philip uys

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DIVISION OF LEARNING AND TEACHING SERVICES

Creating and executing a successfulmobile learning strategy a CharlesSturt University case study

Assoc Prof Philip UysDirector, Strategic Learning and Teaching Innovation

Division of Learning and Teaching ServicesCharles Sturt University, Australia

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> Rationale

> Creating a mLearning strategy at CSU

> Incorporating mLearning into your eLearning programs

> Capabilities of mobile learning

> Building mLearning content

> Requirements for mLearning to be effective in higher education

> Issues

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Introduction- Sponsor CSU mLearn project; mlearning seminars in SA; judge ofGSMA's 17th Global Mobile Awards (Best Mobile Innovation forEducation or Learning) worked into personas

- Will be using cases and personas wherever possible

- mlearning description

- mLearning is about supporting the mobility of the learner (anywhere, anytime)- We are using the students devices (not the institutions) and moving into their worldin a more direct and personal way

- Focus is on student learning (not access to general administrative information e.g.time tables, maps)

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- a mobile learning strategy has three key elements,

Learning

Platform

Audience

demonstrated in the personas that have been developed...

adjusted from http://www.slideshare.net/dmolsenwvu/developing-a-progressive-mobile-strategy-bdconf-version

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- refer throughout to the mLearn project at CSU

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- the mLearn project at CSU-focuses on mobile learning within the unique context of Charles Sturt University- the biggest distance education provider in Australia: puts CSU in a unique positionboth locally and globally.- presents the project with a unique and dispersed student population who presentchallenges that are very different from many other universities.

- mLearning project Objectives- Improve access- Leverage students mobility- Improve learning & teaching- Engage students

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Rationale- Ed Tech survey responses June 2010 (n=4000)

87% of students want to revisit work from lectures on their handheld/mobile device

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.

42% of students already had Internet enabled mobile phones. (Note that this surveywas done very shortly after the iPad was launched in Australia, and while mobile

devices are often in developing contexts the primary device, these devices are oftensecondary devices in developed contexts.

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.

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- Other needs at CSU:- CSU students doing fieldwork need to access CSUs learning and teaching systemswherever they are.

- The envisaged increase in students from lower SES backgrounds could see adecrease in privately owned laptops with a resultant higher ratio of mobile (smallscreen) devices.

- Enables and increases the opportunities for flexible delivery of CSU subjectresources and other L&T content in line with CSUs vision to be a leader in theprovision of flexible delivery.

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-mlearning internationally Take up by many universities in Australasia and internationally

Abilene Christian University: 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

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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 three

years 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 3G

mobile phone network..

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A changing trend in hardware towards mobile computing in a variety of forms. Amultitude ofMobile 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 iPadhttp://www.apple.com/ ; Motorola Xoom http://bit.ly/kYOFbk and Samsung Galaxy Tabhttp://bit.ly/muWjfJ). 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.http://www.lukew.com/resources/articles/MobileFirst_LukeW.pdf

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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.http://printceo.com/2010/11/gartner%E2%80%99s-optimistic-predictions-of-tablet-growth/

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

At the March 2011 introduction of iPad 2, the late Apple CEO Steve Jobs then 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 eversold.

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.

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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 www.itu.int 77% of the worlds population nowhas mobile devices.

By 2013, mobile phones will overtake PCs as the most common Web access deviceworldwide Gartner Inc, 2010

http://www.gartner.com/it/page.jsp?id=1278413

By 2015, 80% of people accessing the Internet will be doing so from mobile devices 2011 Horizon Report

http://wp.nmc.org/horizon2011/sections/mobiles/

The technology is here, ready, available and in wide spread use

right now.

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Creating a mLearning strategy atCSU

- 2010 proposal to ILSCOSC, and investigation: consider national andinternational developments and developed key focii and personas

- 2011: Propose CSU initiative through Initiative Handling Process

- end 2011: staff appointments concluded (graphic/interface designer;mobile developer)

- Implementation so far:- 2008 podcast tool in Interact: 2011 is 714 subject sites, out of approx 3600 sites =20%

- ePortfolio/PLE system mobile web and iPhone/iPad app since 2010 and 2011

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http://eportfolio.csu.edu.au/pebblepad/mobile

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General mobile access available since mid-2011: mobile web available targetingiphones and android phones http://m.csu.edu.au

- 2012 iTunesU with CSU Replay

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Incorporating mLearning into youreLearning programs- Balanced repertoire

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

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- Synchronous and asynchronous: both in mlearn

