mobile learning agnes kukulska-hulme institute of educational technology the open university...
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Mobile Learning
Agnes Kukulska-HulmeInstitute of Educational Technology
The Open University
E-learning Symposium: Pedagogy and Practice, 14 December 2005
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Background - sources
Mobile devices
Current & emerging uses
Language learning examples
Strengths of mobile learning
Overview
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Investigations of mobile learning Book with twelve international case studies
Kukulska-Hulme, A. & Traxler, J. (eds) (2005)Mobile Learning: A Handbook for Educators and Trainers, Routledge.
JISC-funded projects on Wireless and Mobile Learning in the post-16 sector
Ten case studies Landscape Study on current uses, potential & strategic aspects (3 reports)
Pilot with Languages students at OU summer schools
Online Masters students: emergent uses of mobile devices
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Tablet PCs
personal media and game players
video game consoles
Smartphones mobilephones
PDAs Wearable PDAs
Mini digitalcamcorders
Portable DVD players
laptops
digital voice
recorders
Which mobile devices?
PersonalResponseSystems
USB sticks
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Current uses in UK - examples
Strathclyde University -Personal Response System in large lecture hall
Bangor University - Wireless laptops used by student nurses
Ealing, Hammersmith and West London College - Wireless Tablet PCs in learning and teaching management
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Current uses in UK - examples
Dewsbury/ Bishop Burton/ Thomas Danby College –Use of PDAs in fieldwork and basic skills
Gloucestershire College of Art and Technology – Satvan and wireless laptops out in the community
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Emerging uses
•Moblogging – mobile blogging (text, audio, video)
•Podcasting – audio file broadcasting and creation
•Museum and heritage – augmented experiences
Spanning formal and informal settings...or tying in mobile & desktop access, e.g.
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Findings -
Outcomes for learners
• Development of skillse.g. reflective, oral, social, peer review, independent learning, ICT
• Keeping in contact with a peer group whilst on work placements • Portability between college and at home encourages consolidation and familiarity with learning material• Learners perceive themselves as becoming more efficient and productive
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Findings –
Implications for teachers
Teachers find themselves focusing on:
• identifying and catering to students’ specific needs• fostering reflection on learning processes• developing new strategies for consolidation of
learning and assessment• helping with the management of learning • monitoring performance
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iPods at Duke University, USA (Spanish)
Language learning examples
SMS & vocabulary learning at Griffith University, Australia (Italian)
Digital voice recorders and mini camcorders UK Open University (German and Spanish)
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SMS & vocabulary learning at Griffith University, Australia (Italian)
Teacher-led
Teacher provides:Spaced scheduled delivery of vocabulary, definitions, examples, translationsQuestions/ quizzesCourse remindersRelated Internet sitesInformation messages
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iPods at Duke University, USA (Spanish)
Teacher and learner
Teacher provides:Audio to accompany textbookAudio glossariesAudio stories recorded by native speakersOral feedback/comments on workSongs in Spanish
Students download:Extra songs of their own choosing
Students produce:Oral exam uploaded to VLEOral diaries + showcase for other students
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Digital voice recorders and mini camcorders Open University (German and Spanish)
Learner-led
Students record:Interviews with each otherInterviews with localsVisual and audio tours of locality
Students upload:Their work to share with other students
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Playing to the strengths of mobile learning
•‘Drip,drip’ learning - little and often•Skill building - little by little
•Alerting learners to information and deadlines•Rapid response by teachers
•Mobile mentoring •Self-evaluation and reflection •M-portfolios - electronic portfolios on mobile devices
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Playing to the strengths of mobile learning
•Collaboration on task - spontaneous and ongoing
•Information gathering and sharing on the go
•Recording experiences using multiple media
•Access to information and assessment on demand
•Learning in context - using contextual data
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Playing to the strengths of mobile learning
•Connecting institutional learning …with workplace learning…with informal learning
•Accommodating in-class and off-campus needs
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e-learning
m-learninginteractive
hyper-linkedsituatedprivate
spontaneous
immediate
media-rich
context-aware
usable
intelligent
institutional
desktop
personal
Strengths of mobileLearning...
connected
always on
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Thank you
Book: Kukulska-Hulme, A. & Traxler, J. (eds) (2005)Mobile Learning: A Handbook for Educators and Trainers, Routledge, London
Landscape Study reports (Current Uses of Wireless and Mobile Technologies in Teaching and Learning, Potential, and Strategic Implications): http://www.jisc.ac.uk/index.cfm?name=eli_outcomes
Innovative Practice with E-Learning Guide:http://www.jisc.ac.uk/index.cfm?name=eli_practice