bsc - mobile learning concretized - five pedagogical models
DESCRIPTION
This thesis observes mobile learning in its concrete settings, applied to five different pedagogical models. The pedagogical models used in this thesis are Situated Learning, Problem-based Learning, Project-based Learning, Performance-based Learning, and Tutorial Learning. The vocational education and training creates the context, where mobile learning takes place.TRANSCRIPT
Mobile Learning Concretized Five Pedagogical Models
Pasi J. Eronen
August 30, 2006
University of Joensuu
Department of Computer Science and Statistics
Bachelor's Thesis
Abstract
This thesis observes mobile learning in its concrete settings, applied to five different
pedagogical models. The pedagogical models used in this thesis are Situated Learning,
Problem-based Learning, Project-based Learning, Performance-based Learning, and Tutorial
Learning. The vocational education and training creates the context, where mobile learning
takes place.
Mobile learning is a process, where learning is supported by suitable technologies including
the devices and wireless connection. The interplay between the learning and technology is
mediated by the software, which provides an interface to the pedagogical uses of technology.
When the technology is applied to various pedagogical models, the flow of activities in
pedagogical models create the needs for the suitable technologies. Therefore, these needs also
dictate the role in which the technology is applied in mobile learning.
The roles for technology, in which it is applied in the pedagogical models of this thesis
include: Contextualizing, Information explication support, Collaboration facilitation,
Problem-solving support, Artifact creation, Administrative support, Communication support,
and Interaction support.
ACM Classification: K.3.1. Computer Uses in Education, C.2.8. Mobile Computing1
Keywords: Mobile learning, pedagogical models, vocational education and training.
1 As in IEEE's extended version of ACM's classification. The extended version is available on-line in following web-address:
http://www.computer.org/portal/site/ieeecs/menuitem.c5efb9b8ade9096b8a9ca0108bcd45f3/index.jsp?&pName=ieeecs_level1&path=ieeecs/publications/author&file=ACMtaxonomy.xml&xsl=generic.xsl&
Acknowledgments
Most of the work in this thesis is based on my past work as a researcher in the SMILE project,
which was funded by European Union's Leonardo da Vinci program. During that time my
work was closely guided by Professor Kinshuk and Dr. Jarkko Suhonen, whose feedback and
suggestions helped me in my work greatly. Furthermore, the feedback that I received from the
project’s Greek partners, especially from Professor Demetrios Sampson and Pythagoras
Karampiperis, helped me to revise and refine my work. I was also lucky to have Niko Myller
as a coauthor in the original works helping me to overcome the sizable task that we then had.
Contents
1. Introduction ...................................................................................................................................... 1
2. Mobile Learning in a Nutshell ......................................................................................................... 3
2.1. Mobility and Mobile Learning in General ................................................................................ 3 2.2. A Brief Overview on Wireless Technologies ........................................................................... 5
2.2.1. Personal Area Networks ................................................................................................... 6 2.2.2. Wireless Local Area Networks ......................................................................................... 6 2.2.3. Metropolitan Area Networks ............................................................................................ 7
2.2.4. Wide Area Networks ........................................................................................................ 7 2.3. Devices Used in Mobile Learning .......................................................................................... 10
2.3.1. Personal Portable Devices .............................................................................................. 10 2.3.2. Personal Static Devices ................................................................................................... 10 2.3.3. Shared Portable Devices ................................................................................................. 11
2.3.4. Shared Static Devices ..................................................................................................... 11
3. Pedagogical Models and Their Applications in Mobile Learning ................................................. 12
3.1. Situated Learning .................................................................................................................... 12 3.1.1. Educational objectives .................................................................................................... 13
3.1.2. Parameters that guarantee the implementation of Situated Learning ............................. 13 3.1.3. Application of Situated Learning in Mobile Learning .................................................... 15
3.2. Problem-based Learning ......................................................................................................... 23
3.2.1. Educational objectives .................................................................................................... 26 3.2.2. Parameters that guarantee the implementation of Problem-based Learning .................. 27
3.2.3. Application of Problem-based Learning in Mobile Learning ......................................... 29 3.3. Project-based Learning ........................................................................................................... 35
3.3.1. Educational objectives .................................................................................................... 38
3.3.2. Parameters that guarantee the implementation of Project-based Learning ..................... 39
3.3.3. Application of Project-based Learning in Mobile Learning ........................................... 41
3.4. Performance-based Learning .................................................................................................. 50 3.4.1. Educational objectives .................................................................................................... 51
3.4.2. Parameters that guarantee the implementation of Performance-based Learning............ 51 3.4.3. Application of Performance-based Learning in Mobile Learning .................................. 52
3.5. Tutorial Learning .................................................................................................................... 56 3.5.1. Educational objectives .................................................................................................... 61 3.5.2. Parameters that guarantee the implementation of Tutorial Learning.............................. 61 3.5.3. Application of Tutorial Learning in Mobile Learning .................................................... 63
4. Conclusions .................................................................................................................................... 68
References .......................................................................................................................................... 71
1
1. Introduction
This thesis is based partly on the work done in pan-European Supporting Vocational
Education and Training through Mobile Learning Environments (SMILE) project's first phase
during spring and summer 2006. Project's main objectives are to promote access to the
vocational training and education (VET), improve the skill and competence acquisition of
people, and support linkage between VET and innovation creation. These objectives are to be
met by applying modern technologies, especially mobile technologies, to learning, and
supporting the creation of reusable learning materials. The SMILE project is part of the
European Union's Leonardo da Vinci program and it is continuing until the end of year 2007.
