ICTBITES, Presentation på eLA 2010

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ICTBITES, Presentation på eLA 2010

  1. 1. M-learning to empower the learner and to facilitate informal study groups Presentation at eLearning Africa 2010 Bengt Nykvist and Mats Deutschmann , Mid Sweden University
  2. 2. <ul><li>16 000 students </li></ul><ul><li>More than 50% on distance </li></ul><ul><li>Teacher education more than 80% on distance </li></ul>We love e-learning!
  3. 3. But... there are some problems with e-learning, using PC’s, in the developing world! <ul><li>Accessibility problems </li></ul><ul><ul><li>Power problems </li></ul></ul><ul><ul><li>Band width / Internet infrastructure problems </li></ul></ul><ul><ul><li>Affordability problems </li></ul></ul><ul><li>Low availability of PC’s </li></ul><ul><li>Limited knowledge how to operate PC’s and computer networks </li></ul>
  4. 4. Some of these problems can be addressed by m-learning and usage of mobile phones <ul><li>Mobile phone networks have high coverage in e.g. Africa </li></ul><ul><li>Cheaper equipment </li></ul><ul><li>Equipment that can operate without daily access to electricity </li></ul><ul><li>Equipment familiar to student and teachers </li></ul>
  5. 5. The Project, the idea born at eLA 2007! <ul><li>Participants included a group from SPIDER and Swedish Universities </li></ul><ul><li>Discussions with representatives from Tanzania MoEVT </li></ul><ul><li>Demand for in-service education of secondary teachers </li></ul><ul><li>E-learning suggested as a tool for supporting teachers with limited introductory training (licensed teachers) in order to give them more comprehensive, continuous vocational training </li></ul>
  6. 6. Problem Area and Motivation <ul><li>Project background: </li></ul><ul><ul><li>The millennium goal to “achieve general primary school for all” is about to be reached in Tanzania. </li></ul></ul><ul><ul><li>60 % attended primary school year 2005, 97% year 2007 </li></ul></ul><ul><ul><li>But… short supply of secondary teachers with adequate capacity! </li></ul></ul><ul><li>ICT - B ased I n-Service T eacher E ducation for S econdary School Teacher in Tanzania&quot; ( ICTBITES ) </li></ul>
  7. 7. Request 1. Access to learning material <ul><li>On the memory cards in the mobile phones: </li></ul><ul><ul><li>overviews, slideshows for each learning module </li></ul></ul><ul><ul><li>study guide in text </li></ul></ul><ul><ul><li>study guide interpreted as voice </li></ul></ul><ul><ul><li>additional materials such as films </li></ul></ul><ul><ul><li>diagnostic quizzes </li></ul></ul><ul><li>Access to Internet (3G or GPRS) for additional learning material </li></ul>
  8. 8. Request 2. Learning activities and communication with fellow students and teachers / tutors <ul><li>Students do quizzes on their mobile phones </li></ul><ul><li>Teachers respond using mobile phones or PC’s sending SMS through the Moodle system </li></ul>
  9. 9. Technical solution <ul><li>Study guides in text ( Free software, Java based book reader, http://tequilacat.org ) about 2000 pages of text </li></ul><ul><li>The same texts interpreted as voice (Commercial software: http://www.voice-corp.com/ ) </li></ul><ul><li>Narrated slideshows (overviews of learning modules, produced with MS-PPT and Camtasia ) </li></ul><ul><li>About 2 GB of the 4 GB availably on the memory cars was used for 3 complete courses </li></ul>
  10. 10. Technical solution, cont <ul><li>Auto corrected quizzes (Mobile Quiz from Mobilestudy.org, results sent by SMS to teacher mobile phone or to Moodle using Moodletxt from Txttools) </li></ul><ul><li>Movie clips with related material (Open Educational Recourses downloaded from the Internet, saved as mpeg4 on mobile phone memory cards) </li></ul>
  11. 11. Phone specifications <ul><li>3G/GPRS </li></ul><ul><li>Java </li></ul><ul><li>SMS </li></ul><ul><li>QVGA display, 320*240 pixels, display not smaller than 2 inches </li></ul><ul><li>Ability to play MP3 audio and MPEG4 / 3GP video </li></ul><ul><li>Memory card option, card size e.g. 4 GB Micro SD </li></ul>
  12. 12. The ICT BITES project: Introduction of pilot group, January 2009 The 18 students (participating in in-service teacher education) quickly learnt the operation of the phones, how to access the learning material and how to communicate using mobile phones.
  13. 13. The pilot test, mobile phones to support learning and communication in three courses
  14. 14. Evaluation meeting in December 2009, summary of results <ul><li>The students had communicated using voice and SMS </li></ul><ul><li>The media on the phones was used and appreciated, especially the voice interpreted texts of the study guides. (the whole material for three courses is available on the phones as text and voice (on the memory cards) </li></ul>
  15. 15. Evaluation meeting in December 2009, summary of results, cont <ul><li>The students had used the phones to look for information on the Internet, accessing e-mail. This was much appreciated and a new experience even though they had been using mobile phones for several years. </li></ul>
  16. 16. Evaluation meeting in December 2009, summary of results, cont <ul><li>But…the project management was not successful in fully establishing acceptance for the project model among the lecturers. </li></ul><ul><ul><li>Low level of interaction between the lecturers and the students </li></ul></ul>
  17. 17. Discussion <ul><li>There are several possible reasons for the low participation from the lecturers: </li></ul><ul><ul><li>They were not compensated for the time required for participation in the project; </li></ul></ul><ul><ul><li>The extra time involved in communicating with students was seen as an additional task involving more work and commitment. </li></ul></ul><ul><ul><li>The project underestimated the complexity of introducing collaborative models in the academic culture of the target institutions </li></ul></ul>
  18. 18. In a scaled up project…. <ul><li>More effort should be put into working with the lecturers to increase their involvement in the project </li></ul><ul><li>Alternative ways to organize mentoring and tutoring could be tried </li></ul><ul><ul><li>Use of previous students as “e-mentors” or “peer mentors”, these could assist in setting up study groups (using Yahoo-groups, IM-systems, Facebook or whatever system the students find attractive) </li></ul></ul><ul><ul><li>Teachers at educational colleges could be used as additional tutoring support. </li></ul></ul>
  19. 19. In a scaled up project…. cont <ul><li>The students at the evaluation meeting suggested that more material should be added to the memory cards in the mobile phones: </li></ul><ul><ul><li>Encyclopedias and wordbooks </li></ul></ul><ul><ul><li>More quizzes/ questions </li></ul></ul><ul><ul><li>Previous exams </li></ul></ul><ul><ul><li>More courses. </li></ul></ul>
  20. 20. Some final remarks <ul><li>Even when structural support is limited, supplying students with electronic access to learning material and tools for communication is of great value for the students, the students are empowered as learners . </li></ul><ul><li>Supplying learning material on memory cards for mobile phones showed to be an attractive way of distribution of learning material. </li></ul>
  21. 21. For more information <ul><li>Google ICTBITES </li></ul><ul><li>or </li></ul><ul><li>Project website: http://sites.google.com/site/ictbites/ </li></ul><ul><li>Demo: Search for ICTBITES on Youtube </li></ul><ul><li>Welcome send e-mail to: [email_address] , </li></ul>

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