Mobile leaning nik amanatidis

Nik Amanatidis
nickaman4@gmail.com

Nik Amanatidis 11/10/2012 1

 It‟s not about the platform or technology its about the context. And
when we differentiate by context, mobile as a concept, and a device,
fragments into a range of scenarios: from interacting with the
barcodes in a shop, to checking the bus schedule on your way to the
station, playing games hours on end or spending 10 minutes
reading through an article on Instapaper.
 Mobile as a term no longer exists. Because there is no dividing line
between which devices are used where and for what, it‟s all blurred.
When designing for different platforms, what we need to think about
is the need for stuff like: screen real estate, time, focus, enjoyment,
tasks, information, type of human interaction, immediacy, role,
tactile etc.
 We need to define the activity based on its preferences, not the
connected ability of the device we are putting it on – because
everything is connected and portable.
 Helge Tennø


 phone
 PC
 networked device
 audio/video capable of recording and playback
 GPS enabled
 live TV and World Radio
 games device
 accelerometer and other sensors

When thinking Mobile and mLearning, consider
carefully how you can use one or more of these
capabilities.


 Any activity that allows individuals to be more
productive when consuming, interacting with, or
creating information, mediated through a compact
digital portable device that the individual carries on
a regular basis, has reliable connectivity, and fits in
a pocket or purse, (eLearning Guild)


Early definitions of [mobile learning],
which focused predominantly on the
attributes of mobile technology, have
given way to more sophisticated
conceptualisations suggesting that
mobility is the central issue...
This denotes not just physical mobility
but the opportunity to overcome
physical constraints by having access to
people and digital learning resources,
regardless of place and time.”
KUKULSKA-HULME (2010)


 Any sort of learning that happens when the learner is not at a fixed,
predetermined location, or learning that happens when the learner
takes advantage of the learning opportunities offered by mobile
technologies. In other words mobile learning decreases limitation
of learning location with the mobility of general portable devices.
M-learning is convenient in that it is accessible from virtually
anywhere.
 M-Learning, like other forms of E-learning, is also collaborative;
sharing is almost instantaneous among everyone using the same
content, which leads to the reception of instant feedback and tips.
M-Learning also brings strong portability by replacing books and
notes with small RAMs, filled with tailored learning contents. In
addition, it is simple to utilize mobile learning for a more effective
and entertaining experience. Wikipedia 24.5.2012


 Can we use mobile capabilities to enhance learning outcomes?
 Which of those affordances would interest would-be learners?
 Will mode of connection better enable learning interaction?
 What instruction modes and support strategies will help learners be more
productive?
 What content/material is already on hand that could be made easier to
access via mobile devices?
 Do we need to digitize/transform/adapt educational content
 What network will be used for distribution?
What actions, sessions or activities will need to be tracked or recorded?
 Will mobile learning integrate with other educational systems/modes or
does it need to?
 Who will participate? Teachers-Students
 Suitable for Special Education?
 Training for effective utilization of the media/mode
 Who will handle any needed user support?
 What kind of evaluation is suitable?
 How we acknowledge any learning outcomes, how we assess learning.


 The screens are too small
 Specific applications for Students with disabilities
 Content and software application limitations, including a lack of built-in
functions, the difficulty of adding applications
 Costs of going on-line
 Challenges in learning how to work with a mobile device, and differences
between applications and circumstances of use
 Network speed and reliability
 Physical environment issues such as problems with using the device
outdoors, excessive screen brightness, concerns about personal security
 Possible radiation exposure from devices using radio frequencies, the
need for rain covers in rainy or humid conditions
 Lack of adequate applications/ infrastructure
 Excessive cost issues
 Ownership
 Guidance, tutoring and evaluation
 Assessments


Case studies:
Mobile phones for language learning
Students were sent frequent vocabulary messages and
revision material via mobile phones using SMS text
messages.

Within behaviourist learning paradigm, Mobile phones with online services allow students to
access multiple choice questions and answers, and
learning is thought to be best facilitated practical exercises.
through the reinforcement of an association
Mobile devices allow students to review, listen and
between a particular stimulus and a practice speaking, and provide services such as phrase
response (drill and feedback). translation, quizzes and live coaching (Stanford Learning
Lab).
Yuen, S.C.Y., & Wang, S.Y. (2004). M-learning: Mobility in
Learning. Proceedings of ELEARN 2004, pp. 2248-2252.

