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Mobile Learning: SMS in educational contexts
Mobile Learning: SMS in educational contexts
Mobile Learning: SMS in educational contexts
Mobile Learning: SMS in educational contexts
Mobile Learning: SMS in educational contexts
Mobile Learning: SMS in educational contexts
Mobile Learning: SMS in educational contexts
Mobile Learning: SMS in educational contexts
Mobile Learning: SMS in educational contexts
Mobile Learning: SMS in educational contexts
Mobile Learning: SMS in educational contexts
Mobile Learning: SMS in educational contexts
Mobile Learning: SMS in educational contexts
Mobile Learning: SMS in educational contexts
Mobile Learning: SMS in educational contexts
Mobile Learning: SMS in educational contexts
Mobile Learning: SMS in educational contexts
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Mobile Learning: SMS in educational contexts

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Paper presented at WCC2010, Brisbane, Australia

Paper presented at WCC2010, Brisbane, Australia

Published in: Education
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  • Adelina. Nota : talvez fosse melhor: how the mobile phone may be used
  • Não se percebe como chegaste aqui!
  • Transcript

    • 1. Mobile Learning: Using SMS in Educational Contexts University of Minho, Braga, Portugal – adelina8@gmail.com Adelina Moura & Ana Amélia Carvalho
    • 2. Main Study <ul><li>W e carried out a study looking at how the mobile phone may be used in different learning settings as a learning tool within and outside a secondary school classroom, both in Portuguese and French languages. </li></ul>University of Minho, Braga, Portugal – adelina8@gmail.com
    • 3. <ul><li>A nalysis of the students' mobile phone appropriation as learning tools; </li></ul><ul><li>A ssessment of how the mobile phone mediates learning; </li></ul><ul><li>S tudying the mobile technology implications in learning: creating learning strategies and monitoring within and outside the classroom. </li></ul>Goals University of Minho, Braga, Portugal – adelina8@gmail.com “ Mobile phone appropriation and pedagogical mediation by students in educational contexts”
    • 4. Methodology <ul><li>A qualitative research methodology with multiple cases , involving a range of data collection techniques (questionnaires, interviews, focus group, observations, and diaries) was carried out. </li></ul>University of Minho, Braga, Portugal – adelina8@gmail.com
    • 5. Tools Students Activities Mobile Learning Learning Mediation Teaching FRAMEWORK – Constructivism, Activity Theory and ARCS Model - University of Minho, Braga, Portugal – adelina8@gmail.com
    • 6. Mobile Devices <ul><li>We examine the use of students mobile phone in the following contexts: </li></ul><ul><li>i) as a repository of learning contents; </li></ul><ul><li>ii) as a production tool for writing and reading and exploring multimedia features (audio, video and image); </li></ul><ul><li>iii) as an SMS-based learning scenarios. </li></ul>University of Minho, Braga, Portugal – adelina8@gmail.com
    • 7. SMS- based learning scenarios infrastructure University of Minho, Braga, Portugal – adelina8@gmail.com
    • 8. - Thoughts - Curricular Contents - Word of the Day (Dictionary) - Quizzes - “Who Wants to Be a Millionaire&quot; - Read Daily - (fables) - Riddles - Proverbs Scenario 1 Scenario 2 Scenario 3 Requesting Activities Collaborative Activities - Writing a collaborative micro story at a distance - Writing a collaborative micro story face-to-face Three scenarios of activities by SMS University of Minho, Braga, Portugal – adelina8@gmail.com Learning unities to read and store
    • 9. Participant’s profile University of Minho, Braga, Portugal – adelina8@gmail.com 2 40 8 44 0 0 27 100 Male 3 60 10 56 18 100 0 0 Female Group D (Fr) (n=05) f % Group C (Fr) (n=18) f % Group B (Pt) (n=18) f % Group A (Pt) (n=27) f % Groups Sex
    • 10. Results Presentation and Analysis Yes No Yes No Yes No Educational value of learning activities by SMS University of Minho, Braga, Portugal – adelina8@gmail.com 5 100 0 0 17 94 1 6 16 89 2 11 18 67 9 33 The set of all activities encouraged learning 5 100 0 0 <ul><li>94 </li></ul><ul><li>1 6 </li></ul>18 100 0 0 21 78 6 22 Receiving word definitions helped to enrich vocabulary 5 100 0 0 14 78 4 22 10 56 8 44 11 4 1 16 59 Receiving stories and fables motivated reading Group D (n=05) f % Group C (n=18) f % Group B (n=18) f % Group A (n=27) f % Items Answers
    • 11. Results Presentation and Analysis Positive Indifferent Negative Students’ reactions to the scenario 1 learning units Positive Indifferent Negative Positive Indifferent Negative University of Minho, Braga, Portugal – adelina8@gmail.com 5 100 0 0 0 0 14 78 4 22 0 0 16 89 2 11 0 0 14 52 12 44 1 4 Thoughts 5 100 0 0 0 0 14 78 4 22 0 0 13 72 5 28 0 0 10 37 15 56 2 7 Curricular contents 5 100 0 0 0 0 14 78 4 22 0 0 12 67 6 33 0 0 14 56 11 44 0 0 Word of the Day (dictionary) Group D (n=05) f % Group C (n=18) f % Group B (n=18) f % Group A (n=27) f % Items Answers
    • 12. Results Presentation and Analysis Scenario 3 Activities University of Minho, Braga, Portugal – adelina8@gmail.com Students who carried out the collaborative activities by SMS to create a micro story through SMS, face-to-face and at a distance said they liked it because it was a different way of working in pairs. It helped them interact and solve problems .
    • 13. Results Presentation and Analysis Reaction to all activities sent by SMS University of Minho, Braga, Portugal – adelina8@gmail.com 0 0 1 6 1 6 2 7 No 5 100 17 94 17 94 25 93 Yes Group D (n=05) f % Group C (n=18) f % Group B (n=18) f % Group A (n=27) f % Did you like the activities by SMS?
    • 14. Results Presentation and Analysis Data from Individual Interviews University of Minho, Braga, Portugal – adelina8@gmail.com All students interviewed stated that they enjoyed this type of learning.  In individual interviews, students said they had improved their learning:   “ The SMS helped me learn the foreign language ... and I assimilated better the information that was sent&quot; “ I liked the SMS ... so much content ... it helped me a lot&quot; &quot;The SMS sent by the teacher ... in leisure time I copied it into my notebook and I learned better&quot;
    • 15. Scenario1 Liked the activity &quot;Word of the day” All Scenarios E njoyed all activities sent by SMS Scenario 1 Receiving word definitions helped to enrich vocabulary . All Scenarios The set of all activities encouraged learning Scenario 2 Daily reading through stories and fables motivated reading 90% 60% 82% 66% 94% Data Synthesis University of Minho, Braga, Portugal – adelina8@gmail.com
    • 16. Findings <ul><li>i) S tudents had positive perceptions about the experiment and SMS use for learning improvement and the use of their own mobile phone as a learning tool; </li></ul><ul><li>ii) A ll groups showed interest in receiving educational content via SMS; </li></ul><ul><li>iii) S tudents' engagement in learning Portuguese and French languages was enhanced; </li></ul><ul><li>iv) W e noted an increase in students' motivation in both individual and collaborative learning.  </li></ul>University of Minho, Braga, Portugal – adelina8@gmail.com
    • 17. Thank you for your presence ! <ul><li>Comments? </li></ul><ul><li>Adelina Moura </li></ul>University of Minho, Braga, Portugal – adelina8@gmail.com

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