CNRS Summer School 2009page 0 Mobile Learning Serge Garlatti, Telecom Bretagne Yvan Peter, LIFL, NOCE On Mobile Learning

CNRS Summer School 2009page 1

Mobile Learning

Serge Garlatti, Telecom Bretagne

Yvan Peter, LIFL, NOCE

On Mobile Learning

CNRS Summer School 2009page 2page 2

Plan

Mobile, Pervasive, Ubiquitous Learning

Why Mobile Learning?

Main Properties

Typologies and classifications

Some Mobile Learning Projects

Main Issues

Mobile Learning in Europe

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CNRS Summer School 2009


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Is-it a technological problem?

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A first definition

• Learning with portable technology: PDA, smartphones, PSP, PDA phones, mobile phones, Ipods, Iphones, MP3 players, labtop, UMPC, etc. everytime, everywhere.

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Mobile Computing

• Mobile computing: increasing our capability to physically move computing services with us.

• The computing device cannot seamlessly and flexibly obtain information about the context in which the computing takes place and adjust it accordingly.

Pervasive Computing

• Capability to obtain the information from the environment in which it is embedded and utilize it to dynamically build models of computing.

• Acquisition and management of context models and adaptations

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Ubiquitous Computing

• Integrating large-scale mobility with pervasive computing features

Features of mobile, pervasive, ubiquitous computing belong to those of mobile, pervasive, ubiquitous learning

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Mobility

• The use of portable technologies.

• Spatial mobility: learners moving between different learning settings.

• Tool and thematic mobility: learners alternating between different tools and topics of learning.

• Temporal mobility- Learning’s dispersion in time makes it hard to define

precisely the start and end of a learning episode

- Learning is cumulative: current learning builds on previous learning and are the basis for future learning.

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More than 3 billion reasons

• July 2005: 2 billion subscribers

• February 2008: 3.3 billion

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Distance Learning

• It is not technologies having good pedagogical properties which are successful but rather those available to learners.

• Mobile Technology

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Personal Learning

• What did you learn the last two days?

• Where?

• How?

• With which technology?

• How many times a person on average spend to learn in one week?

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Why Mobile Learning? Personal Learning (Tough 1971, Livingstone 2001)

• An adult spends 15 hours on average to learn per week

• Everyone is engaged at least in 1-2 major learning project per year.

• Consistent across ages, cultures, and social classes

• Less than 20% of adult learning is related to a course or institution

• Less than 1% of adult learning projects are for formal credit

• Adult make the most of Learning « outside » educational institution

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Deep transformation of offer, educational practices and needs

Multiplicity of sources and permanent and ubiquitous access to information and knowledge

Growing interactivity and autonomy of learners

Development of teacher and learner communities

Adaptation and personalization in demand

Increasing heterogeneity of learners and needs

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Space and time distribution of learning

Space: school, home, company,

Relationships between formal and informal learning (lifelong learning ...)

Changes lean on ICT and their practices




6 visions ProLearnContribution Institut Telecom

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Mobile technology is available

• Mobile devices

• Wireless netwoks

• Sensing systems

Personal learning, mainly, outside institutions


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Mobile Learning: some features

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Best viewed as mediating tools

• Mobile learning environment / applications are mediating tools in the learning process

Part of a whole

• Mobile learning applications should be related to other learning tools used by students and teachers

• Learning tools, activities, contexts, people and communties are distributed over time and space.

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Mobile Learning: some featuresCommunity

• Mobile learning is a social process which links learners to communities, people and situations.

• Learners are not taught by one teacher, but rather by a community. A learner can also teach others in the community.

• Collaborative learning: learning happens in collaboration between people and technology

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Activities

• difficult before, sometimes impossible

• How mobile learning environments permit to achieve learning and/or working activities which enhance / enrich the learning process ?




Locality

• Learning may occur in location and time which are significant and relevant for learners

• Learning environment may be used in authentic and appropriate contexts of use.

• Learning is not only situated in classroom, but also outside

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Situated learning

• Learning occurs in the context of activities that typically involve an authentic task or problem, a location, a time, an environment, a community, etc.

• Such type of context fosters knowledge and skill acquisition

• Increase of the learning quality and the reusability of learning results

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Context: learning in context and across contexts

• Derntl et Hummel: « learning context is used to describe the current situation of a person related to a learning activity. In addition to attributes relying on the physical world model »

• A. Kurti et M. Milrad: « information and content in use to support a specific activity (being individual or collaborative) in a particular physical environment ».

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Bomsdorf 2005 :

- « Ubiquitous learning is the next step in performing e-learning and by some groups it is expected to lead to an educational paradigm shift, or at least, to new ways of learning. The potential of ubiquitous learning results from the enhanced possibilities of accessing learning content and computer-supported collaborative learning environments at the right time, at the right place, and in the right form. Furthermore, it enables seamless combination of virtual environments and physical spaces ».

