The document discusses the implementation of mobile learning (m-learning) for distance education at NKI Distance Education, highlighting the organization’s philosophies and the trials of two courses. It reviews technological solutions that enhance flexibility and mobility for students and tutors, emphasizing the need for effective communication tools and the challenges of mobile learning. The findings suggest varied participant responses and recognize ongoing technical developments as essential for supporting mobile distance learners alongside traditional methods.

1. M-learning for PDAs: Enhancing the Flexibility of Distance Education – Designing and Trying out a Learning Environment for Mobile Distance Learners ” Life Long Learning in the Networked World” Hong Kong, 18-21 February 2004 Truls Fagerberg, Systems Developer Torstein Rekkedal, Professor, Director R & D NKI Distance Education Norway

2. M-learning for PDAs: Overview NKI Distance Education and Online Education Basic philosophies when developing system for m-learning Developing the environment for m-learning The two courses developed and trialled Experiences

3. NKI The NKI Group – a non-profit foundation in education: NKI Distance Education: Each year around 15,000 active students 100 programmes and 400 courses 60 programmes and 380 courses on the Internet The Norwegian School of Information Technology (NITH) The Business Training Centre (NA) NKI Publishing House NKI Distance Education

4. NKI and Online Education NKI Distance Education/NKI Internet College Online distance teaching since 1987 In continuous operation Integrated research/educational development/technological development ’ Mainstream’ technology 5800 students in 40 countries 380 courses/ 6 0 study programmes

5. Distance Learning – Flexibility and Mobility D-learning, e-learning and m-learning “ E-learning is the collection of teaching – and information packages – in further education which is available at any time and any place and are delivered to learners electronically. They contain units of information, self-testing batteries and tests, which allow a quick self-evaluation for quick placement. E-learning offers more lower level learning goals. Higher order goals like understanding, reasoning and (moral) judging are more difficult to achieve. They require an individualised interactive discourse and can hardly be planned” (Dichantz 2001) “ The term ‘mLearning’ has lately emerged to be associated with the use of mobile technology in education. It seems, however, that it is used in commercial purposes rather than as an educational concept. We wonder if the term is a commercial trick to market technology and educational services or if it is an emerging concept that educationalists should take seriously.” (Sariola et al. 2001 )

6. Flexibility in distance education Models of teaching and learning Distance Education: Individualised Flexible Teaching or Teaching in ’The Extended Classroom’

7. NKI basic philosophies concerning distance learning Student autonomy and flexibility Flexible and individual distance teaching with the student group as social and academic support for learning Views of knowledge and learning The result of learning is a change in the student’s perceptions Learning is a qualitative change in understanding Learning is an active process Learning is a socially supported individual process

8. Designing the Environment for Mobile Learners Studying online and offline Technical solution: Technology: Content and communication: Pocket PC/PDA Learning content to be downloaded Mobile phone Online access to forums for reading/writing Portable keyboard E-mail communication with attachments

9. Students’ and tutor’s use of technology when mobile When mobile the students must be able to: Study the course materials Make notes Write assignments Access Forum to read Access Forum to submit contributions Send e-mail to fellow students Receive e-mail from fellow students Submit assignments by e-mail including attachments Receiv e assignments corrected and commented on by the tutor

10. The t rials The courses : The tutor in distance education (Norwegian version) SPICE 603 Online Teaching and Learning

11. The trials Experimental conditions: First trial: Simulated learning situation Evaluation methods and procedures: Field study Qualitative process evaluation Final ’quantitative’ questionnaire Second trial: Real course with real students in real setting

12. Results Assignment for submission via mobile technology : Few problems, acceptable costs The participant’s study situation Students and tutors working with the course at home, at the office and on travel Downloading and synchronizing learning content Technology: Broadband, LAN, modem, ISDN and mobile – few problems Reading and studying on the PDA : E-book version preferred before HTML Contribution to Forum via PDA and mobile phone : Direct access to Forum, preprepared message, fast connection

13. Tutor on the move The tutor commenting assignments and writing to the course forum from the Düsseldorf Himmelturm Restaurant

14. Conclusions Mobile technology may increase the flexibility of distance teaching The technology functioned according to expectations Participants’ views varied – from enthusiastic to quite reserved The students expressed very different views concerning reading from a small screen Institutional challenges for systems development to cater for mobile and not mobile learners Technical problems exist, but are continuously reduced through software and hardware developments Portable keyboard is necessary for efficient use of the PDA as a teaching and learning tool We need better solutions for browsing web pages Mobile communication is still expensive – especially from abroad We are uncertain whether a future solution for mobile learning is solved by Mobile phone and pda Hybrid (pocket phone/computer) Laptop with mobile connection Other solutions (?)

15. The New Project M-learning – the next generation of learning NKI main goal: Research solutions to i ncrease the flexibility of online distance education The main challenge is to design solutions for learners who are users of mobile technology and wish to study also when on the move, that also allow other students to apply standard technology. The solutions must be designed in ways to allow both groups to participate in the same course. W e must look for solutions that are optimal for distributing content and communication in courses, independent on whether the students and tutors apply mobile technology or standard PC and Internet connection for teaching or learning. There is no doubt that NKI Distance Education faces a large challenge in further developing server side solutions and methodology that include the use of mobile technology for serving our mobile distance learners more efficiently.

16. Thank you! NKI Internet College: http://www.nettskolen.com/ Powerpoint Presentation: http://home.nettskolen.com/~torstein/m-learningICDE2004.ppt Presentation http://home.nettskolen.com/~torstein/ICDE2004finalpaper.doc Torstein Rekkedal home page: http://home.nettskolen.nki.no/~torstein/