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

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The mobile learning potential of the Sakai CLE and Open Academic Environments. Dr Philip UysDirector, Strategic Learning and Teaching Innovation Division of Learning and Teaching Services Charles Sturt University, AustraliaTim KlapdorMedia TechnologistDivision of Learning and Teaching Services Charles Sturt University, Australia


<ul><li>1.The mobile learning potential of the Sakai CLE and Open Academic Environments Dr Philip Uys Tim KlapdorDirector, Strategic Learning and Teaching Innovation Media TechnologistDivision of Learning and Teaching ServicesDivision of Learning and Teaching ServicesCharles Sturt University, AustraliaCharles Sturt University, Australia DIVISION OF LEARNING AND TEACHING SERVICES</li></ul><p>2. 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 universitys) , and we are movinginto 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 hereis an attempt:A mobile device is typically a pocket-sized or handheld computing communication device having adisplay screen with touch input, keypad or keyboard. Mobile Devices are typically wireless enabledallowing access to the Internet and use mobile Web 2.0 tools to connect and engage with somecomputing capabilities.DIVISION OF LEARNING AND TEACHING SERVICES 3. mLearning within CSUs online learning environment OF LEARNING AND TEACHING SERVICES 4. Para-analysis (Buchan, 2010)DIVISION OF LEARNING AND TEACHING SERVICES 5. SynopsisThe presentation aims to encourage discussion about new options for studentlearning through the use of mobile devices via the CLE and OAE.These new options relate to students accessing learning materials; accessinglearning support materials; performing learning tasks; participating in learninginteractions; performing assessment tasks; and evaluating teaching.Typical personas, real life examples, issues espoused in the literature will bediscussed and built upon.DIVISION OF LEARNING AND TEACHING SERVICES 6. StructureIntroduction1. Students accessing learning materials2. Performing learning tasks3. Participating in learning interactions4. Performing assessment tasks6.Students accessing learning support6. Evaluating teaching7. Issues: Ethical; Educational; Technical; OtherClosingNote: The six areas are not watertight and overlap, separated merely as a frameworkDIVISION OF LEARNING AND TEACHING SERVICES 7. Introduction1. Focus on student learning Not student access to general administrative information e.g. time tables, maps Not staff use (although implications and overlaps)DIVISION OF LEARNING AND TEACHING SERVICES 8. 2. Some recent studiesAbilene Christian University (Tim Klapdor visited): initial findings from 2008 to 2009 wereabove 80% satisfaction and the last two years this has risen to over 90%. State University reported 75% agreed or strongly agreed with the statement,I think the iPad enhanced the learning experience of this course. DIVISION OF LEARNING AND TEACHING SERVICES 9. 3. Some international developments The Horizon Project is a long-running qualitative research project that seeks to identifyand describe emerging technologies likely to have a large impact on teaching, learning,research, or creative expression within learning-focused organisations. For the last threeyears mobile learning has featured as the number one emerging technology bothinternationally and in Australasia Mobile devices (such as Phones, Smart phones, PDAs, Tablets, Netbooks and PortableGaming Platforms) are more common and we are seeing an increase in usage ofhandheld mobile devices by staff, community members and students. Many of these areInternet capable, able to connect to the Internet via a wireless connection, or via the 3Gmobile phone network..DIVISION OF LEARNING AND TEACHING SERVICES 10. A changing trend in hardware towards mobile computing in a variety of forms. Amultitude of Mobile Operating Systems are in development including Apples iPhone OS,Googles Android, Microsofts Windows Mobile and various Linux based systems. Theseare being launched in conjunction with the next wave of Tablet hardware (See: Apple iPad ; Motorola Xoom and Samsung Galaxy Tab There is a considerable market push towards Tablets andNetbooks 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 amuch more personal experience where content can be delivered, created andcontextualized by a students physical location. OF LEARNING AND TEACHING SERVICES 11. 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 tabletunits in 2011, 103.4 million in 2012 and 154.2 million in 2013 on top of the 11 million soldin 2010. Source. the 3 years (2006-2009) mobile web traffic on the AT&amp;T network in the USAincreased 50 times, up 4,932%. AT&amp;T, Morgan Stanley ResearchAt the March 2011 introduction of iPad 2, Apple CEO Steve Jobs shared recent numberson Apples "post-PC" sales and market share. Apple recently shipped their 100 millionth iPhone. Apple has sold 15 million iPads - thats 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. DIVISION OF LEARNING AND TEACHING SERVICES 12. 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 thefirst time a full two years before the prediction by Morgan Stanley and according tothe UN Telecommunications Agency 77% of the worlds population nowhas 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, thesedevices 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.DIVISION OF LEARNING AND TEACHING SERVICES 13. 