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The Dynamics of Mobile Learning in Higher Education
The Dynamics of Mobile Learning in Higher Education
1.
The Dynamics of Mobile
Learning in
Higher Education
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. Introduction
2. Key mLearning concepts
3. Examining the impact of mobile learning on higher
education
4. Investigating mobile learning for Charles Sturt University
5. Identifying and overcoming ethical, educational, technical
and general challenges
6. Implementing a successful mobile learning strategy
7. Summary
DIVISION OF LEARNING AND TEACHING SERVICES
3.
1. Introduction
- Involvement: Sponsor CSU mLearn project; 2011 mlearning seminars in SA; judge of
GSMA's 17th Global Mobile Awards (Best Mobile Innovation for Education or Learning);
various presentations about mLearning
Dynamic
- 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 devices
http://www.flickr.com/photos/anniemole/4732863210/sizes/m/in/photostream/ http://www.flickr.com/photos/sylvain_courant/7195638808/sizes/m
/in/photostream/
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5.
- We are using the students devices (not the institution’s) and
moving into their world in a more direct and personal way
http://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, but
shorter periods of access
http://www.flickr.com/photos/razorshine/4662188057/sizes/m/in/photostream/
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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 and
demand for mobile learning
http://www.flickr.com/photos/smemon/5171518129/sizes/m/in/photostream/
DIVISION OF LEARNING AND TEACHING SERVICES
9.
3. Examining the impact of mobile
learning on higher education
- general access to the “University”; learning and teaching; research – will
focus on the impact on learning in this presentation
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.
• Since 2005 we have surveyed our first year students in the School of
Communication about a range of technology/media issues. Of the 207 surveyed in
2010 - 94% own a portable media player (e.g. iPod) and 80% use iTunes at least
weekly.
DIVISION OF LEARNING AND TEACHING SERVICES
11.
- CSU website access through mobile devices per month:
January 2012: 51, 533 visits (growth of more than 1000% since January 2010) iOS
accounted for 40,000. Total 245,508 unique visitors = 21% mobile
- Other 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
- Web content now “mobile first”
DIVISION OF LEARNING AND TEACHING SERVICES
12.
- some mlearning developments in Australasia and beyond
• Take up by many universities in Australasia and internationally due to mobile capability of
LMSs
• Abilene Christian University: initial findings from 2008 to 2009 were above 80%
satisfaction and the last two years this has risen to over 90%.
http://www.acu.edu/technology/mobilelearning/documents/ACU2009-10MobileLearningReport.pdf
(ACU, 2011) 84 percent of ACU's faculty reported using their devices frequently in class to
facilitate enhanced classroom collaboration. 86 percent of students reported improved
student-to-student and student-to-teacher collaboration when using mobile devices in the
instructional process.
• Oklahoma State University reported 75% agreed or strongly agreed with the statement,
“I think the iPad enhanced the learning experience of this course.”
http://news.okstate.edu/press-releases/929-ipad-study-released-by-oklahoma-state-university
• Earlypilot programs have found that students feel that mobile technology encourages
exploration of additional course topics, helps manage time, provides new
functions/tools, increases learning, and makes courses more interesting (University
of Notre Dame, 2011) and provide additional motivation for learning (Bond University,
2011)
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13.
• The Horizon Project is a long-running qualitative research project that seeks to identify
and describe emerging technologies likely to have a large impact on teaching, learning,
research, or creative expression within learning-focused organisations. For the last three
years mobile learning has featured as the number one emerging technology both
internationally and in Australasia
• Mobile devices (such as Phones, Smart phones, PDA’s, Tablets, Netbooks and Portable
Gaming Platforms) are more common and we are seeing an increase in usage of
handheld ‘mobile’ devices by staff, community members and students. Many of these are
Internet capable, able to connect to the Internet via a wireless connection, or via the 3G
mobile phone network.
• A typical Smartphone has not only a wireless internet connection but a GPS,
accelerometer, compass and multi-touch interface which can be developed to 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
• In the 3 years (2006-2009) mobile web traffic on the AT&T network in the USA
increased 50 times AT&T, Morgan Stanley Research
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14.
• Q2 2012: Americans now spend more times consuming media on mobile devices
that they do on TV. Out of the nine hours they spend in total consuming media, mobile is
top with 2.4 hours, followed by TV (2.35 hours), and PCs (1.6 hours).
http://www.inmobi.com/
• Tremendous growth in the number of new mobile devices, specifically tablets,
expected over the next few years. Gartner predicts word wide rollout of 103.4 million in
2012 and 154.2 million in 2013
http://printceo.com/2010/11/gartner%E2%80%99s-optimistic-predictions-of-tablet-growth/
DIVISION OF LEARNING AND TEACHING SERVICES
15.
