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DIVISION OF LEARNING AND TEACHING SERVICES

The mobile learning potential of the Sakai CLE and Open Academic Environments

Dr Philip Uys

Director, Strategic Learning and Teaching Innovation Division of Learning and Teaching Services

Charles Sturt University, Australia<[email protected]>

Tim Klapdor

Media TechnologistDivision of Learning and Teaching Services




Key tenets of mLearning- mLearning deals with the mobility of the learner (anywhere, anytime)- It also integrates other uses of mobile devices (e.g. polls in the classroom)

- Universities are using the students’ devices (not the university’s) , and we are moving into their world in a more direct and personal way

- mLearning via the Sakai CLE and Sakai OAE supports

- Personalised learning par excellence

- Supports authentic, situated, contingent and contextualised learning

- Supports emergent learning

- Supports social constructivist learning via direct communication and social media.

It is difficult to define mobile devices because of the greyness of such a definition, but here is an attempt:A mobile device is typically a pocket-sized or handheld computing communication device having a display screen with touch input, keypad or keyboard. Mobile Devices are typically wireless enabled allowing access to the Internet and use mobile Web 2.0 tools to connect and engage with some computing capabilities.



http://www.csu.edu.au/division/lts/docs/role/ltsystemsdashboard.pdf

mLearning within CSU’s online learning environment



(Buchan, 2010)

Para-analysis



Synopsis

The presentation aims to encourage discussion about new options for student learning through the use of mobile devices via the CLE and OAE.

These new options relate to students accessing learning materials; accessing learning support materials; performing learning tasks; participating in learning interactions; performing assessment tasks; and evaluating teaching.

Typical personas, real life examples, issues espoused in the literature will be discussed and built upon.



Structure

Introduction

1. Students accessing learning materials

2. Performing learning tasks

3. Participating in learning interactions

4. Performing assessment tasks

5. Students accessing learning support

6. Evaluating teaching

7. Issues: Ethical; Educational; Technical; Other

Closing

Note: The six areas are not watertight and overlap, separated merely as a framework



Introduction

1. Focus on student learning Not student access to general administrative information e.g. time tables, maps Not staff use (although implications and overlaps)



2. Some recent studies

•Abilene Christian University (Tim Klapdor visited): initial findings from 2008 to 2009 were above 80% satisfaction and the last two years this has risen to over 90%.•http://www.acu.edu/technology/mobilelearning/documents/ACU2009-10MobileLearningReport.pdf

•Oklahoma State University reported 75% agreed or strongly agreed with the statement, “I think the iPad enhanced the learning experience of this course.”•http://news.okstate.edu/press-releases/929-ipad-study-released-by-oklahoma-state-university



3. Some international developments

• The Horizon Project is a long-running qualitative research project that seeks to identify and describe emerging technologies likely to have a large impact on teaching, learning, research, or creative expression within learning-focused organisations. For the last three years mobile learning has featured as the number one emerging technology both internationally and in Australasia

• Mobile devices (such as Phones, Smart phones, PDA’s, Tablets, Netbooks and Portable Gaming Platforms) are more common and we are seeing an increase in usage of handheld ‘mobile’ devices by staff, community members and students. Many of these are Internet capable, able to connect to the Internet via a wireless connection, or via the 3G mobile phone network..



• A changing trend in hardware towards mobile computing in a variety of forms. A multitude of Mobile Operating Systems are in development including Apple’s iPhone OS, Google’s Android, Microsoft’s Windows Mobile and various Linux based systems. These are being launched in conjunction with the next wave of Tablet hardware (See: Apple iPad http://www.apple.com/ ; Motorola Xoom http://bit.ly/kYOFbk and Samsung Galaxy Tab http://bit.ly/muWjfJ). There is a considerable market push towards Tablets and Netbooks

• A typical Smartphone has not only a wireless internet connection but a GPS, accelerometer, compass and multi-touch interface which can be developed to create a much more personal experience where content can be delivered, created and contextualized by a student’s physical location. http://www.lukew.com/resources/articles/MobileFirst_LukeW.pdf



• Tremendous growth in the number of new mobile devices, specifically tablets, expected over the next few years. Gartner predicts word wide rollout of 54.8 million tablet units in 2011, 103.4 million in 2012 and 154.2 million in 2013 on top of the 11 million sold in 2010. Source. http://printceo.com/2010/11/gartner%E2%80%99s-optimistic-predictions-of-tablet-growth/

•In the 3 years (2006-2009) mobile web traffic on the AT&T network in the USA increased 50 times, up 4,932%. AT&T, Morgan Stanley Research

•At the March 2011 introduction of iPad 2, Apple CEO Steve Jobs shared recent numbers on Apple's "post-PC" sales and market share. http://events.apple.com.edgesuite.net/1103pijanbdvaaj/event/index.html

• Apple recently shipped their 100 millionth iPhone.