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 fromlectures on their handheld/mobile device.o Students were evenly split (50/50) among those who wish to access on campusinformation; subject information; subject readings; assessments or notifications on ahandheld/mobile device.o 42% of students already had Internet enabled mobile phones. (Note that this surveywas done very shortly after the iPad was launched in Australia).o Since 2005 we have surveyed our first year students in the School ofCommunication about a range of technology/media issues. Of the 207 surveyed in2010 - 94% own a portable media player (e.g. iPod) and 80% use iTunes at leastweekly." DIVISION OF LEARNING AND TEACHING SERVICES 14. Investigation in 2010 identified need and options Podcasting tool in InteractDIVISION OF LEARNING AND TEACHING SERVICES 15. ePortfolio/PLE (Pebblepad) iPhone/iPod/iPad apps, as well as mobile web DIVISION OF LEARNING AND TEACHING SERVICES 16. CSU Replay (Echo360) which caters for lesson recording and vodcasts - accessplanned via iTunesU (second half of 2011) Funding received for the mobile learning project for 2011 to 2013o Mobile Interact (Sakai CLE in hybrid with Sakai Open Academic Environment)o Mobile device trialso Mobile learning materials primarily for distance studentso Mobile subject evaluation at the end of each session DIVISION OF LEARNING AND TEACHING SERVICES 17. mLearning roject Objectives Improve access Leverage students mobility To improve learning &amp; teaching Engage students DIVISION OF LEARNING AND TEACHING SERVICES 18. General mobile access available: mobile web available targeting iphones and androidphones OF LEARNING AND TEACHING SERVICES 19. Mobile app this year will in addition have:campus mapscontactsstudent newscentralised messaging centre (up to 10 different sources)DIVISION OF LEARNING AND TEACHING SERVICES 20. DIVISION OF LEARNING AND TEACHING SERVICES 21. a. Learning PackagesKevin (20) is a student stuck in public transport in a regionallocation. While waiting to get home he uses his mobile device(an android tablet) to download information regarding hissubject, including the subject study guide. He is then able tomake use of this time to read through the content.b. eResourcesMichael (23) is a final year Vet student. His study is based inCanberra but he is going to do his 3rd clinical rotation in a dairypractice in Orange. Cattle are not his strong point, so he uses hisiPad to download some readings and journals about commonprocedures that he can review in the field, or listen in audio formaton the drive to the farm. DIVISION OF LEARNING AND TEACHING SERVICES 22. c. eBooksMartha (28) is studying by distance. Whilst on the train she isable to browse books and resources in an online store on heriPad. Before she reaches her destination she has read a fewsamples and chosen to purchase an eBook of her prescribedtext so she can avoid lugging the large volume print copy to andfrom work.d. Pod/VodcastsRachel (43) has two children and is enrolled in CSU throughdistance education. She uses mobile technology mostly tocomplete her readings while on the move. She is able to accesspodcasts of her lectures while she is preparing dinner usingiTunesU, and on her hands free mobile phone while travelling towork and sociallyDIVISION OF LEARNING AND TEACHING SERVICES 23. e. Digital Object Management system (DOMS)Susan (35) is a student doing two Early Childhood subjects inEducation. Susan is able to use her tablet to search forresources that other students and staff have created that arestored in the DOMS (and accessible via Interact). She has founda couple of great resources and is able to quickly add them toher own collection for assessment and review purposes. Susanis able to quickly share the resource with other students bysending them links.DIVISION OF LEARNING AND TEACHING SERVICES 24. 3. Performing learning tasks DIVISION OF LEARNING AND TEACHING SERVICES 25. a. In the Learning Management SystemAndre (42) is a 4th year education student on practicum in asmall country town teaching year 2 children. He uses an iPad toaccess his Learning Management System modules, and have asense of it being a personal and personalised experience, andcommunicate 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 isable to update her ePortfolio using her smart phone to keep arecord of any meetings that she will have in regards to work orstudy. She also uses the Pebble Pad application on her smartphone to document emergent/unintentional learning. DIVISION OF LEARNING AND TEACHING SERVICES 26. send x-ray with comments to academic for upload/upload in LMSc. Mobile CaptureMick (44) is a mature age student, family man and farming outsideBroken 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 networkconnection, Mick is still able to use his phone to take photos of examplesfrom his study guide which are also geo-tagged. When he is back at thehomestead he is able to upload them to the forums for discussion with hispeers. This supports contingent learning (reacting to the environment andchanging experiences), situated learning (learning takes place in thesurroundings that make learning meaningful). 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. DIVISION OF LEARNING AND TEACHING SERVICES 27. 4. Participating in learning interactions DIVISION OF LEARNING AND TEACHING SERVICES 28. a. Learning Management System ForumsGeorge (22) is on practicum for his nursing subject. He uses his mobiledevice to to access the online forums to see how his peers are going andto share his experiences. During his rounds he has had to deal with aparticularly difficult patient and during his break post how he and hissupervisor dealt with the situation. This stimulates a long thread of otherstudents sharing stories and techniques that they have picked up. Healso loads it up to his blog. Other students are able to read these and feelmore prepared if they are placed in similar circumstances. This supportsauthentic learning (meaningful learning tasks are related to immediatelearning goals).b. CHATAndre (42) is a 4th year education student on practicum in a small countrytown teaching year 2 children. He uses an iPad to access his LearningManagement System modules and communicates with other students in theclass using the chat tool. In addition, he belongs to a Mixit study groupwhere he also participates actively in chats. He is also a bof on using hismobile phone to participate in Twitter discussions. DIVISION OF LEARNING AND TEACHING SERVICES 29. c. Messaging System - the Learning ManagementSystemPete (41) is an academic teaching a distance education cohort in theOutback, with only two residential schools per session per year. Hisstudents in the region have intermittent Internet access at best and themobile networks are far more robust. Pete sends notifications to students(using SMS) regarding the availability of new Internet resources as theyare 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 currentlystudying a Social Networking subject. The class is immersed and engagedwith variety of Web 2.0 tools integrated in Sakai OAE. Using a webapplication client, the class is able to aggregate an...</p>