  Maria-­‐Elena  Chavez-­‐Echeagaray  
  • 2. +   Schedule   1.  About  us   2.  Introduc>on   3.  eLearning  vs  mLearning   4.  Our  Goal   5.  Proof-­‐of-­‐concept  using  an  iOS-­‐based  plaJorm   6.  Forecas>ng  the  future  trends   7.  Conclusions  Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray   2  
  • 3. +   About  us   1 Team     Learning  Science  Research  Lab  at  Arizona  State  University   leaded  by  Robert  Atkinson.       Data  and  Informa>on  and  Ar>ficial  Intelligence  group  at   Arizona  State  University  leaded  Kurt  VanLehn.     Mo>va>onal  Environment  (Human  Computer  Interac>on)   Group  at  Arizona  State  University  leaded  by  Winslow   Burleson  in  collabora>on  with  MIT  Media  Lab.   Project     Evalua>ng  the  Impact  of  Interac>ve  Tutoring  and  Game-­‐ Based  Environments  on  Learning  and  Engagement.  Office   of  Naval  Research  –  Grant  #  N000141010143.  Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray  
  • 4. +   Introduc6on   2   Mobile  device  ownership  has  seen  an  exponen>al   growth  throughout  the  world  in  the  last  decade.      Instruc>onal  designers,  both  in  private  and  public   industry,  are  looking  for  ways  to  create  and  deliver   instruc>on  for  mobile  devices.  They  are  mo>vated  by   the  ability  of  mobile  devices  to  deliver  complex,  high-­‐ quality,  interac6ve,  efficient,  effec6ve,  and  engaging   instruc6on,  to  a  large  audience  of  users  and  the  social   implica>ons  of  this.  Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray  
  • 5. +   Concepts   2   Complex,  and  high  quality.     Interac>ve,  and  engaging  instruc>on.     Efficient  and  effec>ve.     Large  audience.  Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray  
  • 6. +   To  Consider  (Pros)   2 Delivering  Instruc>on  on  Mobile  Devices  implies:     Capable  of  delivering  mul>ple  forms  of  media.   Comparable  interac>vity  to  desktop  interface.     Mobile  Devices  are  always  with  you.     Instruc>on  is  provided  any>me,  anywhere.  Alterna>ve  to   the  Desktop.     Cost  effec>ve.     Greater  interac>vity  in  comparison  to  desktops  (GPS,   accelerometer,  camera,  virtual  reality).  Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray  
  • 7. +   To  Consider  (Pros)   2 Delivering  Instruc>on  on  Mobile  Devices  implies:     Poten>al  for  ubiquitous  use.     Added  interac>vity  with  the  inclusion  of  input  sensors.     Support  Just-­‐in-­‐Time  and  Just-­‐In-­‐Case.     Games  and  Simula>ons  (Gamifica>on  concepts).     Engagement.  We  believe  that  Into  the  future  another   devices  will  integrate  the  same  technology     Not  a  computer  that  makes  phone  calls     Successful  gaming  &  simula>on  plaJorm     Intui>ve  User-­‐Interface  design  Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray  
  • 8. +   To  Consider  (Cons)   2 But  also  implies:     Baiery  issue.     Mul>ple  Opera>ng  Systems  and  Hardware.     Lack  of  PlaJorm  independence.  Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray  
  • 9. +   eLearning  vs  mLearning   3   Unfortunately  research  to  empirically  define  the  best  use   prac>ces  for  developing  instruc6on  for  mobile  devices   has  not  kept  pace  with  the  hardware  and  sojware   improvements  of  mobile  devices.       Most  instruc>on  developed  for  mobile  devices  are   developed  using  the  guidelines  and  best  prac6ces   defined  through  research  on  e-­‐learning.  Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray  
  • 10. +   Ques6ons   3   Is  mobile  learning  for  everyone?     What  are  the  guidelines/frameworks  for  developing   content  for  mobile  devices?     Engagement?     Behavior?   Reference     Towards  a  Theory  of  Mobile,  Proceedings  of  mLearn  2005   conference.  (2005).  Sharples,  Taylor,  &  Vavoula.    Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray  
