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2012 11 philip uys mobile learning promise and practice

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mobile learning: promise and practice philip uys

mobile learning: promise and practice philip uys

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  • 1. Mobile Learning:Promise and Practice Assoc Prof Philip Uys Director, Strategic Learning and Teaching Innovation Division of Learning and Teaching Services Charles Sturt University, Australia puys@csu.edu.au DIVISION OF LEARNING AND TEACHING SERVICES
  • 2. 1. Introduction2. Key mLearning concepts3. The promise of mobile learning4. Mobile learning at Charles Sturt University5. Identifying and overcoming challenges6. Implementing a successful mobile learning strategy7. Possible future growth areas DIVISION OF LEARNING AND TEACHING SERVICES
  • 3. 1. Introduction-Sponsor CSU mLearn project; judge of GSMAs 17th Global Mobile Awards (Best Mobile Innovation for Education or Learning)Mobile learning is a dynamic field - students devices : institution provided systems/devices - personal learning : formal learning - synchronous : asynchronous - offline : online - social/conversational : individual - variety of devices - dynamic relationship of the four variables of a mobile learning strategy: interactivity, content, audience, platform DIVISION OF LEARNING AND TEACHING SERVICES
  • 4. 2. Key mLearning concepts - mLearning is about supporting the mobility of the learner (anywhere, anytime) with contemporary mobile deviceshttp://www.flickr.com/photos/anniemole/4732863210/sizes/m/in/ http://www.flickr.com/photos/sylvain_courant/7195638photostream/ 808/sizes/m/in/photostream/ DIVISION OF LEARNING AND TEACHING SERVICES
  • 5. - We are using the students devices (not the institution’s) and moving into their world in a more direct and personal wayhttp://www.flickr.com/photos/calotype46/5963009611/sizes/m/in/photostream/ http://www.flickr.com/photos/calotype46/5963568548/sizes/m/in/ photostream/ DIVISION OF LEARNING AND TEACHING SERVICES
  • 6. - On-demand learning: occurs more often than online learning, butshorter periods of access http://www.flickr.com/photos/razorshine/4662188057/sizes/m/in/photostream/ DIVISION OF LEARNING AND TEACHING SERVICES
  • 7. - Learning with the expectation to continue on other devices http://www.flickr.com/photos/workinpana/4492789972/sizes/m/in/photostream/ DIVISION OF LEARNING AND TEACHING SERVICES
  • 8. - Tablets, and particularly the iPad, has accelerated the growth anddemand for mobile learning http://www.flickr.com/photos/smemon/5171518129/sizes/m/in/photostream/ DIVISION OF LEARNING AND TEACHING SERVICES
  • 9. 3. The promise of mobile learning- general access to the “University”; learning and teaching; research – thispresentation focuses on the promise of mobile regarding learning DIVISION OF LEARNING AND TEACHING SERVICES
  • 10. - CSU Ed Tech survey responses June 2010 (n=4000) • 87% of students want to revisit work from lectures on their handheld/mobile device • Students were evenly split (50/50) among those who wish to access on campus information; subject information; subject readings; assessments or notifications on a handheld/mobile device. DIVISION OF LEARNING AND TEACHING SERVICES
  • 11. - CSU website access through mobile devices per month: January 2012: Growth in access by mobile devices of more than 1000% since January 2010- Particular needs at CSU: - CSU students doing fieldwork need to access CSU’s learning and teaching systems wherever they are. - The envisaged increase in students from lower SES backgrounds could see a decrease in privately owned laptops with a resultant higher ratio of mobile (small screen) devices DIVISION OF LEARNING AND TEACHING SERVICES
  • 12. - The drivers of mobile learning (Gary Woodill)•cultural dreams•growth of mobile phones•movement of people•need for connection•mobile workers/learners•non-traditional work spaces•new generation brought up with computer technologies•rapidly developing mobile technologies•move to ubiquitous computing DIVISION OF LEARNING AND TEACHING SERVICES
  • 13. - some mlearning developments in Australasia and beyond• Take up by many universities in Australasia and internationally due to mobilecapability of LMSs• Early pilot programs have found that students feel that mobile technologyencourages exploration of additional course topics, helps manage time,provides new functions/tools, increases learning, and makes coursesmore interesting (University of Notre Dame, 2011) and provide additionalmotivation for learning (Bond University, 2011) DIVISION OF LEARNING AND TEACHING SERVICES