• Apple has sold 15 million iPads - that's more than every tablet PC ever sold.

• There are 65,000 apps specifically developed for the iPad.

• There are more 350,000 apps available on the iPhone.

• More than 10 Billion Apps have been downloaded from the App Store.



• Relevant to CSU: the iPhone is the clear market leader in Australia with over 74% market share followed by Android with 13% ; in terms of tablets the iPad has a 92% share. iOS devices, which includes iPhones, iPods and iPads, account for more than 5% of the total web traffic in Australia.

• In the final quarter of 2010 Fortune reported that Smartphones outsold PCs for the first time – a full two years before the prediction by Morgan Stanley – and according to the UN Telecommunications Agency www.itu.int 77% of the world’s population now has mobile devices.

• 99% of the students of the Catholic University of Mozambique has a cell phone, while less than 10% have computers

• While mobile devices are often in developing contexts the primary device, these devices are often secondary devices in developed contexts.

The technology is here in both developing and developed contexts, ready, available and in wide spread use right now.



5. mLearning at Charles Sturt University

• CSU Educational Technology Survey among students (July 2010 ; n = 4000)

o A large majority (87%) of students indicated that they wanted to revisit work from lectures on their handheld/mobile device.

o Students were evenly split (50/50) among those who wish to access on campus information; subject information; subject readings; assessments or notifications on a handheld/mobile device.

o 42% of students already had Internet enabled mobile phones. (Note that this survey was done very shortly after the iPad was launched in Australia).

o Since 2005 we have surveyed our first year students in the School of Communication about a range of technology/media issues. Of the 207 surveyed in 2010 - 94% own a portable media player (e.g. iPod) and 80% use iTunes at least weekly."



• Investigation in 2010 identified need and options

http://www.csu.edu.au/division/landt/resources/mobilelearning/index.htm

• Podcasting tool in Interact



• ePortfolio/PLE (Pebblepad) iPhone/iPod/iPad apps, as well as mobile webhttp://eportfolio.csu.edu.au/pebblepad/mobile



• CSU Replay (Echo360) which caters for lesson recording and vodcasts - access planned via iTunesU (second half of 2011)

• Funding received for the mobile learning project for 2011 to 2013

o Mobile Interact (Sakai CLE in hybrid with Sakai Open Academic Environment)

o Mobile device trials

o Mobile learning materials primarily for distance students

o Mobile subject evaluation at the end of each session



mLearning roject Objectives

• Improve access • Leverage students mobility• To improve learning & teaching• Engage students



• General mobile access available: mobile web available targeting iphones and android phones http://m.csu.edu.au



Mobile app this year will in addition have:

• campus maps

• contacts

• student news

• centralised messaging centre (up to 10 different sources)





a. Learning Packages Kevin (20) is a student stuck in public transport in a regional location. While waiting to get home he uses his mobile device (an android tablet) to download information regarding his subject, including the subject study guide. He is then able to make use of this time to read through the content.

b. eResources Michael (23) is a final year Vet student. His study is based in Canberra but he is going to do his 3rd clinical rotation in a dairy practice in Orange. Cattle are not his strong point, so he uses his iPad to download some readings and journals about common procedures that he can review in the field, or listen in audio format on the drive to the farm.



c. eBooksMartha (28) is studying by distance. Whilst on the train she is able to browse books and resources in an online store on her iPad. Before she reaches her destination she has read a few samples and chosen to purchase an eBook of her prescribed text so she can avoid lugging the large volume print copy to and from work.

d. Pod/VodcastsRachel (43) has two children and is enrolled in CSU through distance education. She uses mobile technology mostly to complete her readings while on the move. She is able to access podcasts of her lectures while she is preparing dinner using iTunesU, and on her hands free mobile phone while travelling to work and socially



e. Digital Object Management system (DOMS)Susan (35) is a student doing two Early Childhood subjects in Education. Susan is able to use her tablet to search for resources that other students and staff have created that are stored in the DOMS (and accessible via Interact). She has found a couple of great resources and is able to quickly add them to her own collection for assessment and review purposes. Susan is able to quickly share the resource with other students by sending them links.