- Offline (including mobile) and online often integration with online forfurther research or uploading content

- 2012 and 2013 to expand mlearning and explore sustainability issues(around $.5 million):

1. Mobilise specific features and tools from Interact (CSUs learning managementsystem) then Interact 2 (Sakai OAE) as a whole (2013)

2. Run trials of tablet devices,

3.Develop mobile friendly media-rich learning materials, and

4. Mobilise the subject evaluation system.

Note: evaluation in July 2012 and end 2013

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- Develop a Web App (browser based application) for accessing Interact2 on a mobile

device using the Sakai OAE Application Programming Interface (API) & SoftwareDevelopment Kit (SDK). Two unique user interfaces, one for smart phones and one fortablets, would be included in this development.

- Creating a mobile interface for Interact2 will provide students with everywhere, all thetime access to their central subject point. This will allow them to access all the relevantsubject information, assessment and assignment information, learning resources and

communication tools.

- include self-assessment, classroom interaction, formal and informal messaging andaccess to learning materials.

1. Mobilise specific features and tools from Interact(CSUs learning management system) then Interact2 (Sakai OAE) as a whole (2013)

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- purchase, support and maintain a number of different devices for trials during a 12month period. These would be larger scale deployments than typical pilots and trials andconsist of around 20-30 units to assess the devices for learning and teaching based

outcomes. These trials by LTS could support design-based research activities byacademic staff involved in the pilots..

- inform further rollout, support and future direction in the area of mobile learning. Done inconjunction with research they will assist in measuring important outcomes such asstudent engagement, access, equity, experience and impacts on performance as well as

the roll of the lecturer and instructor. The practical rollout of devices will also create anopportunity to discover issues especially in regards to equity and access, hardware, fileformats, licensing and copyright.

- on campus, DE students and students on practicum would all be targeted to see howwell mobile devices can be incorporated to different learning environments.

2. Run trials of tablet devices

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- deliver a full Subject Package in a format suited to delivery and consumption from a

mobile device.

- key to developing a strategy for blended and flexible learning that incorporates theaffordances of a being truly mobile.

3. Develop mobile friendly media-rich learningmaterials

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- investigate and trial a multifunction evaluation system for a mobile device that can be

used in a variety of application (predominantly student feedback) to provide a simpler,quicker and easier ways of providing evaluation and feedback.

- increased participation rates for the Online Evaluation Survey by building upon theubiquity of mobile devices owned by students.

4. Mobilise the subject evaluation system

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Capabilities of mobile learning

Use the:

1. inherent affordances of mobile devices themselves (mobility, audio,video etc, which is different than other educational technologies e.g.desktop)

plus

2. functionality on the devices (apps)

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- Six of the 24 benefits of mobile learning - Marcus Boyes

(embedded in the personas)

- 1. Convenience and flexibility: mobile learning can be accessedanywhere, at any time: at the exact moment learning is required.

-2.Relevance: mobile learning enables training and evidence collection to be situatedrather than simulated and so it makes learning possible at the point of need e.g.Induction

-3.Learner control: the always-available nature of mobile learning empowers learnersto take the initiative and direct their own learning activities.

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-4.Good use of dead time: mobile learning can happen during dead time, whiletravelling or waiting for a meeting to start.

- 5.Elimination of technological and acceptance barriers: the use of a learners ownmobile device means they are already familiar with the technology, eliminatingtechnological barriers to accessing learning.

- 6. Context sensitive learning: with GPS and the use of QR codes learning canbecome specific to a location or a real life QR code marker. But its not just location, itcould be from your login to the LMS, your device setting or even your contacts list.

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- the three key elements of a mobile learning strategy will be

demonstrated in the personas that follows...

Learning

Platform

Audience

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Capabilities through:

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

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a. Learning Packages

Kevin (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. 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 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.

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c. eBooks

Martha (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/Vodcasts

Rachel (43) has two children and is enrolled in CSU through

distance 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 socially

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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.

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3. Performing learning tasks

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a. In the Learning Management System and for research

Andre (42) is a 4th year education student on practicum in asmall country town teaching year 2 children. He uses aniPad to access his Learning Management System modules,and have a sense of it being a personal and personalisedexperience, and communicate with other students in theclass using the chat tool.

He further finds relevant articles and add it to Instapaper toread later (Instapaper also allows Andre to change the font,size and colour.)

b. ePortfolio/Personal Learning System

Liz (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 smartphone to keep a record of any meetings thatshe will have in regards to work or study.She also uses the Pebble Pad applicationon her smart phone to document emergent,unintentional learning.

