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Reconstructing an Informal Mobile Learning Experience with Multiple Data Streams
Hilary SmithUniversity of Sussex, [email protected]
with Kher Hui (Marina) Ng, Kevin Walker, Josh Underwood, Sarah Heldt,
Geraldine Fitzpatrick, Rose Luckin, Judith Good, Peta Wyeth, Steve Benford
MIL-RM Workshop, WLE, London, 14 December 2007
Investigating • building collaborative relationships between
schools and with scientists in use of science resources and data
• opportunities for hands-on learning and science engagement, both in school and beyond (secondary science KS3)
• methods to support teachers in creating new, usable learning experiences for themselves and others
Educational e-science as “the use of ICT in education, to enable local and remote communication and collaboration on scientific topics and with scientific data”, Woodgate and Stanton Fraser, 2005
Introduction – e-Science Usability
My Mobile Mission (M3)
Moodle guided introduction
“Alternative and renewable energies”
group discussion
film
Mob. mediated outdoor ‘treasure hunt’
Review and reflection
iPod interviews
14:00 14:30 15:30 16:30Group discussion
17:00
My Mobile Mission (M3)
Moodle guided introduction
“Alternative and renewable energies”
group discussion
film
Mob. mediated outdoor ‘treasure hunt’
Review and reflection
iPod interviews
14:00 14:30 15:30 16:30Group discussion
17:00
Learning resources
Per team of 3-4• 1 mobile phone for data capture• 1 mobile phone for clues and communication• Video camera• Paper map• Researcher as facilitator, camera
and an eco-campus alternative energyexamples
Research questions
• What aspects of the task are motivating and could be useful in a science related hands-on task?
• How the group co-ordinates their task, decide which tool etc.
• What do they observe, capture and discuss whilst attending to clues?
• What kinds of distractions, stimuli, triggers for articulation?
• Can familiar technologies be used to data collect for later review and reflection?
Analysis of data is from 2 perspectives1. Participants’ review and reflection
leading to conclusion building and presentation of results and reflection
2. Researchers’ & teachers’ review and reflection leading to iterative experience redesign
Analysis of complete trail experience means compiling a (complete or partial) set of data sources into time-synchronised and efficient representations for re-use
Research methodology
Photo story as research method
Video stream
Text message logs
Online photo repository
Other data sources that relate to the
trail:Photos
iPod interviewsOOKL annotations
Reflective comments
• Pulling together of multiple data sources into a snapshot view
• Focuses on building group interpretation of the data
• Can be refined, altered, used to focus in on areas for more detailed analysis
• Could provide tagged links to the point in actual data files
• Could be created by learners to develop shared understanding of salient points in experience
Opportunities
Issues raised for discussion• Do aspects of method indicate challenges for other researchers to adopt versions of this methodology?
• What methods have been used to access the new knowledge that is being built within an experience by learners?
• What aspects contribute to the trade-offs between resources available for capture, quality of the data and the utility of those resources for future analysis?
• What tools and methods have others found particularly useful for research analysis e.g. synchronisation, analysis and re-player tools?
Acknowledgements, contacts
The e-Science Usability project is funded by the ESRC. We would also like to thank The Sea for providing the
OOKL service and mobile phones, and our summer camp participants and research helpers in Nottingham
Project websitewww.informatics.sussex.ac.uk/escience-usability
Evolving blog of science resourcese-science4schools.blogspot.com
