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Et 502 assignment 1 susmita1


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Et 502 assignment 1 susmita1

  1. 1. Assignment• Using the concepts that we have covered to date, please create a presentation for students in the middle school (Classes VI - X) that includes the following:1. Vision document for mobile learning2. Curriculum for Science3. Evaluation mechanism in each curricula (note the Science curriculum must have practical sessions and evaluation of practical)4. Business modelNU ET 502 | Assignment 1 | Susmita Pruthi 1
  2. 2. Mobile Learning Context Setting
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  6. 6. Current Capabilities and Applications• Basic mobile phone features include: – Making and receiving calls – Sending and receiving text messages – Basic office tools e.g. calculator• Advanced* mobile phone features include: – Bluetooth – Camera capable of taking stills and more commonly now video – (e-book readers, games) – Recording audio – GPS / location aware – Web browser to connect to the internetNU ET 502 | Assignment 1 | Susmita Pruthi 6
  7. 7. Opportunities and Challenges• It is estimated that there are around 350-400 different mobile devices to cater for.• There are a small number of key players emerging, each with their own operating systems and hardware such as Microsoft, Apple, Google Android and RIM.• It would make sense to start by accommodating whichever are the most commonly used, and also to use any common standards where possible to reach as many devices as possible.NU ET 502 | Assignment 1 | Susmita Pruthi 7
  8. 8. Institutional Goals• Mobile learning aligns well with many goals of educational institutions, including: 1. Curriculum redesign 2. Personalisation of learning 3. Student satisfaction 4. Digital literacies 5. Reducing costs (doing more with less) 6. Graduate attributes and employability 7. Enhancing assessment and feedback 8. Widening participation 9. Improving student engagement and retention 10. Energy efficiencyNU ET 502 | Assignment 1 | Susmita Pruthi 9
  9. 9. Tangible Benefits of Mobile Learning• There are many tacit benefits of mobile learning but those that can be measured and made tangible include the following. – Personal, private and familiar (reduce perceived barriers to learning) – Pervasive and ubiquitous – Fit into the lives of learners (allow for productive ‘dead’ time - e.g. when travelling or queuing) – Portable - allow anywhere, anytime learning – Immediacy of communication (including speech and data-sharing) – Allows access to learning by those in dispersed communities and isolated situations – Contextualisation through location-aware features such as GPS. – Allows data to be recorded and learning processes captured wherever they happen. – Access to mentors, tutors and others learners on-the-move.NU ET 502 | Assignment 1 | Susmita Pruthi 10
  10. 10. Tangible Benefits of Mobile Learning – Perceived as an acceptable way for learners to receive reminders and chasers - and to manage their time – Bite-sized e-learning resources can be delivered to learners (especially useful for basic skills or work-based learning) – Abstract (representational) and concrete (environmentally-situated) knowledge can be integrated. – Peer-to-peer networks make learning more student-centred. – Promotes active learning – Enable new learning environments – Increases accessibility for learners with special educational needs – Encourages reflection in close proximity to the learning event – Reduces technical barriers to e-learningNU ET 502 | Assignment 1 | Susmita Pruthi 11
  11. 11. • • activities that promote learning as a change in learners observable Behaviourist actions activities in which learners actively construct new ideas or concepts Constructivist based on both their previous and current knowledge activities that promote learning within an authentic context and Situated culture Collaborative activities that promote learning through social interaction activities that support learning outside a dedicated learning Informal and lifelong environment and formal curriculumLearning and teaching activities that assist in the coordination of learners and resources support for learning activities. NU ET 502 | Assignment 1 | Susmita Pruthi 12
  12. 12. A Conversational framework for the effective use of learning technologies Laurillard (2002)NU ET 502 | Assignment 1 | Susmita Pruthi 13
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  14. 14. Pedagogical Framework for Mobile Learning High Transactional Distance (H) Park (2011) HI HSIndividual SocialisedActivity (I) Activity (S) LI LS Low Transactional Distance (L) NU ET 502 | Assignment 1 | Susmita Pruthi 15
  15. 15. A Model for Framing Mobile Learning Koole (2009) Device Usability Device aspect Learner aspect Mobile Learning Social Interaction technology technology Social aspectNU ET 502 | Assignment 1 | Susmita Pruthi 16
  16. 16. A Model for Framing Mobile Learning Koole (2009)NU ET 502 | Assignment 1 | Susmita Pruthi 17
  17. 17. Possibilities: Mobile media in Education? #1: A new wrapper #5: Physically for existing media Embedded forms Information#2: Physically #6: AugmentedContextualized RealityKnowledge #3: Place Based #7: Apps Learning #8: Mobile#4: Mobile Data EducationalCollection Gaming NU ET 502 | Assignment 1 | Susmita Pruthi 18
