Planning a mobile learning project ALPS Conference March 2010

Robert Campbell

ecommnet - Managing Director

Tamsin Treasure-Jones

ALPS - Mobile Technologies Project Manager Assessment and Learning in Practice Settings (ALPS) © http://www.alps-cetl.ac.uk

Be aware of the risks

• How to get the best out of new technology – “

never be an early adopter

” • Understand the risks of innovation and early adoption – manage expectations • Understand the speed of change in this market • Build upgrades into your spending plans Assessment and Learning in Practice Settings (ALPS) © http://www.alps-cetl.ac.uk

Provide structure and support

• Don’t assume the students are digital natives • Don’t underestimate the need for early support & structure • Provide multiple reasons for using the technology • Be clear about the purpose and benefits of using the technology • Tutors need support – consider tailored one-to-one support • Use champions – with excellent communication skills Assessment and Learning in Practice Settings (ALPS) © http://www.alps-cetl.ac.uk

Setting up shared IT services

• Identify key people (central IT) • Involve them from a very early stage • Keep in regular contact • Doing this across 5 different institutions is very difficult!

• Difficulties created by varying work schedules Assessment and Learning in Practice Settings (ALPS) © http://www.alps-cetl.ac.uk

Think big – start small

• Consider launching activity with small projects • Consider starting small and building out • Consider using an iterative development approach as: • people have commenting on paper specifications • specifications are likely to change • feedback on a system in use is more meaningful • Don’t underestimate the time involved in testing • Desk-based testing by the developers is not enough • Involve the users Assessment and Learning in Practice Settings (ALPS) © http://www.alps-cetl.ac.uk

Handing over to the users

• Use a phased delivery approach and manage students’ and tutors’ expectations • Minimise the work that the student has to do to set-up • Training should involve hands-on use of the technology Assessment and Learning in Practice Settings (ALPS) © http://www.alps-cetl.ac.uk

How did we do?

• Identify who you will need to convince to take up the technology at the end of the project • Identify the measures / outcomes that will influence key decision makers • Take meaningful baseline measurements • Use both qualitative and quantitative evaluation Assessment and Learning in Practice Settings (ALPS) © http://www.alps-cetl.ac.uk

Where did the time go?

• Keep key staff involved during the gap between the bidding process and the project start • Size matters - extra time involved in organisation • It takes time to establish trust in a collaborative project • Decision-making can take a long time in a collaborative project • A central co-ordinating team can help Assessment and Learning in Practice Settings (ALPS) © http://www.alps-cetl.ac.uk

Have fun and keep smiling!

Assessment and Learning in Practice Settings (ALPS) © http://www.alps-cetl.ac.uk