• In the final quarter of 2010 Fortune reported that Smartphones outsold PCs for 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 the world’s population now has
mobile devices.
• By 2013, mobile phones will overtake PCs as the most common Web access device
worldwide – Gartner Inc, 2010
http://www.gartner.com/it/page.jsp?id=1278413
• By 2015, 80% of people accessing the Internet will be doing so from mobile devices
– 2011 Horizon Report
http://wp.nmc.org/horizon2011/sections/mobiles/
The technology is here, ready, available and in widespread use
BUT
availability does not mean that students are demanding it or that
by itself it has potential to enhance learning
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16.
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
17.
- focus in this presentation on distinctive aspects compared to f2f and
distance education, such as using the:
1.inherent affordances of mobile devices themselves (mobility, GPS,
etc.)
as well as the
2. functionality on the devices (apps)
DIVISION OF LEARNING AND TEACHING SERVICES
18.
- A few standout items of the “24 benefits of mobile learning - Marcus
Boyes”
-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 technologicaland 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
DIVISION OF LEARNING AND TEACHING SERVICES
19.
Distinctive capabilities in learning and teaching through (personas):
1. Students accessing learning materials
2. Performing learning tasks
3. Participating in learning interactions
4. Performing assessment tasks
5. Students accessing learning support
6. Evaluating teaching
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20.
Designing Content for Multiple Devices; Brandon Carson, Michelle Lentz
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21.
Add:
To Create and Contribute!
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22.
Dell’s use of mobile training (MLearnCon)
How Dell Is Building and Implementing Mobile Learning Alex Turkovic
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23.
But.... difficult to achieve cost-efficiency
DIVISION OF LEARNING AND TEACHING SERVICES
25.
a. eBooks
Martha (28) is studying by distance. Whilst
on the train she is able to browse books
and resources in an online store on her
iPad. Before she reaches her destination
she has read a few samples and chosen to
purchase an eBook of her prescribed text
so she can avoid lugging the large volume
print copy to and from work.
DIVISION OF LEARNING AND TEACHING SERVICES
26.
b. Pod/Vodcasts
Rachel (43) has two children and is enrolled
in CSU through distance education. She
uses mobile technology mostly to complete
her readings while on the move. She is able
to access podcasts of her lectures while she
is preparing dinner using iTunesU, and on
her hands free mobile phone while travelling
to work and socially
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27.
3. Performing learning tasks
DIVISION OF LEARNING AND TEACHING SERVICES
28.
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.)
DIVISION OF LEARNING AND TEACHING SERVICES
29.
b. ePortfolio/Personal Learning System
Liz (24) is a final year student in B.
Information Studies (Distance Ed only),
currently studying Social Networking in Info
Studies subject. She is able to update her
ePortfolio using her smart
phone to keep a record of any meetings that
she will have in regards to work or study.
She also uses the Pebble Pad application
on her smart phone to
document emergent,
unintentional learning.
DIVISION OF LEARNING AND TEACHING SERVICES
30.
send x-ray with comments to academic for upload/upload in LMS
c. Mobile Capture
Mick (44) is a mature age student, family man and
farming outside Broken Hill. He is in his second year of
study doing an joint agricultural /health science diploma
by DE. Out in the field, where there is no network
connection, Mick is still able to use his phone to take
photos of examples from his study guide which are also
geo-tagged. When he is back at the homestead he is
able to upload them to the forums for discussion with his
peers.. This supports contingent learning (reacting to the
environment and changing experiences), and situated
learning (learning takes place in the surroundings that
make learning meaningful).
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
31.
d. Geo-tagging
Kevin (20) is a student in environmental
science who with fellow students visits a
natural reserve near Sydney where various
plants and trees are geo-tagged to deliver
online information and enhance users’
experiences via photo, video, audio and
text; on the user’s mobile device. Kevin
can add to the information which is then
available to his peers. It is developed as
an environmental teaching tool as well as
an eco-guide for natural reserves and
parks.
DIVISION OF LEARNING AND TEACHING SERVICES
32.
e. SMS
Michael (23) is a final year Vet student. He
has a basic mobile phone (not a smart
phone). He accesses CSU’s intelligent
mobile answer engine that delivers
knowledge bits over SMS. The return SMS
will contain the exact answer to the query
and not links to answers.