[Adv06]
Due to the works, namely the pedagogical models and their educational scenarios, related to
the SMILE project included in this thesis, the thesis deals with the mobile learning in VET
context. The mobile learning in this thesis is seen as a technological intervention embedded to
traditional pedagogical models. There are altogether five pedagogical models presented in this
thesis with exemplary educational scenarios in each of them. The educational scenarios are all
set in the VET context and the technological intervention is also included in the scenarios.
The selection of pedagogical models presented in this thesis was not originally made by the
author, but the selection came from those, who steer the activities in SMILE project.
From the research point of view this thesis is answering to a question: How mobile
technologies can be applied in different pedagogical models? The answer is based on an
extensive literature review both on pedagogical models and mobile learning. Literature review
is used as a basis for creation of an educational scenario with a flow of activities for each
pedagogical model. Educational scenarios serve as an example how mobile technology can be
used to support different stages in an activity flow. Applying the ideas of mobile learning to
different kinds of pedagogical models with different emphases supports first of all different
kinds of teachers and secondly reveals applicability of mobile technology to various contexts
in various ways.
Finally, the application of mobile technology in various pedagogical models enriches the field
of mobile learning by introducing concrete examples, how mobile learning can take place
with the traditional and widely spread pedagogical models. This facilitates the application of
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mobile learning in schools as the teachers do not need to learn previously unfamiliar ways of
teaching in addition to learning about new technological appliances.
The next chapter introduces the mobile learning in general level and from the technological
perspective. The third chapter presents five pedagogical models, in which the mobile learning
is concretized. The final chapter, conclusions, sums up the ideas presented in previous
chapters and suggests some the roles mobile technology can take in different learning
activities.
3
2. Mobile Learning in a Nutshell
This chapter presents Mobile Learning and issues related to it from three different vantage
points. First of all, there is a section about mobility and some viewpoints to mobile learning.
Secondly, there is a brief overview to wireless technologies that enable people to become
mobile. Furthermore, there are various means of having a wireless connection presented.
There is also a table, where wireless technologies are compared with each other according to
the connection range, transfer speeds, and application areas they offer. Lastly this chapter
presents an overview to various gadgets that can be used as end-user devices in mobile
learning.
2.1. Mobility and Mobile Learning in General
" A first step in postulating a theory of mobile learning is to distinguish what is
special about mobile learning compared to other types of learning activity. An
obvious, yet essential, difference is that it starts from the assumption that
learners are continually on the move. We learn across space as we take ideas
and learning resources gained in one location and apply or develop them in
another. We learn across time, by revisiting knowledge that was gained earlier
in a different context, and more broadly, through ideas and strategies gained in
early years providing a framework for a lifetime of learning. We move from
topic to topic, managing a range of personal learning projects, rather than
following a single curriculum. We also move in and out of engagement with
technology, for example as we enter and leave cell phone coverage." [Sha05,
emphases by the author of this thesis]
As Sharples et. al. [Sha05] put it nicely in the previous direct quote, the mobility in mobile
learning can take various forms. Not only it is mobility or roaming in the physical space such
as school or workplace, or in the abstract space of ideas and various topics; it is also mobility
in relation to time both in its concrete sense and its sense of different spheres of life such as
work or leisure. Furthermore, mobility can also be moving to and from the engagement with
the technology allowing us be mobile.
Naismith et. al. [Nai04] have made in their literature review an interesting comparison
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between various learning theories and activities that can be made with mobile technology to
support the learning. It is especially interesting from the viewpoint of this thesis, as this
thesis's core interest is to combine activities in various pedagogical models to mobile
technology in order to create concrete scenarios for mobile learning.
Concrete applications of mobile technology in learning vary a lot from one learning theory to
another. The ideology in-built in learning theory is also reflected to the uses of mobile
technology. For example, in Behaviorist learning, the mobile technology serves as a platform
for a drill and feedback scenario disguised as a game in a hand-held game console. As a
contrast in Constructivist learning, the mobile technology was used to create a participatory
simulation about roaming in the savannah, where the personal digital assistant (PDA) carrying
students were put in the role of the lion. In Situated learning example, the important thing
supported by mobile technology was the contextualization, which took place in a museum.
