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E-learning Symposium: Pedagogy and Practice, 14 December 2005 Mobile Learning Agnes Kukulska-Hulme Institute of Educational Technology The Open University Overview Background - sources Mobile devices Current & emerging uses Language learning examples Strengths of mobile learning 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 mobile phones Smartphones PDAs Wearable PDAs Tablet PCs Which mobile devices? Personal Response Systems laptops personal media and game players Portable DVD players video game consoles USB sticks Mini digital camcorders digital voice recorders Current uses in UK - examples Ealing, Hammersmith and West London College - Wireless Tablet PCs in learning and teaching management Strathclyde University Personal Response System in large lecture hall Bangor University Wireless laptops used by student nurses 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 Emerging uses Spanning formal and informal settings... or tying in mobile & desktop access, e.g. •Moblogging – mobile blogging (text, audio, video) •Podcasting – audio file broadcasting and creation •Museum and heritage – augmented experiences Findings - Outcomes for learners • Development of skills e.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 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 Language learning examples SMS & vocabulary learning at Griffith University, Australia (Italian) iPods at Duke University, USA (Spanish) Digital voice recorders and mini camcorders UK Open University (German and Spanish) Teacher-led SMS & vocabulary learning at Griffith University, Australia (Italian) Teacher provides: Spaced scheduled delivery of vocabulary, definitions, examples, translations Questions/ quizzes Course reminders Related Internet sites Information messages Teacher and learner iPods at Duke University, USA (Spanish) Teacher provides: Audio to accompany textbook Audio glossaries Audio stories recorded by native speakers Oral feedback/comments on work Songs in Spanish Students download: Extra songs of their own choosing Students produce: Oral exam uploaded to VLE Oral diaries + showcase for other students Learner-led Digital voice recorders and mini camcorders Open University (German and Spanish) Students record: Interviews with each other Interviews with locals Visual and audio tours of locality Students upload: Their work to share with other students 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 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 Playing to the strengths of mobile learning •Connecting institutional learning …with workplace learning …with informal learning •Accommodating in-class and off-campus needs Strengths of mobile Learning... m-learning spontaneous immediate personal context-aware private situated always on e-learning interactive media-rich connected institutional intelligent hyper-linked usable desktop 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