DIVISION OF LEARNING AND TEACHING SERVICES
33.
4. Participating in learning
interactions
DIVISION OF LEARNING AND TEACHING SERVICES
34.
a. CHAT
Andre (42) is a 4th year education student
on practicum in a small country town
teaching year 2 children. He uses an iPad to
access his Learning Management System
modules and communicates with other
students in the class using the chat tool. In
addition, he belongs to a Mixit study group
where he also participates actively in chats.
He is also an expert on using his mobile
phone to participate in Twitter discussions.
DIVISION OF LEARNING AND TEACHING SERVICES
35.
b. Messaging System - the Learning
Management System
Pete (41) is an academic teaching a
distance education cohort in the Outback,
with only two residential schools per
session per year. His students in the
region have intermittent Internet access at
best and the mobile networks are far more
robust. Pete sends notifications to students
(using SMS) regarding the availability of
new Internet resources as they are posted
so students know when they need to get
online.
DIVISION OF LEARNING AND TEACHING SERVICES
36.
c. Web Application Client
Liz (24) is a final year student in Bachelor of
Information Studies currently studying a Social
Networking subject. The class is immersed and
engaged with variety of Web 2.0 tools integrated in
Sakai OAE. Using a web application client, the class
is able to aggregate and share content on their
Galaxy Tablet from a variety of sites and applications
in one central location. For Liz this is a great time
saver. She can also use tools she is already using
and familiar with. 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
37.
5. Performing assessment
tasks
DIVISION OF LEARNING AND TEACHING SERVICES
38.
a. Self Assessment Tools
James (29) is studying a health science
degree. James is about to undertake a
multiple choice test on the train as part of
his subject revision. To access this, James
uses his tablet and an environment
specifically designed for mobile use. Once
complete, James will get instantaneous
feedback from the test and see where he
may need to focus his studies for the exam
DIVISION OF LEARNING AND TEACHING SERVICES
39.
b. OLE Access – online assignment
submission
Sam (28) is a trainee parks manager
completing a Bachelor of Environmental
Sciences. Sam is struggling to connect to
anything because of his location (very remote).
Sam struggles with a poor internet connection
on his homestead but is able to get mobile
reception in some locations with higher
elevation. Sam is able to take his tablet
computer and submit his assessments using
his mobile connection saving a long trek into
town. Mobile learning thus addresses
geographical or spatial distance.
DIVISION OF LEARNING AND TEACHING SERVICES
40.
c. Radio-frequency identification (RFID)
James (29) is studying a health science
degree. He is required to attend a trade fair in
Sydney and check in with at least half of the
stalls at the fair. RFID uses radio waves to
transfer data from an electronic tag attached to
the student, through a reader for the purpose
of identifying and tracking the object. Students
wear RFID bracelets that connects them to
their Facebook and Twitter pages. At each
station they scan their bracelet and have a
post or tweet automatically sent to their pages.
DIVISION OF LEARNING AND TEACHING SERVICES
42.
a. Learning Support Tools and SMS
Robyn (58) is a mature age student returning to study
after 25 years in the workforce. She is struggling with
the Learning Management System that is so different
from how she studied when she got her degree.
Fortunately she is able to access a range of resources
and tools to help her, including interactive tutorials so
she is able to see how things work. She has to
contribute to a Wiki in one of her subjects and after
watching a video showing how wiki formatting is done
she feels more confident. She has downloaded a cheat
sheet to her mobile that lists all the codes so she can
refer to it quickly whenever and wherever she needs to.
Furthermore, she has elected to receive targeted SMS
messages such as reminders of assessments and
encouraging messages at crucial milestones.
DIVISION OF LEARNING AND TEACHING SERVICES
43.
6. Evaluating teaching
DIVISION OF LEARNING AND TEACHING SERVICES
44.
a. Classroom Feedback
Leanne (31) - first year academic teaching Accounting.
It’s her first full time teaching position and she is
nervous about her performance and she will be in
charge of reviewing and updating the subject next
session. Leanne wants to ensure that she is engaging
with the students, that they are finding the subject
information useful and the assessments beneficial so
she has deployed a range of feedback tools to her
subject materials through mobile devices. Students can
“like” and rate sections of the online modules as well as
make comments, which are recorded anonymously.
Students have already commented on a number of
areas that are difficult to understand and she now
knows that they need further development. Students are
able to update their comments simultaneously, using a
smart phone.
DIVISION OF LEARNING AND TEACHING SERVICES
45.
