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Do handheld devices facilitate face-to-face
collaboration? Handheld devices with large shared
display groupware to facilitate group interactions
C.-C. Liu* & L.-C. Kao†
Summary Aim:o Face-to-face collaboration through
handheld devices Procedureo Tablet-PC-onlyo Tablet-PC with network file sharingo Tablet-PC with shared display o Thinking-Pairing-Sharing (TPS) learning
activity
One-to-one collaborative learning scenario using a shared display
Workspaces with shared displays
Relation with Mobile Learning Framework
o Interaction and collaborationo Personal deviceo Share documents and display
screenso Use proper statistical tools on the
Internet
Which handheld devices help collaboration and in what
ways? Using Tablet PC with shared display:
o Promote shared understanding and increase awareness
o Share documents and answers
Advantages of Handheld DevicesTablet PCs with network file sharing
o view answersUsing Tablet PC with shared display:o Participation o Discussion o Interaction o Easily indicate the visual focuso Cooperate o Edit a group answer o Increase of awareness
Disadvantages of Handheld Devices
Tablet-PCs-onlyo Not enough participation o No interaction and communicationo Difficulty in exchanging information o Unaware of visual focus
Tablet PCs with network file sharingo Students tended to focus only on their own
Tablet PCso No interaction o No communication o Students tended to select one individual's
answer as the group answer
Additional comments
• Reliable tests• Shared space • Limited computational
power • Questionnaire • Statistical tests
Conclusion
o Single large display systems should be deployed in public areas where students come together to mix, socialize and collaborate throughout the day.
(Brignull et al, 2004)
o Similarly, the deployment of a shared-display system in communal space such as meeting rooms or libraries can also enrich student interaction in after class and informal discussion settings
Enriching spaces in practice-based
education to support collaboration while mobile: the case of teacher education
E.M. Morken, M. Divitini, O.K Haugalokkent
Summary Purposes: - Investigation of the usage of shared display
systems to promote cooperation in practice-based education.
- Discussion for the importance of common spaces and the role of bulletin boards.
- Definition of high-level requirements for a share display system to support practice-based education.
Procedure Illustration of the main concepts with a
demonstrator and some fictional scenarios of usage.
The demonstrator has been evaluated by three persons in order to collect feedback on the suitability of the shared display system.
The PPE-board
Information hanging on a glass wallin the teachers’ room
Contribution to the mobile learning framework
Research in the field of mobile learning and ubiquitous computing focuses on the development of spaces that are inhabited by users and the support that can be provided by enriching these spaces.
- By setting shared display systems in common areas, people have easy access to information, announcements, schedules, pictures etc. while they are moving in that space.
- Moreover, the shared display system includes the capability both receiving and posting information while mobile.
Advantages of shared display systems• Provide unlimited space
• Visibility of the information• Support mobility and remote access• Facilitate socialization • Support access to external information
sources• Support coordination• Support communication with people• Support of sharing of experiences• Support for collecting, distributing and
sharing information • Awareness support through commenting
Problems/issues
• Consideration of different types of tools.
• Need for remote communication.• It should serve as a portal instead of a
stand-alone application.• Easy overview of what is new or
relevant in a certain situation.• Consideration of contextualized
presentation of the information.• Privacy
Additional comments
• The evaluation was carried out only by three people.
• The evaluation does not refer at all on usability issues.
• The evaluation was based on semi-structured interviews that lasted about 1 hour.
• Their evaluation was based only on a short exposure and trial of the system on a laptop before the interview.
Conclusion
The article is based on a relatively new and unexplored field of mobile learning.
• Apart from any methodology issues the overall idea of using a shared display system to promote remote communication and sharing of experiences among students seems to be advantageous.
• Some improvements could be done.
Development of a Cross-Platform Ubiquitous Language Learning Service via Mobile
Phone and Interactive Television
S. Fallahkhair, L. Pemberton & R. Griffiths
Summary of the Article
o TAMALLE (Television and Mobile phone Assisted Language Learning Environment)
o TAMALLE is basically designed for second language learners help them to improve their language skills in a ubiquitous informal environment.
o TAMALLE has stages of the invention of an interactive TV combined with mobile phone.
o Different experiment was performed on people from different nations using iTV with the prototype of TAMALLE the result showed a positive impact of TAMALLE on the people.