  • 14. • The Horizon Project is a long-running qualitative research project that seeks toidentify and describe emerging technologies likely to have a large impact onteaching, learning, research, or creative expression within learning-focusedorganisations. For the last three years mobile learning has featured as thenumber one emerging technology both internationally and in Australasia• A typical Smartphone has not only a wireless internet connection but a GPS,accelerometer, compass and multi-touch interface which can be developedto create a much more personal experience where content can be delivered,created and contextualized by a student’s physical location.http://www.lukew.com/resources/articles/MobileFirst_LukeW.pdf DIVISION OF LEARNING AND TEACHING SERVICES
  • 15. • Q2 2012: Americans now spend more times consuming media on mobiledevices that they do on TV. Out of the nine hours they spend in totalconsuming media, mobile is top with 2.4 hours, followed by TV (2.35 hours), andPCs (1.6 hours).http://www.inmobi.com/• There are now more devices running mobile operating systems than thereare Windows PCshttp://live.theverge.com/microsoft-live-blog-tablet-announcement/• Mobile phones are ubiquitous in Australia with more that 130% saturation andalready over 52% of Australians have a smartphone. Mobile phones are thefirst in the next wave of personal computing and 74% of Australians won’tleave home without it.http://www.budde.com.au/Research/Australia-Mobile-Communications-Subscriber-Statistics.htmlhttp://www.thinkwithgoogle.com/mobileplanet/en/http://www.thinkwithgoogle.com/mobileplanet/en/ DIVISION OF LEARNING AND TEACHING SERVICES
  • 16. • In the final quarter of 2010 Fortune reported that Smartphones outsold PCsfor the first time – a full two years before the prediction by Morgan Stanley –and according to the UN Telecommunications Agency www.itu.int 77% of theworld’s population now has mobile devices.• 162.7% increase 2010 - 2012 in worldwide mobile % of web traffic• Around 22 percent of web content is now consumed on mobile deviceshttp://pandodaily.com/2012/09/21/mobile-eating-the-web-22-percent-of-web-content-now-consumed-on-smartphones/ The technology is here, ready, available and in widespread use BUTavailability does not mean that by itself it has potential to enhance learning DIVISION OF LEARNING AND TEACHING SERVICES
  • 17. Impact on learning “There is something counter-intuitive but familiar about this approach to technology: new technologies often heralded and sold as “revolutionary,” are deployed to do the same old things” (p. 11). Hanley, L. (2011). Teacher as bricoleur. Radical Teacher, 90, 9-14. DIVISION OF LEARNING AND TEACHING SERVICES
  • 18. The focus in this presentation is on distinctive aspects compared to f2fand distance education, such as using the:1.inherent affordances of mobile devices themselves (mobility, GPS,etc.)and2. functionality on the devices (apps) DIVISION OF LEARNING AND TEACHING SERVICES
  • 19. - A few standout items of the “24 benefits of mobile learning - MarcusBoyes” -1.Relevance: mobile learning enables training and evidence collection to be ‘situated rather than simulated’ and so it makes learning possible at the point of need e.g. Induction - 2. Elimination of technological and acceptance barriers: the use of a learner’s own mobile device means they are already familiar with the technology, eliminating technological barriers to accessing learning. - 3. Context sensitive learning: with GPS and the use of QR codes learning can become specific to a location Note that learning before classrooms were mobile; social; and in context! Schoolrooms, however, in the1700s immobilized and standardised learning In 1770 print impacted education that lead to the "modern classroom” (Gary Woodill) DIVISION OF LEARNING AND TEACHING SERVICES
  • 20. Distinctive capabilities in learning and teaching through (personas):1. Students accessing learning materials2. Performing learning tasks3. Participating in learning interactions4. Performing assessment tasks5. Students accessing learning support6. Evaluating teaching DIVISION OF LEARNING AND TEACHING SERVICES
  • 21. Designing Content for Multiple Devices; Brandon Carson, Michelle Lentz DIVISION OF LEARNING AND TEACHING SERVICES
  • 22. Add: To Create and Contribute! DIVISION OF LEARNING AND TEACHING SERVICES