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c. Mobile CaptureMick (44) is a mature age student, family man and farming outside BrokenHill. He is in his second year of study doing an joint agricultural /healthscience 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 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 environmentand changing experiences), situated learning (learning takes place in thesurroundings that make learning meaningful).

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

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

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d. Geo-tagging

Kevin (20) is a student in environmental science who with fellowstudents visits a natural reserve near Sydney where variousplants and trees are geo-tagged to deliver online informationand enhance users experiences via photo, video, audio andtext; on the users mobile device. Kevin can add to theinformation which is then available to his peers. It is developedas an environmental teaching tool as well as an eco-guide fornatural reserves and parks.

e. SMS

Michael (23) is a final year Vet student. He has a basic mobilephone (not a smart phone). He accesses CSUs intelligent mobileanswer engine that delivers knowledge bits over SMS. The returnSMS will contain the exact answer to the query and not links toanswers.

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4. Participating in learning

interactions

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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.

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 his

supervisor dealt with the situation. This stimulates a long thread of otherstudents sharing stories and techniques that they have picked up. He alsoloads 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).

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c. Messaging System - the Learning Management

SystemPete (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 currently

studying 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 and share content on theirGalaxy 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 usingand familiar with. This supports personalised learning (learning iscustomised for the preferences, history and abilities of individual learners orgroups of learners).

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5. Performing assessment

tasks

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a. Self Assessment Tools

James (29) is studying a health science degree. James is aboutto undertake a multiple choice test on the train as part of hissubject revision. To access this, James uses his tablet and anenvironment specifically designed for mobile use. Oncecomplete, James will get instantaneous feedback from the testand see where he may need to focus his studies for the exam

b. Individual and Group assessment

The academic upload x-rays in the LMS. James and other

students,are then requested to comment on the x-rays. Theyaccess the LMS from their mobile phones and submit theircomments for feedback by other students and the academic.

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c. OLE Access online assignment submissionSam (28) is a trainee parks manager completing a Bachelor ofEnvironmental Sciences. Sam is struggling to connect to anythingbecause of his location (very remote). Sam struggles with a poor internet

connection on his homestead but is able to get mobile reception in somelocations with higher elevation. Sam is able to take his tablet computerand submit his assessments using his mobile connection saving a longtrek into town. Mobile learning thus addresses geographical or spatialdistance.

d. Radio-frequency identification (RFID)

James (29) is studying a health science degree. He is required

to attend a trade fair in Sydney and check in with at lesawt halfof the stalls at the fair. RFID uses radio waves to transfer datafrom an electronic tag attached to the student, through a readerfor the purpose of identifying and tracking the object. Studentswear RFID bracelets that connects them to their Facebookand Twitter pages. At each station they scan their braceletand have a post or tweet automatically sent to their pages.

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a. Subject Outline/Syllabus

Patrick (37) is a post grad MBA student part time that works inthe city with a 45min commute each way. During his commutehe remembers that one of his assessments is due next week butcant remember the exact date. Using his smart phone he logsinto the Learning Management System, checks his subjectoutline and then marks it into his calendar with a reminder forthe weekend.

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b. Learning Support Tools and SMSRobyn (58) is a mature age student returning to study after 25 years in theworkforce. She is struggling with the Learning Management System andwith 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 helpher, 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 avideo showing how wiki formatting is done she feels more confident. Shehas downloaded a cheat sheet to her mobile that lists all the codes so shecan refer to it quickly whenever and wherever she needs to.

Furthermore, she has elected to receive targeted SMS messages such as

reminders of assessments and encouraging messages at crucialmilestones.

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6. Evaluating teaching

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a. Classroom FeedbackLeanne (31) - first year academic teaching Accounting. Its her first fulltime teaching position and she is nervous about her performance and shewill be in charge of reviewing and updating the subject next session.

Leanne wants to ensure that she is engaging with the students, that theyare finding the subject information useful and the assessments beneficialso she has deployed a range of feedback tools to her subject materials.Students can like sections of the online modules as well as makecomments, which are recorded anonymously. Students have alreadycommented on a number of areas that are difficult to understand and shenow knows that they need further development. Students are able toupdate their comments simultaneously, using a their smart phone.

