mobile learning & new trends

Mobile Learning & New Trends

José Bidarra | Universidade Aberta | Portugal

The classroom today…

• 8 AM

• 12 AM

• 2 PM

• 4 PM

• 7 PM

“ICTs are not mere tools but rather environmental forces that are increasingly affecting us. For instance blurring the distinction between reality and virtuality, and blurring the distinction between human, machine and nature” (L. Floridi)

Educational TechnologyAccording to the EU Commission initiative Opening Up Education, between 50% and 80% of students in EU countries never use digital textbooks, exercise software, podcasts, simulations or learning games.

Classroom Learning

Online Learning

Mobile Learning

4

Affordances facilitating b-

learning processes

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Mobile Learning prospectsLearning Anytime, Anywhere…

Mobile Learning• Basic model: SMS, MMS, images & text

• Responsive Web: accessible via browser (online)

• Educational Apps: installed in the device (offline)

• Educational eBooks: installed in the device (offline)

Anytime, Anywhere

Information Transfer

DecentralizedCentralized

Skills Transfer

Classroom Learning

E-Learning

Empo

wer

edCo

ntro

lled

Mobile Learning

Knowledge Creation Exchange

Seamless Work & Learning

Ubiquitous Learning

Open up time and place for learning

Data and analysis where and when you need it

(Mauro Figueiredo)

M-Learning Research

(Aberdour, 2013)

Moodle Mobile

Apps or eBooks?

App MILAGE Learn+

http://milage.ualg.pt

Erasmus+ Project

Responsive Web vs. Native AppsOne of the first decisions product designers have to make is whether they are going to just make a web product “friendly” for mobile screens or invest in developing a mobile application.

Responsive Web:

• Requires an Internet Connection;

• Poor Performance (Browser Limitations);

• Lack of Natural Navigation;

• Lack of Push Notifications;

• Lack of Other Functionality (QR codes, voice recognition, AR, …).

Responsive Web vs. Native AppsNative Apps:

• Internet Connection Not Always Necessary;

• Better Performance;

• Increased Functionality;

• Enhanced Security for Users;

• Brand Awareness and Accessibility;

• High investment in time and money.

Connected Learning

Time-Space Matrix

(Bidarra & Rusman, 2015)

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(application example based on Johansen, 1988)

A Design FrameworkWe propose an instructional design framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM).

This started as a response to complex changes in society and education (e.g. high turnover rate of knowledge, changing labour market, fast pace of technology renewal), which require a more creative response to the world problems that surround us. Many of these challenges are related to science and it would be expected that students are attracted to science, however the contrary is the case.

Article to be published in Open Learning: The Journal of Open, Distance and e-Learning

Context 1 Technology 2 Pedagogy 3

Context usually refers to broad concepts such as society and organizations, knowledge domains, experts and peers, tools and techniques, time and location, among other aspects.

Educational technology is concerned with connectivity, ubiquitous learning, web interface systems, and learning platforms. Many of these allow access to remote labs and equipment.

New pedagogies are emerging every year and the account of the last years has been very prolific: scale, connectivity, reflection, extension, embodiment and personalisation.

Digital StorytellingStorytelling is based on a set of four elements that are still valid in the digital age, namely:

• A narrator

• A plot

• A setting

• Characters

There is usually a conflict of some kind. Some common types of conflict may include:

• Conflict between one person and another or between groups;

• Conflict between a person and the natural environment;

• Conflict between an individual and the society.

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Content Gamification

"the use of game design elements in non-game contexts" (Deterding et al., 2011, p.1)

• Points: points are fantastic motivators and can be used to reward users/students across multiple levels or dimensions of a gamified activity. In general people love to be rewarded and, when interacting with a point system, they feel like they have gained something.

• Levels: these are often defined as point thresholds, so the students (or users) can use them to indicate a higher status and have access to bonus content.

• Challenges, badges, achievements, and trophies: the introduction of goals in an activity makes students (users) feel like they are working toward a goal. Normally, challenges should be configured based on specific actions and should include user/student rewards when they accomplish certain milestones with badges, achievements or trophies.

• Leader boards or “high-score table”: in the context of gamification, high-score tables are used to track and display desired actions, using completion to drive valued behavior. In intrinsic motivation terms, they are one of the most important features of a game, bringing the aspiration factor to the process.

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Game Mechanics, Dynamics and Emotions - MDE model

Badges

Avatars

Votes

Leaderboards

Achievements

Boss Fights

Virtual GoodsGuilds Quests

Rewards

Progress Bars

Skill Trees

Experience Points

Stat Points

Online Course on ICT

Online Course on ICT

Online Course on ICT

Web Technology 3D, AR, VR TechnologiesMobile Technology

Smartphones and tablets use is

widespread. Many educational apps,

ebooks, and videos are available.

These more advanced

technologies are now coming of age with new hardware and

software.

Inexpensive and user friendly.

There are many educational tools available online

and offline.

Trends Showcase

Games and Simulations

Virtual Worlds

Odisseia, 2006

Sign Language Learning Serious Game

Translation through an Avatar

Dynamic recognition of gestures

Virtual Sign Game

1 - Finite Automata

2 - Algorithms for Hierarchical Classification

3 - Sequence Alignment Algorithms

Saving Lake Wingra (ARIS)

Saving Lake Wingra (ARIS)

ARIS game enginehttp://arisgames.org

GameBook: text + images

GameBook: video + quiz

GameBook: Google Maps

GameBook: puzzle games

Augmented Reality (AR)

Surgery with AR

MITK pille - German Cancer Research Center in Heidelberg.

Batlló House AR (Barcelona)

Music Teaching (AR)

Aurasma application for music

Google Glass

Microsoft Hololens

Virtual Reality (VR)

Virtual Reality (VR)

Virtual Reality (VR) (accessible Google Cardboard)

Support the emergence of learners that are:

• always connected,

• in constant interaction,

• accessing vast information,

• making fast decisions,

• integrating different media.

What future?

THANK YOU!

JOSÉ BIDARRA

JOSE.BIDARRA@UAB.PT

CIAC – UALG – UAB

2017