An Early Example of Supporting for Second Language Learners o Mobile devices
– Mobile devices enhance learning experiences by enabling communications, learning on-the move and use on an ‘anytime and anywhere’ basis.
– Second Language learners currently are often found with a pocket dictionary or a personal vocabulary book.
o Non-interactive Television– It clearly affords watching, reading and listening,
making it an excellent medium for learners to practice comprehension skills and also to acquire background cultural knowledge.
– Comprehension of spoken material is strongly supported.
A Prototype of TAMALLE
TAMALLE (television and mobile phone assisted language learning environment) main menu.
A Prototype of TAMALLE
Supporting comprehension of difficult language item across iTV and mobile phones.
The Relation to the Framework of Mobile Learning with TAMALLE o The idea of this design based on other researches
which approve two aspects; – the effectiveness of conventional TV in second language
learning – the influence of the combination of media and audio.
o The way of learning those languages was iTV or Mobile phone;– using a textual image on the left of the screen of the iTV– video on the right of the screen of the iTV– textual message type of thing for mobile using client
server architecture. o The system was based on cross platform architecture
using multi tier client/server architecture for both Bluetooth and JAVA Enterprise Development Solution.
o So, the result of the focus group and language learning theories integrated in a discussion of the learning affordances of iTV and mobile phone technologies and shaped a framework for this design.
What is good about it
o The prototype had good results (Usability, Usefulness, Desirability, Overall Acceptance)
o Provide immediate access to dictionaryo Learn new language items (Vocabulary,
Expressions and slang)o Learn while doing ordinary and enjoyable
activitieso Learners say: Useful helpful motivating easy
to use Personal Consistent engaging familiar o Learn on-the-move, 'you can learn wherever
you are'o Support the immersion of culture of drama
to assist learning
What issues are addressedo Can Distract from ordinary TV watching with too
much data on screen o Difficulties to read the text on screen while viewingo Size of text on Screen can be an issue if too smallo It is a difficult prototype to enable equal access on a
mobile phone (small screen) and TV (large screen). o Costs of using the services o Design had to be Simple to work on different
models of mobiles o Support materials required and research over a
long Period of time o Some students who only have a mobile device. o The TAMALLE prototype was restricted to iTV's and
mobile phones (Should be applied to PDA's, PC, laptops etc. )
Conclusiono The evaluation results which used different
research methods approved the positive effect of this invention.
o It seems that mobile phone and iTV are very beneficial in second language learning particularly for advanced learners.
o The mobile device and iTV will purely be for revision rather than the main learning method.
o Ideally the mobile phone and iTV will be used in conjunction with each other to get maximum benefit.
Affordances of mobile technologies for experiential learning: the interplay of technology and pedagogical practicesC.-H. Lai, J.-C. Yang, F.-C. Chen, C.-W. Ho & T.-W. Chan
Summary Experiential learning emphasises learning for
the individual and it utilises experience in a given context to support knowledge acquisition and creation.
The research attempts to investigate how
mobile technologies (PDAs) facilitate experiential learning.
The study is conducted with primary students
on a field-trip of exploring plants in school garden so as to compare their knowledge retention and creation.
• Learning flow 1. Photo taking 2. Sensory experience 3. Further observation 4. Comparison 5. Question proposing 6. Final report
• Mobile technology system
teachers: prompts and material designing, learning status monitoring
students: seek answers and respond to the quizzes, share with others with PDAs
• Findings Students with PDAs were more motivated and encouraged
to engage with the wildlife Students with PDAs retained and created more knowledge
than who without PDAs
Contribution to the mobile learning framework
• Make outdoor learning much more convenient and accessible
• Provide real-time information for learners anytime, anywhere
• Provide functionalities for note-taking, such as photo-taking, sound recording and writing
• Encourage people to learn by exploring the tangible contexts and proposing questions actively
• Enable people to share ideas and discuss with others during the learning process
Benefits of PDAs afford Experiential learning
• Photo taking makes learning efficiently – improve retention
save time – recording quickly
produce useful results easy to save and manage drawing pictures is difficult
• Sound recording aids proposing more questions – increase knowledge creation
• Provide real-time material and prompts• Increase motivation and learning achievement• Gain accurate knowledge actively• Save time by note-taking with PDAs
Considerations / issues
• Big issue – How interplay between technologies and pedagogical practice can afford better experiential learning
- students lost interesting in sensory experience after taking photos
- technologies are not substitute of some learning experience - sound recording does not work well enough technical: noisy surroundings – improve recording technology pedagogical: has great difficulty to generate questions
• Motivation - can they motivate people engaged in learning for a long period of time? - PDAs make students better or students motivate actions by using PDAs?