3. Performing learning tasks



a. In the Learning Management SystemAndre (42) is a 4th year education student on practicum in a small country town teaching year 2 children. He uses an iPad to access his Learning Management System modules, and have a sense of it being a personal and personalised experience, and communicate with other students in the class using the chat tool.

b. ePortfolio/Personal Learning SystemLiz (24) is a final year student in B. Information Studies (DE only), currently studying Social Networking in Info Studies subject. She is able to update her ePortfolio using her smart phone to keep a record of any meetings that she will have in regards to work or study. She also uses the Pebble Pad application on her smart phone to document emergent/unintentional learning.



c. Mobile CaptureMick (44) is a mature age student, family man and farming outside Broken Hill. He is in his second year of study doing an joint agricultural /health science diploma by DE. Out in the field, where there is no network connection, Mick is still able to use his phone to take photos of examples from his study guide which are also geo-tagged. When he is back at the homestead he is able to upload them to the forums for discussion with his peers. This supports contingent learning (reacting to the environment and changing experiences), situated learning (learning takes place in the surroundings that make learning meaningful).

send x-ray with comments to academic for upload/upload in LMS send x-ray with comments to academic for upload/upload in LMS send x-ray with comments to academic for upload/upload in LMS

Mick also sends x-rays from outstations with comments to the academic for upload in the LMS, or sometimes upload it himself at the homestead.



4. Participating in learning interactions



b. CHATAndre (42) is a 4th year education student on practicum in a small country town teaching year 2 children. He uses an iPad to access his Learning Management System modules and communicates with other students in the class using the chat tool. In addition, he belongs to a Mixit study group where he also participates actively in chats. He is also a bof on using his mobile phone to participate in Twitter discussions.

a. Learning Management System ForumsGeorge (22) is on practicum for his nursing subject. He uses his mobile device to to access the online forums to see how his peers are going and to share his experiences. During his rounds he has had to deal with a particularly difficult patient and during his break post how he and his supervisor dealt with the situation. This stimulates a long thread of other students sharing stories and techniques that they have picked up. He also loads it up to his blog. Other students are able to read these and feel more prepared if they are placed in similar circumstances. This supports authentic learning (meaningful learning tasks are related to immediate learning goals).



c. Messaging System - the Learning Management SystemPete (41) is an academic teaching a distance education cohort in the Outback, with only two residential schools per session per year. His students in the region have intermittent Internet access at best and the mobile networks are far more robust. Pete sends notifications to students (using SMS) regarding the availability of new Internet resources as they are posted so students know when they need to get online.

d. Web Application ClientLiz (24) is a final year student in Bachelor of Information Studies currently studying a Social Networking subject. The class is immersed and engaged with variety of Web 2.0 tools integrated in Sakai OAE. Using a web application client, the class is able to aggregate and share content on their Galaxy Tablet from a variety of sites and applications in one central location. For Liz this is a great time saver. She can also use tools she is already using and familiar with. This supports personalised learning (learning is customised for the preferences, history and abilities of individual learners or groups of learners).



5. Performing assessment tasks



a. Self Assessment ToolsJames (29) is studying a health science degree. James is about to undertake a multiple choice test on the train as part of his subject revision. To access this, James uses his tablet and an environment specifically designed for mobile use. Once complete, James will get instantaneous feedback from the test and see where he may need to focus his studies for the exam

b. Individual and Group assessmentThe academic upload x-rays in the LMS. James and other students,are then requested to comment on the x-rays. They access the LMS from their mobile phones and submit their comments for feedback by other students and the academic.



c. OLE Access – online assignment submission Sam (28) is a trainee parks manager completing a Bachelor of Environmental Sciences. Sam is struggling to connect to anything because of his location (very remote). Sam struggles with a poor internet connection on his homestead but is able to get mobile reception in some locations with higher elevation. Sam is able to take his tablet computer and submit his assessments using his mobile connection saving a long trek into town. Mobile learning thus addresses geographical or spatial distance.





