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


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

  1. 1. Iratxe Menchaca, Alex Rayón, Mariluz Guenaga DeustoTech Learning - Deusto Institute of Technology, University of Deusto, Bilbao, Spain {iratxe.mentxaka, alex.rayon, mlguenaga}
  2. 2. Table of contents  Objectives  The context: University of Deusto  UDLM  Related work  Conceptual framework  Scenarios  Experimental planning  Conclusions and future work
  3. 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. 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. 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. 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. 7. Related work (II)  Lack of standardization on terms of contents, method and tools and assessment activities in mobile learning environments
  8. 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. 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. 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. 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. 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. 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. 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. 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. 16. Thank you for your attention Questions?