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Iratxe Menchaca, Alex Rayón, Mariluz Guenaga
DeustoTech Learning - Deusto Institute of
Technology, University of Deusto, Bilbao, Spain
{iratxe.mentxaka, alex.rayon,
mlguenaga}@deusto.es
Table of contents
 Objectives
 The context: University of Deusto
 UDLM

 Related work
 Conceptual framework
 Scenarios

 Experimental planning
 Conclusions and future work
Objectives
 This paper describes a project that is focused in making

easier the work of teachers enabling the integration of
mobile learning experiences at university learning
environments
 The design and development of a mobile learning

conceptual framework which could recreate digital
learning scenarios
University of Deusto
 Number of students: 9,560
 Teaching staff: 2,800
 21 degrees adapted to the EHEA and 3 Deusto









degrees
3 double degrees adapted to EHEA
62 post-graduate programmes, 31 official
masters and 31 Deusto degrees
10 PhD Programmes
5 Erasmus Mundus Masters Programmes
38 Specialisation Programmes in Continuing
Education (and the recently created Deusto
Business School)
15% International Students
16 Joint / international programmes
UDLM (I)
 The competence-based learning model is a core element

of a methodological commitment acquired by the
University of Deusto in recent years within the new
teaching-learning model called the University of Deusto’s
Learning Model (UDLM, hereafter)
 Mobile devices are versatile tools for the development of

certain skills

 We propose a cost-saving project based on the definition

of standard digital scenarios where the teacher could find
himself or herself easily adapted, and, thereby, ease the
integration of the mobile devices at class
Related work
 “Mobile learning implies the processes of coming to learn through









exploration and conversation across multiple contexts amongst people and
interactive technologies” (Sharples et al., 2007)
“Not only the physical mobility but also the opportunity to overcome
physical constraints accessing to digital learning resources regardless of
place and time ” (Kukulska-Hulme, 2010)
Wexler (2008), “understands mobile learning as any activity that allows
people be more productive interacting or creating information with
compact, connected and portable devices, which the subject uses
ordinarily”
“How people create new contexts for learning through their interactions
and how they progress learning across contexts ” (Vavoula & Sharples,
2008)
“Students become co-producers in their education,
rather than consumers” (Bruns et al, 2007)
Related work (II)
 Lack of standardization on terms of contents, method and

tools and assessment activities in mobile learning
environments
Related work (III)
In terms of technology

a)


their small screens, short battery lives, intermittent connectivity, and
associated human factors, all of which affect their usability

In terms of contents

b)


offering a collection of pieces to be fitted to a learning need rather
than a single solution

In terms of methods and tools

c)


Adapting to the context: physical, technological, conceptual, social
and temporal contexts for learning

In terms of assessment

d)


“there are no a priori attributes of a good evaluation of learning”
Traxler (2007) (rigorous, efficient, ethical, legal, appropiate,
consistent, aligned)
Conceptual framework
 Are necessary as a guideline for the standardized generation of

contents, and the use of teaching-learning methods and
assessment activities
 According to the UDLM, our project proposes a mobile
framework for the assessment of generic competences
 We can consider five broad theory-based categories of activity,
that will be taken into consideration in order to develop the
scenarios of the proposed framework (Naismith et al., 2005):
behaviourist, constructivist, situated, collaborative and lifelong
and informal
Scenarios (I)
 Components of the learning scenarios
What?

• The foundation of any educational process are the objectives and contents (content,
conceptual, procedural and attitudinal dimensions).

Why?

• The justification can help focus educational practice knowing what we want to achieve
and why it is important in the training of students.

Who?

• We must specify also the social setting, these are, the students, lecturers, researchers or
other agents who will participate in the teaching – learning scenario.

When?

• Another crucial factor is to know the length that you will have the educational act. This is,
the time and duration, as well as the learning progress and history.

Where?

• The physical setting and layout of the learning space, that refers to whether perform
ordinary classroom, whether to use a lab, the library, visit another facility or company,…

How?