a. Subject Outline/SyllabusPatrick (37) is a post grad MBA student part time that works in the city with a 45min commute each way. During his commute he remembers that one of his assessments is due next week but can’t remember the exact date. Using his smart phone he logs into the Learning Management System, checks his subject outline and then marks it into his calendar with a reminder for the weekend.



b. Learning Support ToolsRobyn (58) is a mature age student returning to study after 25 years in the workforce. She is struggling with the Learning Management System and with the DE materials that are so different from when she got her degree. Fortunately she is able to access a range of resources and tools to help her, including interactive tutorials so she is able to see how things work. She has to contribute to a Wiki in one of her subjects and after watching a video showing how wiki formatting is done she feels more confident. She has downloaded a cheat sheet to her mobile that lists all the codes so she can refer to it quickly whenever and wherever she needs to.



6. Evaluating teaching



a. Classroom FeedbackLeanne (31) - first year academic teaching Accounting. It’s her first full time teaching position and she is nervous about her performance and she will be in charge of reviewing and updating the subject next session. Leanne wants to ensure that she is engaging with the students, that they are finding the subject information useful and the assessments beneficial so she has deployed a range of feedback tools to her subject materials. Students can “like” sections of the online modules as well as make comments, which are recorded anonymously. Students have already commented on a number of areas that are difficult to understand and she now knows that they need further development. Students are able to update their comments simultaneously, using a their smart phone.





Ethical issues

• Inequity across different socio-economic groups and ability to use the technology – organisation could provide; alternatives• Radiation: disputes around tumour creation, impact on fertility - appropriate risk reduction strategies (e.g. Cancer Foundation of SA)• Negative impact on sight and hearing• Mobile use in class, and in assessment contexts





Ethical issues

•Privacy issue of being able to identify cell identification numbers when “anonymous” participation is required • Fuelling addiction?



Educational issues

• Integrated within blended and flexible learning





Educational issues

• Deep space learning versus shallow learning• Real communication vs mediated• Appreciate varied learning preferences• Respect cognitive load (“head space”)• Limitations of multi-tasking• Redefined role of the teacher/educator?



Educational issues

• Informal/mobile language acceptable? • Netiquette



Technical issues

• Variable access (also regional and rural Australia – National Broadband Network)



Technical issues

• Variable platforms (apps against open “web” philosophy)



General issues

• Is it a fad? Gartner’s Hype cycle



General issues

• Spaces are not neutral e.g. in assessment and evaluation• Security (“mobile crime”!) • Political, socio-economic factors and impact •Understand mLearning within an educational change management framework



Four key change management variables

1. People2. Tasks 3. Organisational Structure/design 4. Technology



LASO model

(Uys, P.M., 2007): top down and bottom up strategies need to work in unison



In a time of drastic changeit is the learners who survive,the ‘learned’ find themselves

fully equippedto live in a world

that no longer existsEric Hoffer



Conclusion



The future is not some place we are going to, but one we are creating;

The paths to it are not found but made, and the activity of making them changes both the maker and the destination.

Peter Ellyard as cited by Hogan 2003

Hogan, C. (2003) Practical Facilitation. A toolkit of Techniques. Kogan Page, London and Sterling, VA.



Ownership, initiative,

ingenuity, responsibility



Thank you

Dr Philip Uys

Director, Strategic Learning and Teaching Innovation Division of Learning and Teaching Services


Tim Klapdor

Media TechnologistDivision of Learning and Teaching Services




LinksCSU Mobile Learning Investigation: http://www.csu.edu.au/division/landt/resources/mobilelearning/index.htm

Uys, P. M. (2010, December). Implementing an open source learning management system: A critical analysis of change strategies. Australasian Journal of Educational Technology, 26(7), 980-995. http://www.ascilite.org.au/ajet/ajet26/uys.html

Uys, P.M. (2007). Enterprise-Wide Technological Transformation in Higher Education: The LASO Model. International Journal of Educational Management (ISSN: 0951-354X), Emerald, UK. http://www.globe-online.com/philip.uys/2006 08 uysLASOmodel.htm

CSU Educational Technology Dashboard http://www.csu.edu.au/division/lts/docs/role/ltsystemsdashboard.pdf

CSU Educational Technology Frameworkhttp://www.csu.edu.au/division/landt/resources/documents/CSUEducationalTechnologyFramework.pdf

Personal mLearning collectionhttp://www.globe-online.com/mobilelearning