4. mLearning at CSU
DIVISION OF LEARNING AND TEACHING SERVICES
46.
http://www.csu.edu.au/division/lts/docs/role/ltsystemsdashboard.pd
f
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
- now looking at iTunesU public
2011 - 2013 mLearn project at CSU
DIVISION OF LEARNING AND TEACHING SERVICES
49.
http://eportfolio.csu.edu.au/pebblepad/mobile
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50.
• General mobile access available since mid-2011: mobile web available targeting
iphones and android phones http://m.csu.edu.au
DIVISION OF LEARNING AND TEACHING SERVICES
51.
- 2011 TO 2013 to expand mlearning and explore sustainability issues
(around $.5 million):
1. Mobilise specific features and tools from Interact (CSU’s learning
management system Sakai)
2. Run trials of tablet devices: nuclear medicine; eCommerce;
education
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
52.
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 device
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
53.
Phase Two trials:
1.Demonstrating mathematics using an iPad.
A combined trial involving academics teaching mathematics across the university - in
Physics, Business and in Learning Skills
2.Apps in Nursing: Simulation and Resources.
Use of simulation application and digital copies of traditional paper based resources.
3.iPads for Accessibility.
iPads given to disability students to assess the capabilities, improvements and
accessibility.
4.Online Tutorials from an iPad.
Investigate the ability of staff to run online tutorials with students from an iPad.
5.iPads for Teaching.
Academics from a number of schools including nursing, community health and
environmental science will use iPads in their teaching practice and assess suitability as a
platform for a range of tasks from including in the classroom, to create content, paperless
marking & integrating social media.
6.Class Trials
One set to be used writing subjects to assess their ability and provide a platform for
paperless marking and use of social media. The other in a class Understanding Digital
Media with advertising and communication students.
DIVISION OF LEARNING AND TEACHING SERVICES
54.
Findings from Phase 1 pre-trial (43/55):
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55.
Findings from Phase 1 pre-trial (43/55):
Overwhelmingly: Many times a day
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56.
Findings from Phase 1 post-trial (13/42):
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57.
Findings from Phase 1 post-trial (13/42):
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58.
Findings from Phase 1 post-trial (13/42):
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59.
Findings from Phase 1 post-trial (13/42):
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60.
Findings from Phase 1 post-trial (13/42):
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61.
Findings from Phase 1 post-trial (13/42):
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62.
Findings from Phase 1 post-trial (13/42):
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63.
Findings from Phase 1 post-trial (13/42):
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64.
5. Identifying and overcoming
ethical, educational, technical and
general challenges
DIVISION OF LEARNING AND TEACHING SERVICES
65.
Ethical issues
• Inequity across different socio-economic
groups and ability to use the technology –
organisation could provide; alternatives;
decreasing cost of devices; blended
• Radiation: disputes around tumour
creation, impact on fertility - appropriate risk
reduction strategies
• Negative impact on sight and hearing –
blended learning
DIVISION OF LEARNING AND TEACHING SERVICES
66.
• Mobile use in class, and in
assessment contexts
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67.
Educational issues
• Integrated within blended and flexible
learning
• Deep versus shallow learning
DIVISION OF LEARNING AND TEACHING SERVICES
68.
• In-the-flesh communication vs mediated
• Appreciate diversified learning preferences
• Respect cognitive load (“head space”)
• Limitations of multi-tasking
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69.
• Redefined role of the teacher/educator?
• Informal/mobile language acceptable?
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70.
Technical issues
• Variable access (regional and rural
Australia) – National Broadband Network
DIVISION OF LEARNING AND TEACHING SERVICES
71.
• strain on wireless
networks (Stanford; Duke:
3 years to expand wireless and
cellular coverage to 95 % of the
major areas on campus)
http://www.ausnetech.com.au/images/cartoons/sept2004.gif
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72.
http://akoaotearoa.ac.nz/download/ng/file/group-5274/review-of-lms-literature-for-aut-lms-review-committee.pdf
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73.
• Variable platforms (apps against open
“web” philosophy), create once, publish
everywhere – the promise of HTML5
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74.
General issues
• Is it a fad?
Gartner’s Hype cycle
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75.
• Spaces are not neutral e.g. in evaluation
• Academic needs
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76.
6. Implementing a mobile strategy
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77.
- 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
78.
- a mobile learning strategy has four variables: the ICAP model
DIVISION OF LEARNING AND TEACHING SERVICES
79.