  • 23. DIVISION OF LEARNING AND TEACHING SERVICES
  • 24. a. eBooksMartha (28) is studying by distance. Whilston the train she is able to browse booksand resources in an online store on heriPad. Before she reaches her destinationshe has read a few samples and chosen topurchase an eBook of her prescribed textso she can avoid lugging the large volumeprint copy to and from work.BTW: US education chief wants textbooks to godigital; South Korea to go fully digital with itstextbooks by 2015; Hong Kong $50m to launchEMADS i.e. e-textbooks DIVISION OF LEARNING AND TEACHING SERVICES
  • 25. b. Pod/VodcastsRachel (43) is enrolled in CSU throughdistance education. She uses mobiletechnology mostly to complete her readingswhile on the move. She is able to accesspodcasts of her lectures using iTunesUwhile she is preparing dinner, and on herhands free mobile phone while travelling towork and socially DIVISION OF LEARNING AND TEACHING SERVICES
  • 26. 3. Performing learning tasks DIVISION OF LEARNING AND TEACHING SERVICES
  • 27. a. Research Andre (42) is a 4th year education student on practicum in a small country town teaching year 2 children. He uses an iPad to find relevant articles and add it to “Instapaper” to read later (“Instapaper” also allows Andre to change the font, size and colour.) This supports personalised learning (learning is customised for the preferences, history and abilities of individual learners or groups of learners). DIVISION OF LEARNING AND TEACHING SERVICES
  • 28. b. ePortfolio/Personal Learning SystemLiz (24) is a final year student in B.Information Studies, currently studyingSocial Networking in Information Studiessubject. She is able to update her ePortfoliousing her smart phone to keep a record ofany meetings that she will have in regards towork or study. She also uses the PebblePad applicationon her smart phone todocument emergent,unintentional learning. DIVISION OF LEARNING AND TEACHING SERVICES
  • 29. c. Mobile CaptureMick (44) is a mature age student farming outside BrokenHill. He is in his second year of study doing a jointagricultural /health science diploma by DE. Out in thefield, where there is no network connection, Mick is stillable to use his phone to take photos of examples fromhis study guide which are also geo-tagged. When he isback at the homestead he is able to upload them to theforums for discussion with his peers. This supportscontingent learning (reacting to the environment andchanging experiences), and situated learning (learningtakes place in the surroundings that make learningmeaningful). Mick also sends x-rays from outstations with comments to the academic for upload in the LMS, or sometimes upload it himself at the homestead. DIVISION OF LEARNING AND TEACHING SERVICES
  • 30. d. Geo-taggingKevin (20) is a student in environmentalscience who with fellow students visits anatural reserve near Sydney where variousplants and trees are geo-tagged to deliveronline information and enhance users’experiences via photo, video, audio andtext; on the user’s mobile device. Kevincan add to the information which is thenavailable to his peers. It is developed asan environmental teaching tool as well asan eco-guide for natural reserves andparks. DIVISION OF LEARNING AND TEACHING SERVICES
  • 31. e. SMSMichael (23) is a final year Vet student. Hehas a basic mobile phone (not a smartphone). He accesses CSU’s intelligentmobile answer engine that deliversknowledge bits over SMS. The return SMSwill contain the exact answer to the queryand not links to answers.(as per Nokia Life: 80 million users) DIVISION OF LEARNING AND TEACHING SERVICES
  • 32. 4. Participating in learning interactions DIVISION OF LEARNING AND TEACHING SERVICES
  • 33. a. CHATAndre (42) is a 4th year education studenton practicum in a small country townteaching year 2 children. He uses an iPad toaccess his Learning Management Systemmodules and communicates with otherstudents in the class using the chat tool. Heis also an expert on using his mobile phoneto participate in Twitter discussions. DIVISION OF LEARNING AND TEACHING SERVICES
  • 34. b. Messaging System - the LearningManagement SystemPete (41) is an academic teaching adistance education cohort in the Outback.His students in the region have intermittentInternet access at best and the mobilenetworks are far more robust. Pete sendsnotifications to students (using SMS)regarding the availability of new Internetresources as they are posted so studentsknow when they need to get online. DIVISION OF LEARNING AND TEACHING SERVICES