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(Hundebol and Helms 2006)

- « Pervasive learning environment is a context (or state) for mediating learning in a physical environment enriched with additional site-specific and situation dependent elements – be it plain data, graphics, information -, knowledge -, and learning objects, or, ultimately, audio-visually enhanced virtual layers“.

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Typologies and classifications of mobile learning systems

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Still a young research domain

Frameworks for the analysis and design of mobile learning have not reached consensus yet

• First frameworks are technically oriented

• Growing maturity enable the emergence of frameworks taking into account more essential features

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Considering the ownership & portability

[Georgieva et al, 2005]

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Considering levels of functionality

[Gay et al, 2002]

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Considering the pedagogy [Naismith et al, 2004]

Behaviourist

• The learning system pushes content to the learner which can react and receives a feedback (e.g., quizz)

Constructivist

• Initiative is upon the learner that will have to build is own view and comprehension (e.g., simulations and micro-world)

Situated

• Applications use the context to provide a framework for learning (e.g., problem based learning, field trip)

Collaborative

• The collaboration features provide a way to learn from & with others on the move

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Considering the pedagogy [Naismith et al, 2004]

Informal & lifelong learning

• Applications that support ad hoc and situated learning

Administrative support

• No pedagogy there ! But support of the institutional part of learning

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Mixing functions & pedagogy [Patten et al, 2006]

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Mixing functions & pedagogy [Patten et al, 2006]

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Considering the context use [Frohberg, 2006]

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No context taken into account

e.g., Quizz

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Applications in a formal (institutional) context

e.g., Classroom Response systems

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Digital environment not tied to the physical world

e.g., Virus game, Savannah

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Data is related to physical environment (places,

people, artifacts)

e.g., Ambient Wood, Environmental detectives…

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Supporting informal learning relying on a wide

variety of contexts

e.g., mobile learning & social software

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Some projects and applications

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Administration & institutional support

Ericsson Education Study

Teaching management

• SMS

- Course schedule modifications, messages to parents…

- Examples

– University of Ulster Northern Ireland : messages to students limited give up.

– University of Pretoria, South Africa : messages to distance students with no access to computer (postal mail taking 5 to 15 days)

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Scaffolding through SMS, MMS and WAP

• Communication et interaction with administration, other students & groups

• Downloading study guides and manuals

• Accessing online courses, tutoring, testing

- Quizzes, feedback on exams & work, motivational messages,

- Tutoring services

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Administratives services

• Downloading certificates…

• Institutional mobile portal

• Grading, tests… through the portal or a phone call

• …

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Course registration & curriculum

• Subscribing to courses

• Mobile curriculum (Corvinus University de Budapest)

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Field trip, museum visit…

Typical example: Open University UK & University of London (Laurillard 2007)

• Teachers introduce an artist’s work

• They provide a working guide for learners that work in pairs in the paintings gallery. Each painting has an associated code

• Based on the guide, learners take notes, confront their observations with those of the teacher, have tests and collaborate with other learners

• A follow up activity occur in the classroom where the students report on their work using an electronic whiteboard.

• The teacher makes a summary of the different reports

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Behaviourist / Free context

Skills Arena

- Game boy based video game to learn mathematicsJeux vidéo pour les mathématiques sur game boy

- Addition & substraction exercices presented in a game manner with marks, difficulty level…

BBC Bitesize

- Phone based revision system using SMS & Java games (650 000 GCSE students)

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Behaviourist / Free context

Phone based language learning

• SMS messages to revise & memorise vocabulary (Thornton and Houser 2004)

Classtalk : Classroom response system

• 1st year students in physics, University of Massachussets (Dufresne et al 1996)(e.g., www.bedu.com Better Education)

Quizdom (Assessment for learning in the classroom 2003, e.g., QCM)

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Constructivist learning / digital context / microworld

Participatory simulations

• Virus game (Collella 2000) : students have an active role in the simulation of the system dynamics.

- An active badge is weared by students. Proximity with another student/badge may spread the virus.

- Students can define strategies to understand how the virus is spreading , who is the initial infected person(s), who is immune…

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Constructivist learning / digital context

Savannah (Facer et al 2004)

• Understanding animal behaviour and defining strategies for surviving

Environmental Detectives

• Environmental investigation to discover the origin of a pollution…

• Mixing digital & physical context

Savannah: PDA and headphones – withimage, energy bar and sight, send and smell

buttons.

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Situated learning / physical context + data collection

Ambient Wood (Rogers et al 2002)

• Children aged 10-12

• Understanding relations between plants & animals in different woodland parts & seasons.