• We must select the learning methods to achieve the goals, and tools and resources that
we can use to perform the selected methodology.
Scenarios (II)
 Our proposal
Framework

Learning type

Teaching
method

Situated

Comprehensive

Case study

Organizational
modality
External
practice

Competence

Mobile app

Project
management

Wiggio

(Example of scenario with mobile learning experience. It also would add the
specification of components)

 For each scenario, in relation to the competence

shortlisted, we will develop a catalog of mobile
applications. In this way, the teacher will select a tool
according to learning objectives and according to the
description of the scenario previously provided.
Experimental planning
 Objective
 “Define a methodology and develop a model for every
teaching-learning scenario set to make viable digital
teaching, studying and learning in mobile learning
environments improving the results of the students and the
lecturers’ motivation.”
Experimental planning (II)
 Hypotheses
1. Does the integration of mobile learning experiences in
higher education suppose a high preparation effort for
the teacher?
2. Are mobile applications suitable to evaluate the
development of competences?
3. Does the integration of mobile learning teaching
experiences in higher education affect the level of
students’ motivation?
4. Does the integration of mobile learning teaching
experiences in higher education affect students’ results?
Experimental planning (III)
PHASE 1: Planning and
framework

1) Review of the state-of-theart, analysis of previous
experiences and analysis of
existing learning scenarios
2) Definition of new learning
scenarios in higher
education

PHASE 2: Preliminary analysis,
design and documentation of
assessment tools

1) Assessing the level of
students’ motivation, the
time spent by the teacher
preparing teaching materials
and the results obtained at
the competence
development level

3) Analysis of results and
preparation of report

2) Definition of the integrating
mobile learning experiences
in new learning scenarios in
higher education

4) Analysis of problem solving
competence and their
domain levels

3) Analysis of the results
obtained and preparation of
the report

5) Selection of the testing
groups

4) Catalog of mobile
applications based on the
competence they allow to
develop

6) Interviews with teachers to
explain the objectives of the
project

PHASE 3: Experimentation and
final analysis

1) Interviews with the teachers
to present learning
scenarios, methodologies to
be implemented, as well as
the evaluation process
through the mobile
applications

2) The application of
methodologies, monitoring,
collection of evidence and
obtaining results with the
second sample
3) Analysis of results and
preparation of the report
4) Interview with teachers to
complete their perceptions

5) Design of skills’ assessment
is
from the mobile applications
previously identified

PHASE 4: Conclusions,
dissemination, exploitation
and future work

1) Conclusions about the final
research report
2) Actions plan to disseminate
the project's findings
3) Proposal of exploitation
project under the
university’s general
framework
4) Definition of new lines of
research in Educational
Technology
Conclusions and future work
Extrapolate the results obtained for the Problem Resolution
competence to the rest of the generic competences at the
University of Deusto.

Standardization of mobile learning experiences in higher
education

The evolution in the design of specific mobile applications for
the development of skills and competences at adult and
professional stages
Take advantage of the possibilities of technological tools to
customize learning processes of students according to their
needs, interests, interaction scenarios, etc.
Thank you for your attention
Questions?

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Design of a standardized tool to integrate learning scenarios in mobile learning formal experiences at the university. INTED 2013