  • 35. 5. Performing assessment tasks DIVISION OF LEARNING AND TEACHING SERVICES
  • 36. a. Self Assessment ToolsJames (29) is studying a health sciencedegree. James is about to undertake amultiple choice test on the train as part ofhis subject revision. To access this, Jamesuses his tablet and an environmentspecifically designed for mobile use. Oncecomplete, James will get instantaneousfeedback from the test and see where hemay need to focus his studies for theexam. DIVISION OF LEARNING AND TEACHING SERVICES
  • 37. b. OLE Access – online assignmentsubmissionSam (28) is a trainee parks managercompleting a Bachelor of EnvironmentalSciences. Sam is struggling to connect toanything because of his very remote location.He is able to get mobile reception in somelocations with higher elevation. Sam is able totake his tablet computer and submit hisassessments using his mobile connectionsaving a long trek into town. Mobile learningthus addresses geographical or spatialdistance. DIVISION OF LEARNING AND TEACHING SERVICES
  • 38. c. Radio-frequency identification (RFID)James (29) is studying a health sciencedegree. He is required to attend a trade fair inSydney and check in with at least half of thestalls at the fair. RFID uses radio waves totransfer data from an electronic tag attached tothe student, through a reader for the purposeof identifying and tracking the object. Studentswear RFID bracelets that connects them totheir Facebook and Twitter pages. At eachstation they scan their bracelet and have apost or tweet automatically sent to their pages. DIVISION OF LEARNING AND TEACHING SERVICES
  • 39. DIVISION OF LEARNING AND TEACHING SERVICES
  • 40. a. Learning Support Tools and SMSRobyn (58) is a mature age student returning to studyafter 25 years in the workforce. She is struggling withthe Learning Management System that is so differentfrom how she studied when she got her degree. Shehas to contribute to a Wiki in one of her subjects andafter watching a video showing how wiki formatting isdone she feels more confident. She has downloaded acheat sheet to her mobile that lists all the codes so shecan refer to it quickly whenever and wherever sheneeds to.Furthermore, she has elected to receive targeted SMSmessages such as reminders of assessments andencouraging messages at crucial milestones. DIVISION OF LEARNING AND TEACHING SERVICES
  • 41. 6. Evaluating teaching DIVISION OF LEARNING AND TEACHING SERVICES
  • 42. a. Classroom FeedbackLeanne (31) - first year academic teaching Accounting.Leanne wants to ensure that she is engaging with thestudents, that they are finding the subject informationuseful and the assessments beneficial so she hasdeployed a range of feedback tools to her subjectmaterials through mobile devices. Students can “like”and rate sections of the online modules as well as makecomments, which are recorded anonymously. Studentsare able to update their comments simultaneously,using a smart phone. DIVISION OF LEARNING AND TEACHING SERVICES
  • 43. A few ways students (and teachers) are using smartphones in the classroom - Laura Clark/Katie Lepi • Take a photo of the whiteboard notes – with Evernote save it in the cloud • As clickers with ResponseWare • Voice recording of the lecture • Discipline/subject specific apps • Check school/university email • Access electronic textbooks • Organizers • Field researchhttp://www.21stcenturyfluency.com/blogpost.cfm?blogID=3004&utm_source=dlvr.it&utm_medium=linkedin&goback=.gde_137892_member_173660465http://edudemic.com/2012/10/40-quick-ways-to-use-mobile-phones-in-classrooms/?utm_medium=linkedin&utm_source=twitterfeed DIVISION OF LEARNING AND TEACHING SERVICES
  • 44. 4. mLearning at CSU DIVISION OF LEARNING AND TEACHING SERVICES
  • 45. http://www.csu.edu.au/division/lts/docs/role/ltsystemsdashboard.pdf DIVISION OF LEARNING AND TEACHING SERVICES
  • 46. Implementation thus far: - 2012 iTunesU (private) with CSU Replay - since 2008 podcast tool in Interact: 2011 in 714 subject sites, out of approx 3600 sites = 20% (BTW: great for learning languages) DIVISION OF LEARNING AND TEACHING SERVICES
  • 47. Implementation thus far: - 2012 iTunesU (private) with CSU Replay - since 2008 podcast tool in Interact: 2011 in 714 subject sites, out of approx 3600 sites = 20% - since 2010 ePortfolio/PLE system mobile web and iPhone/iPad app - new virtual classroom Adobe Connect has a mobile interface (Jan 2013) - new version of the digital object management system (Equella) will have a mobile interface (early 2013) DIVISION OF LEARNING AND TEACHING SERVICES