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Building mLearning content- Integrate as part of the learning process not an add-on extra, by supporting learning(including assessment) activities that is based on learning objectives/outcomes example

i.e do and interactivity not just listen/read (supported by mlearning)

(Traditional: Learning outcomes learning content)

Learningoutcomes

Learningactivities

and content

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- Select the apps to be used (especially free ones!) distinctive of mlearning

http://langwitches.org/blog/wp-content/uploads/2011/08/Bloom-iPads-Apps.jpg

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- consider SMS / mobile web / mobile app (off-line + features of device e.g. Geo-location)

- consider special affordances of mobile devices that might add to the learnerexperience

- smaller chunks of material

- create quick and simple interactions

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Next Steps in Mobile Learning

http://www.mobl21.com/blog/08/infographic-next-steps-in-mobile-learning/

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Ethical issues

Inequity across different socio-economicgroups and ability to use the technology organisation could provide; alternatives(Cost of tablets should be coming down e.g. $35 Tablet, the UbiSlate, launched in India)

Radiation: disputes around tumour creation,impact on fertility - appropriate risk reductionstrategies

Negative impact on sight and hearing

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Mobile use in class, and in assessmentcontexts

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Educational issues

Integrated within blended and flexiblelearning

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Deep versus shallow learning

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In-the-flesh communication vs mediated

http://olliebray.typepad.com/olliebraycom/ltscotland/

True?

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Appreciate varied learning preferences

Respect cognitive load (head space)

Limitations of multi-tasking

Design of learning activities should becognisant of relative small screen

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Redefined role of the teacher/educator?

Informal/mobile language acceptable?

Netiquette

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Technical issues

Variable access (regional and ruralAustralia National Broadband Network)

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strain on wireless networks (Stanford; Duke: 3 yearsto expand wireless and cellular

coverage to 95 % of the major areas on campus)

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Variable platforms (apps against openweb philosophy), so create once, publisheverywhere

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General issues

Is it a fad? Gartners Hype cycle

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Spaces are not neutral e.g. in evaluation

Political, socio-economic factors and impact

Understand mLearning within aneducational change management framework

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Requirements for mobile learning tobe effective in higher education1. Real world relevance: Use mobile learning in authentic contexts

2. Mobile contexts: Use mobile learning in contexts where learnersare mobile

3. Explore: Provide time for exploration of mobile technologies

4. Blended: Blend mobile and non mobile technologies

5. Whenever: Use mobile learning spontaneously

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6. Wherever: Use mobile learning in non traditional learning spaces

7. Whomsoever: Use mobile learning both individually and

Collaboratively

8. Affordances: Exploit the affordances of mobile technologies

9. Personalise: Employ the learners own mobile devices

10. Mediation: Use mobile learning to mediate knowledge

Construction.

11. Produse: Use mobile learning to produce and consume knowledge.

Herrington, A., Herrington, J. & Mantei, J. (2009). Design principles for mobile learning. In J. Herrington, A. Herrington, J.Mantei, I. Olney, & B. Ferry (Eds.), New technologies, new pedagogies: Mobile learning in higher education (pp. 129-138). Wollongong: University of Wollongong. Retrieved from http://ro.uow.edu.au/edupapers/88/

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URLs

mLearn project at CSU

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

mLearning project blog

http://mlearnproject.wordpress.com/

Uys, Philip mLearning collection

http://www.globe-online.com/mobilelearning

24 benefits of mobile learning, by Marcus Boyes

http://insights.elearningnetwork.org/?p=507

mLearning in Higher Education (Curated by Tim Klapdor)

http://www.scoop.it/t/mlearning-in-higher-education

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Design principles for mobile learning

http://ro.uow.edu.au/edupapers/88/

Top 50 Mobile Learning Resources

http://www.upsidelearning.com/blog/index.php/2009/11/02/top-50-mobile-learning-

resources

ADL Mobile Learning Handbook

https://sites.google.com/a/adlnet.gov/mobile-learning-guide/home

Top 50 mLearning Resources

http://www.slideshare.net/UpsideLearning/top-50mlearningmobilelearningresources

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Conclusion

- Plan design implement evaluate

- Think:

- Seek out appropriate apps

- Use the affordances of the mobile device and the

applications

Learningoutcomes

Learningactivities

and content

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- Use mobile learning to generate knowledge

- We are in their world

- Think:Learning

Platform

Audience

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The future is not someplace we are going to, but

one we are creating;

The paths to it are notfound but made, and the

activity of making them

changes both the makerand the destination

Peter Ellyard as cited by Hogan 2003

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

Sterling, VA.

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Thank you

Assoc Prof Philip Uys

Director, Strategic Learning and Teaching InnovationDivision of Learning and Teaching Services

Charles Sturt University, Australia

philip uys

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