• Ethic issue – Who should provide the PDAs? Schools or individual contribute?
Conclusion
• Mobile technologies facilitate field-trip and outdoor learning
• Make learning much more accessible, flexible, convenient, immediate and efficient
• Build a bridge between experiential learning and traditional learning
• Technologies cannot solely enhance learning but the interplay between technologies and pedagogical practices enables to afford optimal learning
Innovative socio-technical environments in support
of distributed intelligence and lifelong learning
G. Fischer, S. Konomi
Summary Socio-technical environments try to relate
tools and systems with the characteristics and abilities of human cognition, supporting the human mind.
Lifelong learning (self-directed, informal learning) supported by WMT
Context awareness considered
Summary (continue) Going small: personalized, portable devices and wireless
communication – information anywhere at any time.- “Mobility-For-All” (2005): “universe of one”-adaptable to each person’s abilities. PDAs, cellular phones and GPSs
Going large: collaboration and communication through large interactive tables and vertical displays.- “Environment and Discovery Collaboratory” (2001) (EDC): face-to-face collaboration in complex activities, distance in communication and collaboration- Caretta (2004): information sharing through group discussions
Going everywhere: computation is distributed in the physical environment. RFID transponders into everyday objects providing information about them.- “QueryLens” (2002) accumulates queries connected to physical objects giving the ability to the users to share these queries and modify them
Contribution to mobile learning framework
Mobility-For-All: small devices can be worn or carried providing people the ability of learning information and communicating as they move around in the world. “Right” information at the “right” time. i.e. navigation systems
EDC: tool-rich environments can be used to eliminate the distance and achieve learning not only by face-to-face collaboration, but also learning by distance. Sharing information achieved through interactive displays and through the web.
QueryLens: “Right” information in the “right” physical objects. People obtain the information they want about everyday objects. i.e. music CD, learn by the system further information
Advantages of distributed intelligent technologies
Lifelong learning better than school-based learning
Mobility facilitates situated learning “Universe of one” approach Information at any time and any place Mobility-For-All facilitates transportation
system Wireless networks provide communication
and collaboration across physical boundaries Embedded devices aid people to act and learn
about objects in their environment at any time “Right” information in the “right” physical
objects
Problems/ issues
Tool-rich environment required, which may not be available or cost-effective
Deskilling – learned helplessness symptoms
Lack of reliable usability tests or experiments of the systems described
Doubts for Mobility-For-All “universe of one”
Doubts for EDC effectiveness and applicability in mobile learning process
QueryLens – ethical issues: probable bombarding of information, privacy issues, isolation
Problems/ issues
“Power of the collective human mind”- not quantifiable
Conclusions
• WMT support lifelong learning and socio-technical environments and provide communication and collaboration in learning, across physical boundaries.
• Critical points to be considered: context awareness and understanding of human abilities.
• Challenge of future: say the “right” thing at the “right” time in the “right” way to the “right” person.
Comparison of the papersSIMILARITIES
o Collaboration Paper 1- Handheld devicesPaper 2- Shared display systemsPaper 5- Virtual displays (EDC)
o MobilityPaper 1- Handheld devices (PDAs, tablet
PCs)Paper 2 -Shared display systemsPaper 3 - Mobile phonesPaper 4- PDAsPaper 5- Mobile phones, PDAs, GPS, RFID
o InteractionPaper 1- Shared displaysPaper 2- Shared display systems
(touch screen)Paper 3- Interactive televisionPaper 4- PDAsPaper 5- PDAs, Interactive tables, GPS
Innovation
The most innovative technologies addressed in the papers were paper 2 and paper 3, which are based on relatively new fields in mobile learning, describing technologies which are not fully explored yet.
(Shared Display systems and TAMALLE)
General conclusion
o The papers address different aspects of the transformation of education for a mobile society
(Sharples, 2007)
As stated in the papers mobile technologies should be developed for educational purposes always considering learners’ abilities and needs.