Behaviourist learning

“Drill and feedback”: use mobile devices to
Mobile devices in particular can enhance the behaviourist
learning process. The use of mobile devices to present present content specific questions, gather
teaching materials/content specific questions (stimulus), student responses rapidly and anonymously,
obtain responses from learners (response), and provide and assemble a public, aggregate display, to
appropriate feedback (reinforcement) – provide „drill and
feedback‟ activities, fits within the behaviourist learning
show variation in the group‟s ideas
paradigm.


Constructivist learning
Constructivist learning
Constructivist learning is an active process in which learners
construct new ideas or concepts based on their current and
past knowledge (Bruner, 1966).
Within a constructivist learning framework, instructors
should encourage students to discover principles for
themselves. In order to transform learners from passive
recipients of information to active constructors of knowledge
instructors must give learners an environment in which to
participate in the learning process, and the appropriate tools
to work with that knowledge.
Mobile devices provide a unique opportunity to have learners
embedded in a realistic context at the same time as having access
to supporting tools. Each learner carries a networked device which
allows them to become part of the dynamic system they are
learning about

Games (PDA): participatory simulations where learners play an
active role in the simulation of a dynamic system or process.
Handheld games (Pocket PC): where context-sensitive data (raw
data) and social interactions (interviews with „virtual‟ experts) are
used to supplement real world interactions

Situated learning

The situated learning paradigm (Lave et al., 1991) holds that learning is not merely the acquisition of
knowledge by individuals, but instead a process of social participation. Brown et al (1989) also emphasise
the idea of cognitive apprenticeship where teachers (the experts) work alongside students (the apprentices)
to create situations where the students can begin to work on problems even before they fully understand
them.

Situated learning requires knowledge to be presented Mobile devices for
in authentic contexts (settings and applications that natural science
would normally involve that knowledge) and learners to learning: use PDA to
participate within a community of practice support field
studies, e.g. taking
observational notes,
Mobile devices for Geography:
use iPods to support field-based
Multimedia museum: use Pocket PC to provide an taking photo,
interactive audio-visual tour, allowing visitors to view
activities, e.g. listen to pre-
video and still images, listen to expert commentary and querying networked
loaded instructions, taking reflect on their experience by answering questions or
photos and observational notes, mixing a collection of sound clips to create their own database and
record students own reflections,
etc. (University of Gloucestershire
soundtrack for an artwork.
comparing data, etc
Futurelab
& Kingston University)


Problem-based learning

Problem-based learning (PBL)
(Koschmann et al 1996) aims to
develop students‟ critical thinking skills
by giving them an ill-defined problem
that is reflective of what they would
encounter as a practicing professional.

Throughout the process of exploring a problem, students are encouraged to identify
the areas of knowledge they will require to understand the problem. The group then
collects these learning issues, along with data, hypotheses and plans for future inquiry
in a structured manner, which can be facilitated by shared information resources (e.g.
physical or electronic whiteboard), and uses the collected information to develop a plan
for the next iteration of problem formulation, solution, reflection and abstraction.

Case Studies
Medial education
Business
administration
Nursing


Context awareness

Context awareness means gathering information from the environment
to provide a measure of what is currently going on around the user and
the device. Activities and content that are particularly relevant to that
environment can then be made available.

Mobile devices are especially well suited to context-aware applications Context
simply because they are available in different context, and so can draw awareness is
on those contexts to enhance the learning activity. Context-aware being explored
mobile devices can support learners by allowing a learner to maintain not just as a
their attention on the world and by offering appropriate assistance when way to deliver
required. appropriate
content but to
enable
Case Studies: Multimedia museum and gallery: provide additional information about appropriate
exhibits and displays based on the visitor‟s location within them. Pre-class podcasts:
actions and
Contain news/issues related to the subject, books/journals/films reviews,
activities,
explanation of key concepts/terminologies, background information about the
including
subject, links to make wider connections, questions students should be thinking
about before the class, etc. (University of Leicester, University of Gloucestershire &
interactions with
Kinston University, Duke University, University of Mary Washington, Charles Sturt other learners in
University) MOBIlearn the same or
similar contexts.


The sociocultural
theory of learning

The sociocultural theory of learning views that learning takes place in a social context
(Rogers, 2002), and the forming and re-forming of concepts need not necessarily take
place only at the level of the individual, but that collaborative group work and sharing with
peers (and others) can be a powerful way of confronting one‟s own conceptions (pre-
conceptions), contributing to the need to restructure one‟s cognitive schemas. So learning
is perceived as being as much about communication as it is about content. Of course,
communication is not confined to peer-to-peer. It can involve teachers, experts,
experienced colleagues, workmates, friends and family.