6 Steps To A Better Mobile Learning Strategy
1.Establish the Need (“Audience”)
2.Assess Readiness
a. Audience profile
b. Management buy-in
c. Does mobile learning fit in your learning strategy?
d. Culture
3.Decide on Devices & Platforms to Support
4.Chose Delivery/Development Models
a. Native apps vs. Mobile web
b. Flash vs. HTML5
c. mLearning Authoring Tools
d. LMS integration
5.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.
Clark Quinn
DIVISION OF LEARNING AND TEACHING SERVICES
83.
CSU MOBILE STRATEGY 2012
1.INTRODUCTION
2.EXECUTIVE SUMMARY
3. PURPOSE AND VISION: MOBILITY AND STRATEGIC ALIGNMENT
4. DRIVERS
EXTERNAL (TECHNICAL AND SOCIAL)
INTERNAL PROFILE (TECHNICAL AND SOCIAL)
5. VALUES
6. PRINCIPLES
7. OBJECTIVES
STUDENT EXPERIENCE
LEARNING AND TEACHING
RESEARCH
ORGANISATIONAL
8. HIGH LEVEL STRATEGIES
A. LEARNING EXPERIENCE/INTERACTIVITY STRATEGY
B. CONTENT STRATEGY
C. AUDIENCE STRATEGY
D. PLATFORM/SYSTEMS ENVIRONMENT AND INFRASTRUCTURE STRATEGY
E. RESEARCH STRATEGY
F. ADOPTION AND USAGE
G. CHANGE MANAGEMENT
9. DEVELOPMENT AND REVIEW OF POLICIES
10. GOVERNANCE
11. RISKS AND MITIGATION MECHANISMS
12. HIGH LEVEL INDICATORS OF SUCCESSFUL MOBILE USAGE AT CSU
DIVISION OF LEARNING AND TEACHING SERVICES
84.
Building mLearning content
- Integrate as part of the learning process
i.e “doing” and interactivity, not just listen/read (supported by mlearning)
(Traditional: Learning outcomes learning content)
DIVISION OF LEARNING AND TEACHING SERVICES
85.
- Select the apps to be used (especially free ones!)
http://www.schrockguide.net/
bloomin-apps.html
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86.
http://www.schrockguide.net/
bloomin-apps.html
DIVISION OF LEARNING AND TEACHING SERVICES
87.
- consider platform: SMS / mobile web / mobile app (off-line + features of device
e.g. Geo-location)
- consider special affordances of mobile devices that might add to the learner
experience e.g. location/context awareness
DIVISION OF LEARNING AND TEACHING SERVICES
88.
One of the keys of a mobile learning strategy for higher
education:
Produse: Use mobile learning to
produce and consume
knowledge
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
89.
Luke Wroblewski’s definition of mobile first consists of
three core components:
1. The growth of mobile is
a huge opportunity to
reach more people than
ever
2. The constraints of the
mobile medium force us to
focus on what really
matters
3. The capabilities of
mobile create
opportunities to
innovate
http://bradfrostweb.com/blog/mobile/the-many-faces-of-mobile-first/
DIVISION OF LEARNING AND TEACHING SERVICES
90.
URLs
mLearn project at CSU
http://www.csu.edu.au/division/landt/resources/mobilelearning/index.htm
mLearning project blog
http://mlearnproject.wordpress.com/
Uys, Philip mLearning collection
http://www.globe-online.com/mobilelearning
24 benefits of mobile learning, by Marcus Boyes
http://insights.elearningnetwork.org/?p=507
mLearning in Higher Education (Curated by Tim Klapdor)
http://www.scoop.it/t/mlearning-in-higher-education
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Design principles for mobile learning
http://ro.uow.edu.au/edupapers/88/
Top 50 Mobile Learning Resources
http://www.upsidelearning.com/blog/index.php/2009/11/02/top-50-mobile-learning-
resources
ADL Mobile Learning Handbook
https://sites.google.com/a/adlnet.gov/mobile-learning-guide/home
Top 50 mLearning Resources
http://www.slideshare.net/UpsideLearning/top-50mlearningmobilelearningresources
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7. Summary
- On-demand learning: more often than online learning, but
shorter access periods chunking – example of
technology changing pedagogy
-
- Seek out appropriate apps
- Use the inherent affordances of the mobile devices
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- Use mobile learning to generate knowledge
- We are in their world: the learning is more
personal
- ICAP model
- “Mobile first” for new content
- New opportunity – fresh start – let’s reboot!
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Thank you
Slides available from www.globe-online.com/philip.uys
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