  • 48. http://eportfolio.csu.edu.au/pebblepad/mobile DIVISION OF LEARNING AND TEACHING SERVICES
  • 49. • General mobile access available since mid-2011: mobile web available targetingiphones and android phones http://m.csu.edu.au Since this week also a mobile app! DIVISION OF LEARNING AND TEACHING SERVICES
  • 50. 2011 - 2013 mLearn project at CSU- 2011 TO 2013 to expand mlearning and explore sustainability issues 1. Mobilise specific features and tools from Interact (CSU’s learning management system Sakai) 2. Run trials of tablet devices 3. Develop mobile friendly media-rich learning materials 4. Pre-load tablets in the Library for workplace learning, and 5. Mobilise the subject evaluation system. DIVISION OF LEARNING AND TEACHING SERVICES
  • 51. Phase One trials: 1. Nuclear medicine: interactive elements to the classroom using responseware (clicker app); an information access point and communication tool for students on placement; Use multimedia capabilities to record learning practice in a video diary 2. eCommerce (ITC594 E-commerce Technologies): multiple cohorts; mobile technology and e-commerce; students create and develop content for assessment directly on the iPad 3. Education (EML302 Investigation: Literacy): create multimodal text; participate in weekly tutorial sessions with the iPad; develop writing tasks using the iPad; post writing tasks to a class blog DIVISION OF LEARNING AND TEACHING SERVICES
  • 52. Phase Two trials:1.Demonstrating mathematics using an iPad. Academic Support & School ofDentistry & Health Sciences | Faculty of Science. Colin Glanville, MatthewPreston, Allan Ernest and Matthew CollinsThis group are investigating the use of iPads in mathematical based subjectsto improve the student experience and performance. One area they areinvestigating is how to reduce or break down the barrier for distancestudents having difficulty with problem solving. Direct interaction withdistance students would enable improved problem solving, concept developmentand retention in a highly mathematical subjects. The use of apps to recorddrawing and handwriting with voice to create resources that can be storedand sent to students to explain difficult concepts and problem solvinginstruction. DIVISION OF LEARNING AND TEACHING SERVICES
  • 53. 2. Apps in Nursing: Simulation and Resources. School of Nursing &Midwifery | Faculty of Science Amy Vaccaro and Jessica Biles The iPad has been deployed to create a simulation using the patientmonitor app SimMon. One device becomes the patient monitor, displaying thepatients’ heart rate, blood pressure and SpO2. The second device is used bythe facilitator to change the patient’s vital sign to reflect a deteriorating patient oran improving patient as the students respond to the “patient’s” condition. TheiPads are also used to access resources such as e-MIMS for students tolook up different drugs and have the most up to date information. This alsoextends to a range of other resources available through the CSU Library’sextensive digital catalogues.3. iPads for Accessibility. Student Services Office. Wendy Toupas The disability service are evaluating the mobile learning environmentand accessibility for iPads. Students assessing how the devices cope withvision impairment utilising on-screen enlargement and text to speechsoftware. The assessment extends to how learning resources may be deliveredin a variety of accessible formats. DIVISION OF LEARNING AND TEACHING SERVICES
  • 54. 4. iPads for Teaching. School of Nursing, Environmental Science, CommunityHealth and Dentistry & Health Sciences This cohort of participants will be assess the utility of the iPad for arange of tasks in academic roles. This includes the use of the iPad to facilitatepaperless marking, social media engagement with students, investigationof learning resources, implementation of paperless strategies and theintegration of mobile technology into a range of teaching contexts across arange of discipline areas.5. Class Trials School of Humanities & Social Sciences | Faculty of Arts.Lachlan Brown Students enrolled in the subject Writing for Publishing will assess thecapabilities of the iPad to write extensively and capitalise on it’s portability andextra functionalities. This trial will also investigate paperless marking and theuse of social media. DIVISION OF LEARNING AND TEACHING SERVICES