The mobile environment can make a significant contribution to this process. By facilitating
the rapid access to other users any time/any place, sharing content, knowledge,
experience and gossip, learners can develop „communities of practice‟ (Wenger,
McDermott and Snyder, 2002) as well as informal discussion groups, as and when needed
to optimise their learning processes


Collaborative
learning

Both the capabilities of mobile devices and their wide
context of use contribute to their propensity to foster
collaboration. Mobile devices can easily communicate with
other devices of the same or similar type, enabling
learners to share data, files and messages. They can also
be connected to a shared data network, further enhancing
possibilities for communication. These devices are also
typically used in a group setting, and so interactions and
collaboration will tend to take place not just through the
devices but also at and around them as well.


Conversational
learning

Conversation theory (Pask, The most compelling Mobile computer
Conversation

Conversation

Conversation
1976) describes learning in examples of supported collaborative
conversational learning learning (MCSCL)
terms of conversations
occur when mobile system: teacher‟s
between different systems technology is used to
handheld device (Pocket
of knowledge. Learning is a provide a shared
PC) is used to distribute
continual conversation with conversation space.
Effective learning occurs
activities to a mobile
the external world and its
when people can converse network, students work
artefacts, with oneself, and in collaborative groups
with each other, by
also with other learners and interrogating and sharing (students have to come
teachers. The most their descriptions of the to agreement before the
successful learning comes world. answer can be
when the learner is in A mobile learning device submitted), teacher
control of the activity, able can assist conversational collects students works
to test ideas by performing learning by integrating through Pocket
experiments, ask questions, learning descriptions PCFuturelab
across different locations,
collaborate with other
for example by making
people, seek out new connections between
knowledge, and plan new exhibits in a museum, and
actions. by holding the results of
learning actions for later
retrieval and reflection. It
can also provide tools to
support learning in
context, such as electronic
measuring instruments,
maps, and reference
guides Nik Amanatidis 11/10/2012 17

Activity Theory

Activity theory builds on the work of Vygotsky (1978, 1987) and is a way of
considering learning using three features – involving a subject (the learner), an object
(the task or activity) and tool or mediating artefacts. Its central tenet is that human
behaviour is situated within a social context that influences their actions. The
meanings of actions are mediated by the rules of their community and the division of
labour within the community influences the ways in which we behave

The emphasis that Activity Theory Museum Art Gallery exhibit: the PDA
contained background information in a variety
places on tools, including computer
of media about works on display, in addition
based tools in the way activities are to games, opinion polls and the possibility of
mediated is very helpful. This shifts our communication with other visitors via
attention away from simply the standard text messages.
interaction between computer and to The PDA introduced many possibilities to the
the activity as a whole. Activity Theory activity of learning in the museum. The main
is a productive way to evaluate learning possibility – the use of multimedia content
environments that are rich in appeared to enhance the activity, expanding
technology. the type of information available to visitors
(Waycott, 2004 p.215).


A more holistic framework for mobile learning comes with Koole‟s FRAME
model.
This consists of a three-circle Venn diagram comprising the Learner aspect
(L), the Social aspect
(S) and the Device aspect (D). Taking two or more of these together at the
point at which the circles overlap in the Venn diagram:

Devise Usability

Mobile
Learning
Social
Technology Interaction

Social
Aspect

 These days, phones are sophisticated, and some come with operating
systems that allow for installation and removal of applications on the device.
Mobile devices in the past came with fixed features that couldn‟t be altered,
and a user had to make do with the functionality that shipped with the
device. In the future, all phones will have sophisticated operating systems,
sensors, and connectivity; developing applications for those will be different
from typical eLearning as is seen on desktop computers. it would be
probably more interesting, collaborative, critical and probably more fun.
 Iphone, Andriod, Blackberry, Sony Ericsson, Samsung Phonegap
 Rhomobile
 Titanium
 ELIPS Studio 3
 MoSync
 QT


 Tools to develop Web applications:
 iui
 jQTouch
 iWebkit
 Tools for Games:
 EDGELIB
 Unity3D
 JGame
 Here is the link containing list of engines specifically for
IPhone and with the release of Android NDK you can create
some really cool games for Android devices.
 Tools for Augmented Reality:
 Layar
 Unifey


1. Apple Education
2. Mobile Learning Transforming the Delivery of Education and Training
3. Marc Prensky Blog
4. M-Learning Org
5. Mobile Learning thinking: Get on your skateboard to keep up!
6. The Revolution No One Noticed: Mobile Phones and Multimobile
Services in Higher Education
7. Will at Work Learning
8. Futures of Learning
9. Cell Phones in Learning
10. Mlearning World
11. Mlearning Bibliography
12. Kapp Notes
13. Ulearning Blog
14. Mlearning Blog
15. Mlearning Africa
16. MLearning is Good
17. The Mobile Learning Engine (MLE) for Moodle
18. 3D Animation for Mobile
19. Upside Learning Blog
20. Derek Bruff‟s Blog