- 1) Exploration & discovery of the site

- 2) Reflection, organisation of data & hypothesis in class

- 3) Define experimentations based on hypotheses

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Situated learning / data collection

Natural science Learning: Butterfly-Watching System (Chen et al 2004)

- PDA + Wifi + Camera + database on butterfly

- Take photos of butterflies & query the database for indentification

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Situated learning / data collection

MyArtSpace

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Collaborative learning

Mobile Computer Supported Collaborative Learning

• Universidad Catolica de Chile

- Using PDAs to encourage collaborative face to face learning in primary & secondary school.

- Wifi based ad hoc network used

– Teacher distribute activities to learners

– Learners work in group of 3 to 5

– Teacher collects results on is PC through is PDA

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Informal & lifelong learning

Apprentissage informel et tout au long de la vie

• M-learning european project

- Teaching literacy calculus to young adults (16-24 years old) that left the scholar system

- M-Portal, Web & TV access, SMS, MMS

- VoiceXML : interactive stories, quizzes. SMS for instructions & reminder

- Pocket PC to browse content & for specific applications

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Mobile learning projects

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Mobile Learning Projects

Mobilearn (2002-2005) project

• Nokia, Compaq, Deutche Telekom, Telecom Italia, Telefonica I+D, etc.

• Explores new ways to use mobile environments to meet the needs of learners, working by themselves and with others. A new m-learning architecture will support creation, brokerage, delivery and tracking of learning and information contents, using ambient intelligence, location-dependence, personalization, multimedia, instant messaging (text, video) and distributed databases

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Mobilearn (2002-2005) project

• Focuses on

- The context-aware delivery of content and services to learners with mobile devices

- Appropriate actions and activities including interactions with others learners in the same or similar contexts




Ericsson & NKI (Danemark) : Leonardo Da Vinci Project

• From e-learning to m-learning (2000-2003)

- Designing and trying out the Environment for mobile learners

- Results and conclusions

– Working from home, the office and on travel

– Increased feeling of flexibility

– Few technical problems

– Readability was good

– Access to forum and pre-written messages

– LMS should facilitate the mobile learner

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• Incorporating mobile learning into mainstream education (2005-2007)

- Development of mLMS + Content

– An always-online solution would possibly increase the quality of the services for mobile learners

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Screen shot from the discussions forum using an ordinary browser

Screen shot from the discussions forum on the PDA

Incorporating mobile learning into mainstream education (2005-2007)




• The role of mobile learning in European education (2006-2008)- Survey on status and trends of mobile learning internationally and in Europe

- Continued developments of mobile learning services in the NKI LMS and distance learning systems

- Survey on NKI online students access to mobile technology and attitudes towards use of mobile phones in their studies

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Mobile Learning Projects Projet « G1:1 »• the Media Lab of Massachusetts Institute of Technology, along with

the World Bank, the United Nations and corporate investors, to provide a $100 laptop to many millions of schoolchildren in developing countries. The computers will not be available for sale, but will be distributed to schools directly though large government initiatives (http://laptop.media.mit.edu).

• A personal, portable computer is an exciting opportunity for children to explore science and society, to develop new media literacies and to converse and share online

• An international community of researchers from more than twenty countries around the world, called G1:1 (globally, one computer for one person), (http://www.g1to1.org ).

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Projet « G1:1 »


Mobile Learning in Europe (NKI)

UK in the lead and defines level 1

• The United Kingdom has at least 4 areas of provision: primary and secondary schools, universities, government departments and corporate providers.

• Provision at primary and secondary school level is vibrant.

• Many UK universities are active in the field

• UK companies are involved

• Finally 1000 British delegates are expected at the Handheld Learning conference to be held in London in October 2008.

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Level 2 consists of countries in which there has been mobile learning activity mainly in the form of participation in European Commission funded projects.

• Austria, Bulgaria (notably the University of Plovdiv), Cyprus, Czech Republic, Denmark, Finland, Hungary (notably Corvinus University of Budapest), Ireland (notably Ericsson Education Ireland), Italy (many university and government research centre projects), Netherlands, Norway (notably NKI), Portugal, Slovakia, Slovenia, Spain, Sweden.




Level 3 countries are making their first fragile steps in the field of mobile learning.

• Estonia, France, Greece, Latvia, Lithuania, Malta, Germany and Poland.

Level 4 countries are those in which little or no activity in mobile learning has been documented.

• Belgium, Luxembourg and Romania.


Documents

CNRS Summer School 2009page 0 Mobile Learning Serge Garlatti, Telecom Bretagne Yvan Peter, LIFL, NOCE On Mobile Learning