The Hamburg Netbook Project and its Evaluation by the University of Hamburg

The Hamburg Netbook Project
and its Evaluation by the University of Hamburg
and its Evaluation by the University of Hamburg
Individualized Education with Netbooks in Secondary Schools

Prof. Dr. Rudolf Kammerl, Dipl.‐Päd. Lucia Müller
University of Hamburg, Germany MLCB 2011 – March 21st, 2011
Department of Education, Media Education

Contents of
Contents of the Presentation

1) The Hamburg Netbook Project
2) The Scientific Evaluation
3) Understanding of Mobile Learning
Understanding of Mobile Learning
4) Teaching Examples, Beneficial/Inhibiting Factors
5) Implications for School Practice

University of Hamburg, Germany 2

• 500 netbooks – 15 secondary schools – 26 classes
500 netbooks 15 secondary 26 classes

• Objective:
Objective:
Increasing individualized education

• Great variety within the project:
– Grades 6 to 13
Grades 6 to
– Different subjects
– 10 to 82 netbooks per school
10 to 82 netbooks per school
– 6x netbook‐pools, 9x 1:1‐computing


The Scientific Evaluation
The Scientific Evaluation

Research Question:
− How is personalized teaching/individualized learning
p g/ g
with netbooks implemented in class methodologically?

Aims of the Evaluation Study:
− Identifying criteria of success for realizing the objectives of
the pilot project


Overview of the Evaluation Process
School Year 2009/2010



• The term
The term of „mobile learning wasn t defined within the
mobile learning“ wasn‘t
school project.
• It was basically used to describe employing the netbooks
was basically
anyhow beyond the classroom for learning and teaching.

Structuring as to space and time:
a) Seating arrangements in the classroom
b) Lessons/learning outside the classroom
c) Lessons/learning outside the school building
d) Extra‐curricular learning, e.g. at home
) g, g

a) Seating
in the

• 44% of
44% of the students confirmed that the seating
arrangements had changed or had been handled flexibly
(n=352).
(n=352)

• Advantages of
Advantages of the netbooks vs working in computer rooms
vs. working in computer rooms,
with desktop PCs or notebooks
• I Improved access t computer and I t
d to t d Internet
t
• Computers can be placed at students‘ desks.
• Students can access the computers demand‐orientedly
and spontaneousely.

a) Seating
in the

• Example: Learning bureau, netbook‐pool, 6th grade
E l L i b b k l 6h d
• “The netbooks wander together with the children quite
naturally to the place where they want to work with
them (group room, corridor, outside) and also come
back again.”
b k i ”


b) Lessons/learning outside the

• 35% of
35% of the students confirmed that more lessons/learning
took place outside the classroom (n=352).
• Just some t h expressed concrete plans f working
J t teachers d t l for ki
in various places at the beginning of the school year.


b) Lessons/learning outside the

• Example: netbook pool, 12th grade
Example: netbook‐pool, 12th grade
• School‐wide Wi‐Fi, students can bring their own devices
• Enabling to work in flexible groups
in flexible groups
• Enabling to continue work in the school library, the
sports ground,… → e.g. recording running ti
t d → di i times


c) Lessons/learning outside the

• 22% of
22% of the students confirmed that more lessons/learning
took place outside the school building (n=348).
• Mobile surfsticks couldn’t be provided as part of the pilot
M bil f ti k ld ’t b id d t f th il t
project.


c) Lessons/learning outside the

• Example: 1:1‐computing, 11th grade, biology classes
• To document cooperation with neighboring technical
university
y
• For measurements in the countryside
• No online research on site possible
online research on site


d) Extra curricular learning, e.g. at
d) Extra‐curricular learning, e.g. at home

• Detailed and extensive methodical and didactical considerations
extensive methodical
regarding mobile learning in extra‐curricular/informal contexts
could only be documented in a few schools.
y

• Example: Sports elite class, 1:1‐computing, 9th grade
• To compensate students’ frequent absence from school with
the help of digital media and to enable mobile learning
anywhere and anytime
h d
• Online platform „SchulCommSy“ to communicate and to
exchange d t
h data
• Restriction: Only possible if sport locations provided online
access

Conclusions and Implications for School Practice
School Practice

☺ Some successful examples of mobile learning with
netbooks could be documented
could be documented.
☺ Handiness of the netbooks supported flexibility and
supported individualized education.
t d i di id li d d ti

Limited teaching concepts regarding mobile learning
Technical hurdles, especially mobile wireless Internet
p y
access


Conclusions and Implications for School Practice
School Practice

→   Using mobile devices to increase mobile learning has to be
conceived as a long‐term task.
g
→   Fundamental teacher training regarding media education
and media didactics
and media didactics
→   More homogeneity within a project/school is more
favorable: precisely matched teacher training, exchange
favorable: precisely matched teacher training exchange
among the teachers.
→   Providing technical equipment and technical support;
→ Providing technical equipment and technical support;
matching of teaching concepts and technical equipment


Thank you for your attention!

Questions Discussion
Opinions
p Comments

Lucia Müller and Rudolf Kammerl

University of Hamburg
Von‐Melle‐Park 8
20146 Hamburg
Germany

Tel.: 0049‐(0)40‐42838‐7593
Email: Lucia.Mueller@uni hamburg.de
Email: Lucia Mueller@uni‐hamburg de
Rudolf.Kammerl@uni‐hamburg.de
Web: http://www.epb.uni‐hamburg.de/de/forschung/projekte/3904


The Hamburg Netbook Project and its Evaluation by the University of Hamburg

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