1. Mlearnopedia
2. Learning2Go
3. eLearning Roadtrip
4. Are You Ready for Mobile Learning?
5. Mobilearner
6. Ignatia Web
7. M-Learning: Emergent Pedagogical and Campus Issues in the Mobile
Learning Environment
8. Using Mobile Technology to Enhance Students‟ Educational Experiences
9. Location-Aware Computing
10. Voice: The Killer Application of Mobile Learning
11. Mobile technologies and Learning
12. Mobile Learning Technologies and the Move towards „User-Led Education‟
13. Squidoo Cellphone Learning
14. The Mobile Learner
15. Mobile Services Taxonomy
16. The ECAR Study of Undergraduate Students and Information Technology,
2009
17. M-Learning
18. Five Types of Mobile Learning
19. Disruptive Mobile Learning (presentation)
20. Mobile Phones as a Challenge for Learning


1. mLearning Wikipedia
2. 2009 Horizon Report
3. Pockets of Potential
4. Mobile Learning Institute
5. Enabling Mobile Learning
6. 7 Things You Should Know About Augmented
Reality
7. Duke University: Mobile Devices in Education
8. Learning Light E-learning Center
9. 7 Things You Should Know About Location-
Aware Applications
10. Mob Learn


“A major task for educational evaluation is to identify and analyze learning within and
across contexts. For mobile learning, the interest is not only in how learning occurs in a
variety of settings, but also how people create new contexts for learning through their
interactions and how they progress learning across contexts.”
VAVOULA & SHARPLES (2008)

Challenges
 Capture and analyze learning in context, with consideration of learner privacy
 Assess the usability of the technology and how it affects the learning experience
 Look beyond measurable cognitive gains into changes in the learning process and
practice
 Consider organizational issues in the adoption of mobile learning practice and its
integration with existing practices and understand how this integration affects attributes
of in/formality
 Span the lifecycle of the mobile learning innovation that is evaluated, from conception to
full deployment and beyond


1. Micro level, which examines the individual activities of the technology users and assesses the
usability and utility of the educational technology system. E.g. the activities could include
collecting objects through exhibit codes, making notes, contacting people who had
collected a particular item, recording audio, and taking pictures.

2. Meso level, which examines the learning experience as a whole, to identify learning
breakthroughs and breakdowns. It also assesses how well the learning experience integrates
with other related activities and experiences. E.g. evaluation at this level involves
exploring whether there isa successful connection between learning in the new space-location
and the classroom, as well as identifying critical incidents in the new space-location that reveal
new patterns and forms of learning or where learning activity is impeded.

3. Macro level, which examines the impact of the new technology on established educational
and learning practices and institutions. E.g. this could relate to the organization of
school museum (or any other place of educational interest) visits.
The evaluation at this level examined the appropriation of the new technology by teachers, the
emergence of new museum practices in supporting school visits, and how these related to the
original project visions.

Vavoula, Sharples, (2009)


 Accessibility
 Inclusion
 Security
 Privacy
 Personal Time/Space
 Cultural Change/Not
 Professional Standards/Modes
 Support
 Monitoring
 Behavioral Change
 Rules
Bob and Sue Mobile learning devices


The use of mobiles as an alternative source of learning and
information is rapidly gaining ground in the learning environment.
This is compounded by the fact that a large number of
organizations and institutions are opting for new modes of
learning as part of their training and development. Mobile Learning
is slowly but clearly emerging as the 'future' of learning.
Before joining the flood of implementers trying out mobile
learning, it is imperative you conduct a thorough analysis of your
requirements, plan a framework and then implement
the strategy.
Have a vision, get organized, adopt the right-tailored to your
needs and learning aims strategies and instruction modes related
to your and your students‟ educational context, gain new skills,
keep informed and familiar with the challenges and the new
affordances that emerge everyday in the world of mobile learning.
Do this correctly, and the chances are your mobile learning
strategy will be effective and the learners in your organization will
see substantial benefits as a result.
Mobile learning
Why mobile learning?


Dr Nikos Amanatidis
ICT Trainer, Primary School Teacher
PhD in ICT Training and Evaluation in Education

About:
http://about.me/nikos.amanatidis

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http://nikosaman.blogspot.com

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Mobile leaning nik amanatidis

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