  • 1. Iratxe Menchaca, Alex Rayón, Mariluz Guenaga DeustoTech Learning - Deusto Institute of Technology, University of Deusto, Bilbao, Spain {iratxe.mentxaka, alex.rayon, mlguenaga}@deusto.es
  • 2. Table of contents  Objectives  The context: University of Deusto  UDLM  Related work  Conceptual framework  Scenarios  Experimental planning  Conclusions and future work
  • 3. Objectives  This paper describes a project that is focused in making easier the work of teachers enabling the integration of mobile learning experiences at university learning environments  The design and development of a mobile learning conceptual framework which could recreate digital learning scenarios
  • 4. University of Deusto  Number of students: 9,560  Teaching staff: 2,800  21 degrees adapted to the EHEA and 3 Deusto        degrees 3 double degrees adapted to EHEA 62 post-graduate programmes, 31 official masters and 31 Deusto degrees 10 PhD Programmes 5 Erasmus Mundus Masters Programmes 38 Specialisation Programmes in Continuing Education (and the recently created Deusto Business School) 15% International Students 16 Joint / international programmes
  • 5. UDLM (I)  The competence-based learning model is a core element of a methodological commitment acquired by the University of Deusto in recent years within the new teaching-learning model called the University of Deusto’s Learning Model (UDLM, hereafter)  Mobile devices are versatile tools for the development of certain skills  We propose a cost-saving project based on the definition of standard digital scenarios where the teacher could find himself or herself easily adapted, and, thereby, ease the integration of the mobile devices at class
  • 6. Related work  “Mobile learning implies the processes of coming to learn through     exploration and conversation across multiple contexts amongst people and interactive technologies” (Sharples et al., 2007) “Not only the physical mobility but also the opportunity to overcome physical constraints accessing to digital learning resources regardless of place and time ” (Kukulska-Hulme, 2010) Wexler (2008), “understands mobile learning as any activity that allows people be more productive interacting or creating information with compact, connected and portable devices, which the subject uses ordinarily” “How people create new contexts for learning through their interactions and how they progress learning across contexts ” (Vavoula & Sharples, 2008) “Students become co-producers in their education, rather than consumers” (Bruns et al, 2007)
  • 7. Related work (II)  Lack of standardization on terms of contents, method and tools and assessment activities in mobile learning environments
  • 8. Related work (III) In terms of technology a)  their small screens, short battery lives, intermittent connectivity, and associated human factors, all of which affect their usability In terms of contents b)  offering a collection of pieces to be fitted to a learning need rather than a single solution In terms of methods and tools c)  Adapting to the context: physical, technological, conceptual, social and temporal contexts for learning In terms of assessment d)  “there are no a priori attributes of a good evaluation of learning” Traxler (2007) (rigorous, efficient, ethical, legal, appropiate, consistent, aligned)
  • 9. Conceptual framework  Are necessary as a guideline for the standardized generation of contents, and the use of teaching-learning methods and assessment activities  According to the UDLM, our project proposes a mobile framework for the assessment of generic competences  We can consider five broad theory-based categories of activity, that will be taken into consideration in order to develop the scenarios of the proposed framework (Naismith et al., 2005): behaviourist, constructivist, situated, collaborative and lifelong and informal
  • 10. Scenarios (I)  Components of the learning scenarios What? • The foundation of any educational process are the objectives and contents (content, conceptual, procedural and attitudinal dimensions). Why? • The justification can help focus educational practice knowing what we want to achieve and why it is important in the training of students. Who? • We must specify also the social setting, these are, the students, lecturers, researchers or other agents who will participate in the teaching – learning scenario. When? • Another crucial factor is to know the length that you will have the educational act. This is, the time and duration, as well as the learning progress and history. Where? • The physical setting and layout of the learning space, that refers to whether perform ordinary classroom, whether to use a lab, the library, visit another facility or company,… How? • We must select the learning methods to achieve the goals, and tools and resources that we can use to perform the selected methodology.
  • 11. Scenarios (II)  Our proposal Framework Learning type Teaching method Situated Comprehensive Case study Organizational modality External practice Competence Mobile app Project management Wiggio (Example of scenario with mobile learning experience. It also would add the specification of components)  For each scenario, in relation to the competence shortlisted, we will develop a catalog of mobile applications. In this way, the teacher will select a tool according to learning objectives and according to the description of the scenario previously provided.
  • 12. Experimental planning  Objective  “Define a methodology and develop a model for every teaching-learning scenario set to make viable digital teaching, studying and learning in mobile learning environments improving the results of the students and the lecturers’ motivation.”
  • 13. Experimental planning (II)  Hypotheses 1. Does the integration of mobile learning experiences in higher education suppose a high preparation effort for the teacher? 2. Are mobile applications suitable to evaluate the development of competences? 3. Does the integration of mobile learning teaching experiences in higher education affect the level of students’ motivation? 4. Does the integration of mobile learning teaching experiences in higher education affect students’ results?
  • 14. Experimental planning (III) PHASE 1: Planning and framework 1) Review of the state-of-theart, analysis of previous experiences and analysis of existing learning scenarios 2) Definition of new learning scenarios in higher education PHASE 2: Preliminary analysis, design and documentation of assessment tools 1) Assessing the level of students’ motivation, the time spent by the teacher preparing teaching materials and the results obtained at the competence development level 3) Analysis of results and preparation of report 2) Definition of the integrating mobile learning experiences in new learning scenarios in higher education 4) Analysis of problem solving competence and their domain levels 3) Analysis of the results obtained and preparation of the report 5) Selection of the testing groups 4) Catalog of mobile applications based on the competence they allow to develop 6) Interviews with teachers to explain the objectives of the project PHASE 3: Experimentation and final analysis 1) Interviews with the teachers to present learning scenarios, methodologies to be implemented, as well as the evaluation process through the mobile applications 2) The application of methodologies, monitoring, collection of evidence and obtaining results with the second sample 3) Analysis of results and preparation of the report 4) Interview with teachers to complete their perceptions 5) Design of skills’ assessment is from the mobile applications previously identified PHASE 4: Conclusions, dissemination, exploitation and future work 1) Conclusions about the final research report 2) Actions plan to disseminate the project's findings 3) Proposal of exploitation project under the university’s general framework 4) Definition of new lines of research in Educational Technology
  • 15. Conclusions and future work Extrapolate the results obtained for the Problem Resolution competence to the rest of the generic competences at the University of Deusto. Standardization of mobile learning experiences in higher education The evolution in the design of specific mobile applications for the development of skills and competences at adult and professional stages Take advantage of the possibilities of technological tools to customize learning processes of students according to their needs, interests, interaction scenarios, etc.
  • 16. Thank you for your attention Questions?