  • 11. +   Scenario  mLearning   3 Burned  calories   Easy  Input  –  Touching   Hearth  rate   Movements     Scanning     Augmented  reality   Time     Velocity   Distance  Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray  
  • 12. +   Scenario  mLearning   3Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray  
  • 13. +  Scenario  mLearning   3
  • 14. +   Goal   4   As  we  move  ahead,  the  findings  from  this  project  will   have  implica>ons  for  higher  educa>on  and  K-­‐12   educators  as  well.       Both  are  looking  for  innova>ve  ways  to  efficiently   develop  instruc>on  that  mo6vates  and  engages   learners,  but  at  the  same  >me  encourages  the  learning   process  in  combina>on  with  the  enhancement  and   enrichment  of  learner’s  skills  and  meta-­‐skills.  Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray  
  • 15. +   Goal   4 Educa>onal  Technology  group     Outlining  guidelines  for  developing  mLearning  content   that  are  backed  by  research.     The  goal  should  be  to  not  just  replicate  elearning,  CBT,   WBT;  most  innova6ons  imitate  the  approaches  they   replace.     The  need  for  the  development  of  meaningful  metrics  in   the  domain  of  m-­‐learning.       Development  of  an  integrated  theory  of  mLearning  that   speaks  to  the  analysis  of  learning  in  a  mobile  world  and   the  design  of  new  technologies  and  environments  for   learning  Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray  
  • 16. +   Goal   4 Important  ques>ons     What  types  of  learning  tasks  are  best  suited  for  mobile   devices?     Verbal  Informa>on?     Intellectual  Skills?     Rules?     Problem  Solving?     Cogni>ve  Strategies?     Aotudes  Change?     Motor  Skills?  Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray  
  • 17. +   Goal   4 Intelligent  Tutor  Systems  group     Explore  the  learning  tasks  that  are  best  suited  for  mobile   devices  (Experien>al  Learning,  Instruc>onal  Games,   Simula>ons,  Coopera>ve  Learning,  Problem  Based   Learning,  etc.).     Explore  the  context  in  which  different  type  of  mobile   devices  are  effec>ve.  Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray  
  • 18. +   Proof-­‐of-­‐concept    (iOS-­‐based  plaVorm)   5   Begin  the  process  of  formulizing  a  framework  for   delivering  interac6ve  mul6-­‐media  instruc6on  through   mobile  devices.  Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray  
  • 19. +   Proof-­‐of-­‐concept    (iOS-­‐based  plaVorm)   5Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray  
  • 20. +   Forecas6ng  the  future  trends   6   The  need  for  the  development  of  meaningful  metrics  in  the  domain  of   m-­‐learning.       Create  a  Proof  of  concept  including  augmented  reality.     Augmented  Reality/Video.     Including  adap>ve  Sensors.     Addi6onal  Input  Devices/Third  Party  Controls:  Hap>c  Devices,  Emo>v   Headsets,  Hand  Sensors.     Adap>ve/Intelligent  Learning  Systems.     Pushing  Updates.     Tracking  Progress.     Assigning  Instruc>on.     Loca>on  Based  Updates/Adapta>ons.  Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray  
  • 21. +   Conclusions   7   The  challenge  for  the  educators  and  technology  developers   of  the  future  will  be  to  find  a  way  to  ensure  that  this  new   learning  is  highly  situated,  personal,  collabora>ve  and  long   term;  in  other  words,  truly  learner-­‐centered  learning.       Reference:     NESTA  Futurelab  Report  11:  Literature  Review  in  Mobile   Technologies  and  Learning.  Naismith,  Lonsdale,  Vavoula   &  Sharples  (2004).  Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray  
  • 22. +   Q+A  Javier  Gonzalez-­‐Sanchez  |  Maria-­‐Elena  Chavez-­‐Echeagaray