  18. 18. Making Mobile Learning Ubiquitous • Learners can never lose their work unless it is purposefully Permanency deleted. In addition, all the learning processes are recorded continuously in everyday. • Learners have access to their documents, data, or videos from Accessibility anywhere. That information is provided based on their requests. Therefore, the learning involved is self-directed. • Wherever learners are, they can get any information immediately. Therefore learners can solve problems quickly. Immediacy Otherwise, the learner may record the questions and look for the answer later. • Learners can interact with experts, teachers, or peers in the form of synchronies or asynchronous communication. Interactivity Hence, the experts are more reachable and the knowledge is more available. • The learning could be embedded in our daily life. The Situating of problems encountered as well as the knowledge required are instructional all presented in the nature and authentic forms. It helps activities learners notice the features of problem situations that make particular actions relevant. • Learners can get the right information at the right place with Adaptability the right way.NU ET 502 | Assignment 1 | Susmita Pruthi 19
  19. 19. A New Learning ModelMiddle School Curriculum ApproachThrough Mobile Learning Paradigm
  20. 20. Vision To enable a culture and environment of ubiquitous learning amongst the middle school learners for science subject using theNU ET 502 | Assignment 1 | Susmita Pruthi 21
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  22. 22. Proposed Framework Learning and Technology
  23. 23. Assumptions• Limitations Acknowledged – of the Wireless Network: heterogeneity of fragmented networks; frequent disconnections; limited communication bandwidth – imposed by Mobility – of the Mobile device• Identification of the Level of adoption on the basis of Mobility hierarchy, sample applications, and technological affordances from Gay, Rieger, and Bennington (2002).• Identification of Transactional Distance & Learner Autonomy (By Moore) at the various elements of the teaching-learning framework• Hence, – Each student shall have access to a smart phone device – The teaching-learning framework would be relooked and re-aligned – a lot of content, assessment formats would need to be created to suit the platform, framework, pedagogyNU ET 502 | Assignment 1 | Susmita Pruthi 24
  24. 24. Framework• Using the Flipped classrooms as the base, the in- class, out-class & online work is structured as follows: – Each concept to have a Pre-learning module available for student learning aligned to dates as per defined Lesson Plan – Each concept to be broken down to nuggets of 2-3 minutes* – Each nugget to ensure links for additional learning –weblink• The nuggets can be used as in-class learning or out- class learning, as the facilitator requires* The nuggets could further be supported by branching of learning on the basis ofassessment status enabling learner-specific learning path.NU ET 502 | Assignment 1 | Susmita Pruthi 25
  25. 25. Framework – Each nugget to include one or many of the following, as applicable: • Voice over supported Animations explaining the concept • Videos to show the concept – earthquake, tsunami, animals, plants, microscopic movements, monuments, documentaries, experiments • Simulations – for cause and effect analysis or for experimentations • Teacher created presentation, video explaining the nugget • Link to ask a Query (could be answered immediately or taken up by the teacher during the class) • Link to access Discussion Forum on the nugget • Problem statement that the learner must collaborate and answerNU ET 502 | Assignment 1 | Susmita Pruthi 26
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  28. 28. Framework – Learner to be assessed • For the pre-knowledge • For the knowledge assimilation during the module • For the end-of-nugget – The Assessments could be completed using different methods: Gaming, simple MCQs, Situation based approach with T/F, record answers etc – All three data to be sent back to the teacher – In-class discussion happens basis the reports received by the teacher. Teacher facilitates closures, misconceptions – In-class session to extend the activities, projects, presentations – Any practical simulation, if required is repeated by the students in classNU ET 502 | Assignment 1 | Susmita Pruthi 29
  29. 29. Framework – Follow up action is basis the outcome of the in-class session • Remedial for the required low performers • Next nugget • Collaborative Project • Research & Discussion on a forum • Assessment and so onNU ET 502 | Assignment 1 | Susmita Pruthi 30
  30. 30. Business Model• The student must pay for the device when they come into the 6th standard. Ideally upfront payment or a max of two installments• The school gets a bulk deal from the vendor that covers the device for 2 years. The device may need a change after two years – technology upgrade, solution upgrade, vendor no longer supports• The school gets a bulk deal from an ISP – gets best price, gets the ‘Friends’ network benefits, gets good price for 3G, assurance of bandwidth and uptime• The school to get an in house team to start collating the content for putting the Framework or outsource it to a vendor.• The ISP may support on hosting the Learning Management System also• The student to be charged additionally for the service. Price will be determined by the following factors: – Number of Students under the scheme – Whether addressing it internally or through a vendor – Whether it is the complete curriculum for the class or in phased manner across three years NOTE: A student may be charged up to 2000/- to 3000/- per yearNU ET 502 | Assignment 1 | Susmita Pruthi 31