  • 55. 6. Class Trials School of Communications & Creative Industries | Faculty of ArtsDavid Reid This subject Understanding Digital Media will assess the suitability ofmobile technology as a means of production of Digital Media. Students areexposed to a range of technology from consumer grade gear through toprofessional production equipment. The large cohort of students will be able toloan the devices through the existing equipment lab in the school.Learning ResourcesThe mLearn project is also working with LTS Media Services, AcademicSupport, Faculty of Business & School of Policing to explore the productionof mobile compatible Learning Resources as eBooks.CSU LibraryThe library are trialling a range of devices, eReaders and iPads, to promoteaccess to their digital collections and new media forms available for mobiletechnology. They have conducted trials of loaned devices for students inpractical placements and how they can be used by library support staff toprovide improved services. DIVISION OF LEARNING AND TEACHING SERVICES
  • 56. Findings from Phase 1 pre-trial (43/55): DIVISION OF LEARNING AND TEACHING SERVICES
  • 57. Findings from Phase 1 pre-trial (43/55):Overwhelmingly: Many times a day DIVISION OF LEARNING AND TEACHING SERVICES
  • 58. Findings from Phase 1 post-trial (13/42): DIVISION OF LEARNING AND TEACHING SERVICES
  • 59. Findings from Phase 1 post-trial (13/42): DIVISION OF LEARNING AND TEACHING SERVICES
  • 60. Findings from Phase 1 post-trial (13/42): DIVISION OF LEARNING AND TEACHING SERVICES
  • 61. Findings from Phase 1 post-trial (13/42): DIVISION OF LEARNING AND TEACHING SERVICES
  • 62. 5. Identifying and overcomingchallenges DIVISION OF LEARNING AND TEACHING SERVICES
  • 63. Ethical issues• Inequity across different socio-economicgroups and ability to use the technology –organisation could provide; alternatives;decreasing cost of devices; blended• Radiation: disputes around tumourcreation, impact on fertility - appropriate riskreduction strategies• Negative impact on sight and hearing –blended learning DIVISION OF LEARNING AND TEACHING SERVICES
  • 64. • Mobile use in class, and inassessment contexts DIVISION OF LEARNING AND TEACHING SERVICES
  • 65. Educational issues• Integrated within blended and flexiblelearning• Deep versus shallow learning DIVISION OF LEARNING AND TEACHING SERVICES
  • 66. • In-the-flesh communication vs mediated• Appreciate diversified learning preferences• Respect cognitive load (“head space”)• Consider the need of the academic e.g. JITperformance support through mobiles DIVISION OF LEARNING AND TEACHING SERVICES
  • 67. • Limitations of multi-tasking (especially iftasks are conflicting)• Informal/mobile language acceptable?• Go slow on learning - as we can reachpeople anywhere and any time (Clark Quinn)• Redefined role of the teacher/facilitator? DIVISION OF LEARNING AND TEACHING SERVICES
  • 68. Technical issues• BYOD – deliver to multiple platforms DIVISION OF LEARNING AND TEACHING SERVICES
  • 69. • Variable access (especially regional andrural Australia) – National BroadbandNetwork DIVISION OF LEARNING AND TEACHING SERVICES
  • 70. • strain on wirelessnetworks (Stanford; Duke:3 years to expand wireless andcellular coverage to 95 % of themajor areas on campus) http://www.ausnetech.com.au/images/cartoons/sept2004.gif DIVISION OF LEARNING AND TEACHING SERVICES
  • 71. http://akoaotearoa.ac.nz/download/ng/file/group-5274/review-of-lms-literature-for-aut-lms-review-committee.pdf DIVISION OF LEARNING AND TEACHING SERVICES
  • 72. • Variable platforms create once, publisheverywhere – the promise of HTML5 DIVISION OF LEARNING AND TEACHING SERVICES
  • 73. General issues• Is it a fad? Gartner’s Hype cycle DIVISION OF LEARNING AND TEACHING SERVICES
  • 74. • Spaces are not neutral e.g. in evaluationhttp://www.flickr.com/photos/devon-cc/7574188398/sizes/m/in/photostream/ DIVISION OF LEARNING AND TEACHING SERVICES
  • 75. 6. Implementing a mobile strategy DIVISION OF LEARNING AND TEACHING SERVICES
  • 76. - a mobile learning strategy has four variables: ICAP model - the “I” is missing...http://www.slideshare.net/dmolsenwvu/developing-a-progressive-mobile-strategy-bdconf-version DIVISION OF LEARNING AND TEACHING SERVICES
  • 77. - a mobile learning strategy has four variables: the ICAP model Interaction  deploy communication/social layers around content The mobile learning experience: narrative, dialogue, and choreography DIVISION OF LEARNING AND TEACHING SERVICES
