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Innovation in Mobile Learning:
 An International Perspective
          Mike Sharples
     Institute of Educational
            Technology
    The Open University, UK
10th World Conference on Mobile and
Contextual Learning
We are all connected by
A global
economic
crisis
A worldwide
market for
technology,
culture and
education
The
Worldwide
Web
And the
need to
educate and
empower
people for
the 21st

century
• ¼ of the population of China is learning English (300
  million people)
• In the next 5 years all Chinese schools will teach English
  in kindergarten
• All state employees younger than 40 will be required to
  master 1,000 English phrases
• “ Numerous obstacles stand in the way of China‟s quest,
  including a shortage of good English teachers and the
  country‟s test-oriented education system”
• 1 billion people in China use mobile phones (67% of the
  population) of which 100 million are smartphones
• 21st century education opportunity: smartphones for
  language learning
Source: Indianapolis Business Journal, “Report from China”, March 2011
International Mobile Learning
collaboration – smartphones for
language learning

Sharp Labs Europe
University of Nottingham
Tokushima University, Japan
Incidental second language learning



E-book       Selected
                         Personal     Game     Mobile
              words                   words
                        vocabulary             game
   Read
 story for                Rehearse
vocabulary                                      Practise
                         vocabulary
                                               sentence
                            list
                                              construction
             Missing
             words
Mlearn 2011 conference keynote
Mlearn 2011 conference keynote
Mlearn 2011 conference keynote
Elmo Mark 2 for smartphones
Research question
Are there differences in the learning of
English vocabulary through reading
novels, depending on the mode of mobile
interaction?
Three modes of interaction
• Paper book
                                   Paper book
• e-book reader with English
  dictionary
• „ELMO‟: e-book reader with
  enhanced software, including      E-book

  adaptive user modelling and
  additional interactivity


                                      Elmo
                                 adaptive system
Participants
• 39 students (24 female, 15 male) aged 15-
  17 at a Japanese high school
• 3 comparison groups balanced in terms
  of English vocabulary and gender
Crossover design
                         Cycle A                     Cycle B                       Cycle C
                      The Hound of                 The Thirty-                 Little Women
                           the                     nine Steps




                                                                                                            Survey and focus groups
                       Baskervilles
                      Wk     Wk                   Wk     Wk                   Wk     Wk
                      1      2                    3      4                    5      6




                                                                                          Post-test three
Gp                    ELMO                        e-book                      book
     Base-line test




                                                              Post-test two
                                  Post-test one
A
Gp                    e-book                      book                        ELMO
B
Gp                    book                        ELMO                        e-book
C
The study
• Pre-test: test of specific vocabulary from the
  three novels
• Two weeks to read a novel – students could
  decide how much, when and where
• Discussion of novel allowed, but no swapping
• No school implications of results
• Post-test: the same words as in pre-test (scored
  out of 30)
The results
Adaptive handheld learning device

               9.5
                 9
  Vocabulary



               8.5
                 8
    score




               7.5
                 7
               6.5
                 6
               5.5
                 5
                     Pre   Post
Comparison with paper book

              9.5
                9
              8.5
 Vocabulary




                8
   score




              7.5                Adaptive
                7
                                 Book
              6.5
                6
              5.5
                5
                    Pre   Post
Comparison with e-book
              9.5
                9
              8.5
 Vocabulary



