Mobile learning to enhance learning 050617

Mobile Learning to Enhance
Learning Process in Digital Environments
D.Sc. Päivi Aarreniemi-Jokipelto
Principal Lecturer in E-learning and International Affairs
Haaga-Helia, School of Vocational Teacher Education
5th June, 2017
The XIV International Congress of Language and Online
Technology and XI Meeting of Free Software Documentation

Outline
1. Mobile learning and the role of mobile learning in a learning
process
2. SCALA examples
3. Web based teacher training programme examples
9/11/2017 D.Sc.Päivi Aarreniemi-Jokipelto, paivi.aarreniemi-jokipelto@haaga-helia.fi 2

1. SCALA -Scalable Mobile Learning Services for Global Market
• Three Finnish companies: Finpeda, Promentor, Viope
• Research questions:
• What are the criteria to localize the mobile learning services for developing markets?
• How to cross-culture design and personalize high quality mobile learning services in global
education context?
• What are best practices in an instructional design process to design high quality mobile
services in a cross-cultural context?
• Two pilots in Brazil:
• 1) March 2017: Municipal University of São Caetano do Sul (USCS), Escola Estadual Professora
Brisabella de Almeida Nobre (Brisabella), Fundação Santo Andre (FSA) and EME "Profª Alcina
Dantas Feijão" (Alcina)
• 2) October 2017: Schools are not defined yet
2. Web-based Vocational Teacher Training Programme

Mobile Learning
• Mobile devices (such as cell and
smart phones, tablets) enables
mobility and mobile learning.
• Gives new opportunities for learning
situations
• In a classroom
• Outside of a classroom
• On the way to school or home
• At home
• Internet access, offline solutions
• Browser based, applications

The Role of Mobile Learning in a Learning Process
• Substituter
• Mobile devices substitute totally other devices in a learning situation or a part of a
learning situation
• A teacher/tutor has made the decision mobile devices to be used.
• Role of cross-media
• Cross-media refers to the use of more than one medium in sharing learning content
(text, pictures, video etc.) to students, in collaboration, interaction or in other learning
activities.
• An option to use different devices: mobile devices, laptops, PCs etc.
• A learner has freedom to choose the device.

Learning situation 1
Mobile
devices
Mobile
devices
Mobile
devices
Classroom
Laptops,
PC
Classroom
Laptops,
PC
Classroom
Laptops,
PC
Learner Centered Learning Process
Enhanced Through Mobile Devices
Learning situation 2 Learning situation 3

SCALA Examples

Viope: Math Solutions
• Learning situation
• To learn math sentences by practice
assignments
• Self-study
• When?
• At school
• On your way home/to school
• At home
• Students:
• Learning joy!
• Gamification
• Study at your own speed
• Immediate feedback
http://www.viope.com/

English Studies through Promentor
Solutions
• Learning situation
• Self study: to learn phrases, glossary
• When?
• At school
• On your way home/to school
• At home
• Students:
• This is the way, how we want to study!
http://www.promentor.fi/en/

Finpeda: 3D Learning Space

Web Based Teacher Training Programme Examples

• A reflective space was
offered via smart phones and
tablets in the end of a
module
• Students produces their
collaborative learning stories
• They reflected their learning
processes and outcomes in
the learning stories
Reflective Space Model in the End of Learning Process

Students produced a learning
story in a podcast form.
Teachers used smartphones to
create the podcasts to give final
feedback and to invite students
to a reflective space.
REFLECTIVE SPACE
4. Produce a comprehensive learning story to be
podcasted
1. Reflection of individual experiences of
learning process
2. Students present their reflections to peers
of the same team
3. Reflective dialogue with set of prepared
questions
Organizations and Networks of the Vocational Teacher module
1. Literature research paper 2. Organizational and network
analysis
3. Joint debriefing in an
organization and network forum
Päivi Aarreniemi-Jokipelto

Reflective Space Model in the End of Learning process: Findings
• According to feedback from students and teachers’
experiences, the reflective space concept has been a
positive solution because it generates information that
would not otherwise be acquired during the learning
process. (Aarreniemi-Jokipelto, P. 2016)
• Podcasts were easy to be used and they do not require
technical skills

Learning Stories in
Peer Group
Reflections
 , ,
http://www.storycubes.com

Feedback on Assignments: Audio and Video Recordings
Students:
Audio/video feedback
is more personal 
Teachers:
Requires a script!
May be challenging to
share videos.

Mobile Device as a Tool to Reflect Ones Own Learning and to
Create a Learning Journal
• Students have the freedom to choose tools for their personalised
learning paths and for team processes.
• In this way, students use tools that they would like to continue using
afterwards. This has enabled more personalized solutions and
experiments that continue to exist after the programme

Audio recordings in Literature Study
• The literature review is a collaborative assignment in an online
context.
• While reading, the students are to look for answers or solutions
to the research questions and produce an audio recording
about a book or an article.
• To prepare for the online meeting, each group member listens
to the audio recordings.
• The audio recording aims to answer the research questions and
adds questions that the reader would like to discuss with other
peer members.

Mobile Learning Tools
• Easy to use with a smart phone or a tablet, e.g.
• Todaysmeet
• Padet
• QR codes
• Kahoot
• Hangout
• Animoto

References
• Aarreniemi-Jokipelto. P. (2016). How Do We Prepare Vocational
Teachers for the Demands of the Digital World? From Paper Prototype
to Teacher Training. In Proceedings of EdMedia: World Conference on
Educational Media and Technology 2016 (pp. 1487-1495). Association
for the Advancement of Computing in Education (AACE).

Mobile learning to enhance learning 050617

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