  • 78. Have a big picture (about whatneed to change in the organisation),then run small projects that arerepeated rapidly Julian Stodd DIVISION OF LEARNING AND TEACHING SERVICES
  • 79. 6 Steps To A Better Mobile Learning Strategy1.Establish the Need (“Audience”)2.Assess Readiness a. Audience profile b. Management buy-in c. Does mobile learning fit in your learning strategy? d. Culture3.Decide on Devices & Platforms to Support4.Chose Delivery/Development Models a. Native apps vs. Mobile web b. Flash vs. HTML5 c. mLearning Authoring Tools d. LMS integration5.Identify Content (plus “Interactivity”)6.Manage Security Concerns/Issues http://www.upsidelearning.com/blog/index.php/2012/08/16/6-steps-to-a-better-mobile-learning-strategy/ DIVISION OF LEARNING AND TEACHING SERVICES
  • 80. Building mLearning content- Integrate as part of the learning processi.e “doing”, communication and interactivity, not just listen/read(Traditional: Learning outcomes  learning content) DIVISION OF LEARNING AND TEACHING SERVICES
  • 81. - Select the apps to be used (especially free ones!) http://www.schrockguide.net/ bloomin-apps.html DIVISION OF LEARNING AND TEACHING SERVICES
  • 82. - Select the apps to be used (especially free ones!) http://www.schrockguide.net/ bloomin-apps.html DIVISION OF LEARNING AND TEACHING SERVICES
  • 83. Apps: consumption apps have a place e.g. in Primary for letter formation,spelling, mathskills, but production apps are necessary where studentsproduce and create e.g “Inkling” in which etextbooks are being annotated byteachers and students; and “Sketchy” to create animations.BTW: iPads are great for little fingers as it removes the complexities of thekeyboard and mouse- consider platform: SMS / mobile web / mobile app (fast; off-line; features ofdevice e.g. Geo-location)- consider special affordances of mobile devices that might add to the learnerexperience e.g. location/context awareness DIVISION OF LEARNING AND TEACHING SERVICES
  • 84. One of the keys of a mobile learning strategy foreducation: Produse: Use mobile learning to produce and consume knowledge - everyone is a learner and teacher! Herrington, A., Herrington, J. & Mantei, J. (2009). Design principles for mobile learning. In J. Herrington, A. Herrington, J. Mantei, I. Olney, & B. Ferry (Eds.), New technologies, new pedagogies: Mobile learning in higher education (pp. 129- 138). Wollongong: University of Wollongong. Retrieved from http://ro.uow.edu.au/edupapers/88/ DIVISION OF LEARNING AND TEACHING SERVICES
  • 85. Luke Wroblewski’s definition of mobile first consists ofthree core components:1. The growth of mobile isa huge opportunity toreach more people thanever2. The constraints of themobile medium force us tofocus on what reallymatters3. The capabilities ofmobile createopportunities toinnovate http://bradfrostweb.com/blog/mobile/the-many-faces-of-mobile-first/ DIVISION OF LEARNING AND TEACHING SERVICES
  • 86. 7. Possible future growth areas DIVISION OF LEARNING AND TEACHING SERVICES
  • 87.  Augmented reality (e.g. car GPS) – augmenting “when” Alternate reality (e.g. flood simulation) Adaptive delivery (e.g. from learning analytics) Mobile become ubiquitous and disappears Wearable computing Embodied computing ???!!!! Clark Quinn; Gary Woodill DIVISION OF LEARNING AND TEACHING SERVICES
  • 88. URLsmLearn project at CSUhttp://www.csu.edu.au/division/landt/resources/mobilelearning/index.htmmLearning project bloghttp://mlearnproject.wordpress.com/Uys, Philip mLearning collectionhttp://www.globe-online.com/mobilelearning24 benefits of mobile learning, by Marcus Boyeshttp://insights.elearningnetwork.org/?p=507mLearning in Higher Education (Curated by Tim Klapdor)http://www.scoop.it/t/mlearning-in-higher-education DIVISION OF LEARNING AND TEACHING SERVICES
  • 89. Design principles for mobile learninghttp://ro.uow.edu.au/edupapers/88/Top 50 Mobile Learning Resourceshttp://www.upsidelearning.com/blog/index.php/2009/11/02/top-50-mobile-learning-resourcesADL Mobile Learning Handbookhttps://sites.google.com/a/adlnet.gov/mobile-learning-guide/homeTop 50 mLearning Resourceshttp://www.slideshare.net/UpsideLearning/top-50mlearningmobilelearningresources DIVISION OF LEARNING AND TEACHING SERVICES
  • 90. Thank youSlides available from http://www.globe-online.com/mobilelearning Assoc Prof Philip Uys Director, Strategic Learning and Teaching Innovation Division of Learning and Teaching Services Charles Sturt University, Australia <puys@csu.edu.au> DIVISION OF LEARNING AND TEACHING SERVICES

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