                8
              7.5                Adaptive
   score




                                 Ebook
                7
                                 Book
              6.5
                6
              5.5
                5
                    Pre   Post
Log data
                        pages    dictionary
                                                                        Pages    Dictionary
 id              book   read     lookups
                                               id                book    read     lookups
       1   39_Steps          8             1
                                                     1   Little_Women        7                 1
      10   39_Steps          1             1
                                                    08   Little_Women        1                 0
      17   39_Steps         12             3
                                                    11   Little_Women       16                13
      18   39_Steps          1             0
                                                    16   Little_Women        3                 0
      34   39_Steps          3             0
                                                    17   Little_Women        9                 1
      11   39_Steps         13             7
                                                    19   Little_Women        4                 2
      12   39_Steps          2             1
                                                    22   Little_Women        1                 1
      15   39_Steps          4             0
                                                    24   Little_Women        1                 2
       2   39_Steps          3            10
                                                    25   Little_Women        1                 0
      20   39_Steps          7             1
                                                    28   Little_Women        4                 2
      21   39_Steps          1             0
                                                     3   Little_Women        1                 0
      24   39_Steps          1             0
                                                    30   Little_Women        4                 0
      25   39_Steps          8             0
                                                    31   Little_Women        2                 0
      26   39_Steps          5             0
                                                    32   Little_Women        1                 0
      27   39_Steps          2            10
                                                    34   Little_Women        1                 0
      28   39_Steps          8             1
                                                    35   Little_Women        2                 0
      29   39_Steps         15             2
                                                    36   Little_Women        1                 0
       3   39_Steps          1             2
                                                    39   Little_Women        2                 0
      31   39_Steps          1             0
                                                    40   Little_Women        3                 0
      32   39_Steps          5             0
                                                    42   Little_Women        5                 4
      37   39_Steps          1             2
                                                    44   Little_Women        2                 0
      38   39_Steps          3             1
                                                     5   Little_Women        1                 1
       4   39_Steps          3             8
                                                     9   Little_Women        1                 1
      41   39_Steps          1             2
      43   39_Steps         28             2
      44   39_Steps         10             6
Interview data
• “Made my eyes tired, so I recommend „paper
  book‟”
• “It is good to write down whatever I want on
  „paper book‟”
• “I do not want to bring another device with me
  other than my mobile phone to read novels”
• “Many say that if a small and light device with a
  satisfactory English-Japanese dictionary, smooth
  scrolling, less charging is possible, then Adaptive
  Device would be best” (Teacher)
Conclusions
• The study was carefully set up and rigorously
  conducted
• It didn‟t show any particular technology to be
  effective in enhancing incidental learning of
  English vocabulary
• The technology wasn‟t engaging
• The books were too difficult and boring
• Since the work was not assessed there was
  no external motivation
• Japanese teenagers have little or no free
  time in the evenings
Elmo Mk3 for Android device




Product launch by Sharp in Autumn 2011
• International collaboration
• Iterative design
• Comparative evaluation
But we are divided by
National and cultural differences

•   Education system                •   Access to powerful personal
•   Curriculum                          technology
•   Government education policy     •   Relations between formal and non-
                                        formal learning
•   Access to higher education
•   Traditional teaching methods
                                    •   Opportunity for field trips and
                                        cultural visits
•   Cultural expectations and
    inhibitions
                                    •   Modes of travel to school or work

•   Motivation of young people to
                                    •   Adult education and workplace
                                        training (e.g. apprenticeships)
    engage in schooling
                                    •   Work-life balance
•   Computers in schools
                                    •   After-school activities
                                    •   Leisure and play
Africa                M4D (mobile learning for   Focus on access,
                      development)               emerging contexts, basic
                                                 technologies
United States         Anytime, anywhere          Focus on delivery,
                      learning                   relevance
                      Corporate training
US/Taiwan/Singapore   1to1 learning              Focus on personalised
                                                 learning in classrooms and
                                                 field trips
Europe                Contextual learning,       Focus on context,
                      Connected learning         community, connecting
                                                 formal and informal
                                                 learning
Singapore             Seamless learning          Focus on continuity
Canada/Australia/UK   Personalised distance      Focus on learning design,
                      education                  open content, standards
Japan                 Ubiquitous learning        Focus on availability and
                                                 embedding in everyday
                                                 world
Africa                M4D (mobile learning for   Focus on access,
                      development)               emerging contexts, basic
                                                 technologies
United States         Anytime, anywhere          Focus on delivery,
                      learning                   relevance
                      Corporate training
US/Taiwan/Singapore   1to1 learning              Focus on personalised
                                                 learning in classrooms and
                                                 field trips
Europe                Contextual learning,       Focus on context,
                      Connected learning         community, connecting
                                                 formal and informal
                                                 learning
Singapore             Seamless learning          Focus on continuity
Canada/Australia/UK   Personalised distance      Focus on learning design,
                      education                  open content, standards
Japan                 Ubiquitous learning        Focus on availability and
                                                 embedding in everyday
                                                 world
Access     Relevance




Community                   Context




Embedding                  Continuity




       Learning
                  Personalisation
        Design
Access     Relevance




Community                   Context




Embedding                  Continuity




       Learning
                  Personalisation
        Design
Context

               In a context                                        Creating a context




              “that which                                                 “that which
              surrounds us”                                                 weaves
                                                                           together”

Source: Cole, M. (1996). Cultural psychology: A once and future discipline.Cambridge, MA: Harvard University Press.
Context as a „shell‟ that surrounds the
human user of technology

Context created by the constructive
interaction between people and
technology



Source: Dourish, P. (2004) What we talk about when we talk about context. Personal and Ubiquitous Computing, 8 (1): 19-30.
Learning in context


                               Data
                          filtering and
                           integration




                       Data
                  filtering and
                   integration



      Computer                            User

                 Context
Nottingham Castle museum
CAGE system
• Navigation in a conceptual
  space through physical
  movement
• Location-based content
  delivery
• Ultrasound tracking system
• Context awareness:
  – which painting?
  – how long?
  – been there before?
Creating context
Learning as
situated social
interaction and
knowledge
construction
An interaction view of
context
• Context is a dynamic and historical
  process
• to enable appropriate action
  (learning)
• constructed through interaction
  between
  people, settings, technologies, obje
  cts and activities
Access     Relevance




Community                   Context




Embedding                  Continuity




       Learning
                  Personalisation
        Design
Access                 Relevance




Community                               Context
                   Anytime
                  anywhere
                   learning


Embedding                              Continuity




       Learning
                              Personalisation
        Design
Access                Relevance




Community                            Context

                  Seamless
                   learning


Embedding                           Continuity




       Learning
                          Personalisation
        Design
Access                 Relevance




Community         Ubiquitous          Context
                   learning




Embedding                            Continuity




       Learning
                          Personalisation
        Design
Access                 Relevance




Community         Connected             Context
                   learning



Embedding                              Continuity




       Learning
                              Personalisation
        Design
Global mobile learning
            Access   Relevance




Community                      Context




Embedding                     Continuity




        Learning
                     Personalisation
         Design

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Mlearn 2011 conference keynote

  • 1. Innovation in Mobile Learning: An International Perspective Mike Sharples Institute of Educational Technology The Open University, UK
  • 2. 10th World Conference on Mobile and Contextual Learning
  • 3. We are all connected by
  • 7. And the need to educate and empower people for the 21st century
  • 8. • ¼ of the population of China is learning English (300 million people) • In the next 5 years all Chinese schools will teach English in kindergarten • All state employees younger than 40 will be required to master 1,000 English phrases • “ Numerous obstacles stand in the way of China‟s quest, including a shortage of good English teachers and the country‟s test-oriented education system” • 1 billion people in China use mobile phones (67% of the population) of which 100 million are smartphones • 21st century education opportunity: smartphones for language learning Source: Indianapolis Business Journal, “Report from China”, March 2011
  • 9. International Mobile Learning collaboration – smartphones for language learning Sharp Labs Europe University of Nottingham Tokushima University, Japan
  • 10. Incidental second language learning E-book Selected Personal Game Mobile words words vocabulary game Read story for Rehearse vocabulary Practise vocabulary sentence list construction Missing words
  • 14. Elmo Mark 2 for smartphones
  • 15. Research question Are there differences in the learning of English vocabulary through reading novels, depending on the mode of mobile interaction?
  • 16. Three modes of interaction • Paper book Paper book • e-book reader with English dictionary • „ELMO‟: e-book reader with enhanced software, including E-book adaptive user modelling and additional interactivity Elmo adaptive system
  • 17. Participants • 39 students (24 female, 15 male) aged 15- 17 at a Japanese high school • 3 comparison groups balanced in terms of English vocabulary and gender
  • 18. Crossover design Cycle A Cycle B Cycle C The Hound of The Thirty- Little Women the nine Steps Survey and focus groups Baskervilles Wk Wk Wk Wk Wk Wk 1 2 3 4 5 6 Post-test three Gp ELMO e-book book Base-line test Post-test two Post-test one A Gp e-book book ELMO B Gp book ELMO e-book C
  • 19. The study • Pre-test: test of specific vocabulary from the three novels • Two weeks to read a novel – students could decide how much, when and where • Discussion of novel allowed, but no swapping • No school implications of results • Post-test: the same words as in pre-test (scored out of 30)
  • 20. The results Adaptive handheld learning device 9.5 9 Vocabulary 8.5 8 score 7.5 7 6.5 6 5.5 5 Pre Post
  • 21. Comparison with paper book 9.5 9 8.5 Vocabulary 8 score 7.5 Adaptive 7 Book 6.5 6 5.5 5 Pre Post
  • 22. Comparison with e-book 9.5 9 8.5 Vocabulary 8 7.5 Adaptive score Ebook 7 Book 6.5 6 5.5 5 Pre Post
  • 23. Log data pages dictionary Pages Dictionary id book read lookups id book read lookups 1 39_Steps 8 1 1 Little_Women 7 1 10 39_Steps 1 1 08 Little_Women 1 0 17 39_Steps 12 3 11 Little_Women 16 13 18 39_Steps 1 0 16 Little_Women 3 0 34 39_Steps 3 0 17 Little_Women 9 1 11 39_Steps 13 7 19 Little_Women 4 2 12 39_Steps 2 1 22 Little_Women 1 1 15 39_Steps 4 0 24 Little_Women 1 2 2 39_Steps 3 10 25 Little_Women 1 0 20 39_Steps 7 1 28 Little_Women 4 2 21 39_Steps 1 0 3 Little_Women 1 0 24 39_Steps 1 0 30 Little_Women 4 0 25 39_Steps 8 0 31 Little_Women 2 0 26 39_Steps 5 0 32 Little_Women 1 0 27 39_Steps 2 10 34 Little_Women 1 0 28 39_Steps 8 1 35 Little_Women 2 0 29 39_Steps 15 2 36 Little_Women 1 0 3 39_Steps 1 2 39 Little_Women 2 0 31 39_Steps 1 0 40 Little_Women 3 0 32 39_Steps 5 0 42 Little_Women 5 4 37 39_Steps 1 2 44 Little_Women 2 0 38 39_Steps 3 1 5 Little_Women 1 1 4 39_Steps 3 8 9 Little_Women 1 1 41 39_Steps 1 2 43 39_Steps 28 2 44 39_Steps 10 6
  • 24. Interview data • “Made my eyes tired, so I recommend „paper book‟” • “It is good to write down whatever I want on „paper book‟” • “I do not want to bring another device with me other than my mobile phone to read novels” • “Many say that if a small and light device with a satisfactory English-Japanese dictionary, smooth scrolling, less charging is possible, then Adaptive Device would be best” (Teacher)
  • 25. Conclusions • The study was carefully set up and rigorously conducted • It didn‟t show any particular technology to be effective in enhancing incidental learning of English vocabulary • The technology wasn‟t engaging • The books were too difficult and boring • Since the work was not assessed there was no external motivation • Japanese teenagers have little or no free time in the evenings
  • 26. Elmo Mk3 for Android device Product launch by Sharp in Autumn 2011
  • 27. • International collaboration • Iterative design • Comparative evaluation
  • 28. But we are divided by
  • 29. National and cultural differences • Education system • Access to powerful personal • Curriculum technology • Government education policy • Relations between formal and non- formal learning • Access to higher education • Traditional teaching methods • Opportunity for field trips and cultural visits • Cultural expectations and inhibitions • Modes of travel to school or work • Motivation of young people to • Adult education and workplace training (e.g. apprenticeships) engage in schooling • Work-life balance • Computers in schools • After-school activities • Leisure and play
  • 30. Africa M4D (mobile learning for Focus on access, development) emerging contexts, basic technologies United States Anytime, anywhere Focus on delivery, learning relevance Corporate training US/Taiwan/Singapore 1to1 learning Focus on personalised learning in classrooms and field trips Europe Contextual learning, Focus on context, Connected learning community, connecting formal and informal learning Singapore Seamless learning Focus on continuity Canada/Australia/UK Personalised distance Focus on learning design, education open content, standards Japan Ubiquitous learning Focus on availability and embedding in everyday world
  • 31. Africa M4D (mobile learning for Focus on access, development) emerging contexts, basic technologies United States Anytime, anywhere Focus on delivery, learning relevance Corporate training US/Taiwan/Singapore 1to1 learning Focus on personalised learning in classrooms and field trips Europe Contextual learning, Focus on context, Connected learning community, connecting formal and informal learning Singapore Seamless learning Focus on continuity Canada/Australia/UK Personalised distance Focus on learning design, education open content, standards Japan Ubiquitous learning Focus on availability and embedding in everyday world
  • 32. Access Relevance Community Context Embedding Continuity Learning Personalisation Design
  • 33. Access Relevance Community Context Embedding Continuity Learning Personalisation Design
  • 34. Context In a context Creating a context “that which “that which surrounds us” weaves together” Source: Cole, M. (1996). Cultural psychology: A once and future discipline.Cambridge, MA: Harvard University Press.
  • 35. Context as a „shell‟ that surrounds the human user of technology Context created by the constructive interaction between people and technology Source: Dourish, P. (2004) What we talk about when we talk about context. Personal and Ubiquitous Computing, 8 (1): 19-30.
  • 36. Learning in context Data filtering and integration Data filtering and integration Computer User Context
  • 38. CAGE system • Navigation in a conceptual space through physical movement • Location-based content delivery • Ultrasound tracking system • Context awareness: – which painting? – how long? – been there before?
  • 39. Creating context Learning as situated social interaction and knowledge construction
  • 40. An interaction view of context • Context is a dynamic and historical process • to enable appropriate action (learning) • constructed through interaction between people, settings, technologies, obje cts and activities
  • 41. Access Relevance Community Context Embedding Continuity Learning Personalisation Design
  • 42. Access Relevance Community Context Anytime anywhere learning Embedding Continuity Learning Personalisation Design
  • 43. Access Relevance Community Context Seamless learning Embedding Continuity Learning Personalisation Design
  • 44. Access Relevance Community Ubiquitous Context learning Embedding Continuity Learning Personalisation Design
  • 45. Access Relevance Community Connected Context learning Embedding Continuity Learning Personalisation Design
  • 46. Global mobile learning Access Relevance Community Context Embedding Continuity Learning Personalisation Design