The visitors were using PDAs with location sensing, while they were moving around in a
museum. The PDA then gave them appropriate information according to their location in a
museum. In Collaborative learning the mobile technology was facilitating the conversation
between the students locally. It was achieved by asking the student groups some questions
through networked PDAs, after which they had to find an answer they could all agree upon.
Lastly, in case of Informal and Lifelong learning, the mobile technology was used to support
activities outside the formal education. The young adults, who were being 'at-risk' because of
their low-level education and unemployment, were accessing interactive and contextualized
materials through their mobile phones. The material in turn supported the development of
literacy skills and other everyday skills among the target group. [Nai04] As previous
examples show, the mobile technology itself seem to be very flexible and adjustable to
various kinds of uses. In the previous examples the uses of technology were emerging from
the actual needs, not from the technology.
In case, if the situation is turned upside down and the mobile learning would be viewed from
the technology-first point of view, things would look a bit different. In that case the approach
would be to start from the possibilities that the technology is offering for the education. For
that purpose I shall use Patten et. al.'s recent paper [Pat06], where they have categorized
applications, which are available for handhelds, according to their functionalities. This
categorization also brings up an important issue that the technology (hardware) layer can
support the pedagogical layer in mobile learning only through the mediating application
5
(software) layer.
First of all, there is an administrative use. PDA's and Mobile phones usually include programs
that are suitable for scheduling various things such as meetings. These can also be used in an
educational environment for example in time management. There can also be a connection to
a server, where students can obtain for example 'Due yesterday' information. Secondly, there
are referential uses, which aim at showing the student various kinds of information available.
For example, a student can download study material to a mobile phone or PDA and read it
from the screen of the device. The idea is to transfer various kinds of static information and
material to the student. In interactive use, there are small applications that require student to
be in interaction with them. These can include for example classic quizzes or other simple
action and response type of applications. Fourthly, there are some sophisticated applications
that are called microworlds. In those applications the interaction between the user and the
software takes place in the deeper level. The user can for example change parameters in a
simulator and then analyze the changes that took place. The data collection applications put
the user in a more constructive role. There the user can take an advantage of using the camera,
microphone, and other sensory inputs that the device at hand supports to collect various kinds
of data for later use and analysis. In most sophisticated mobile devices, there are tools for
location awareness. These kinds of applications help in contextualizing, for example by
roaming around in nearby nature or interacting in a locally created artificial space with
location-bound information. Finally, there are applications to support the collaboration
among the learners. Collaboration facilitation includes support for communication through
speech and text. It can also include an access to learning environment with further
communication and collaboration support tools such as forums or games that are played
collaboratively. [Pat06]
2.2. A Brief Overview on Wireless Technologies
The wireless connection allows users to be mobile, especially when thinking mobility in terms
of physical space. Variety of wireless connections span from infrared-based connections of
some centimeters between two devices to WiMAX connections [WiM06] allowing user to be
up to 10 kilometers away from the cell's access point. Wireless technologies create a layer or
'a bridge' for data transfer between two devices or devices and internet resources. One way of
dividing the connections into groups is to do it according to the area coverage of wireless
connection. In that case the division is done to Personal Area Networks (PANs), Wireless
6
Local Area Networks (WLANs), Metropolitan Area Networks (MANs), and wide-area
networks (WANs). [Agr03]
2.2.1. Personal Area Networks
Personal area networks (PAN) consist of wireless connectivity for data exchange between
devices in close vicinity of each other. This can include a situation at home, where connection
to internet is provided by a wireless connection to a WiFi-enabled modem or router. PANs
take usually place at home, in an office room, or while at move creating an ad hoc network
between two or more devices. Connection distances between devices in a PAN can vary from
some centimeters2 in infrared connection up to some tens of meters with WiFi connection.
Data transfer speeds3 can vary from 1 Mbit per second in Bluetooth connection up to 54
Mbit/s speeds with modern WiFi equipment. [Agr03, Nai04]
An example of a PAN connection is a Bluetooth connection between a mobile phone and a
separate hands-free device. Similarly an exchange of information such as phone numbers by
using an infrared connection between two Personal digital assistant (PDA) is an example of
PAN in action.
2.2.2. Wireless Local Area Networks
Wireless local area networks (WLAN) are usually created to cover a geographically limited
area, such as an office building, university campus, or business property such as a hotel or
cafeteria. In case of a larger area, such as campus or large park, or structurally demanding
area, such as an office building in many floors, there is a need for many wireless access points
to cover the whole area. The idea in WLANs is that the users can roam freely within the reach
of WLAN and at the same time have an access to network and its services. [Agr03]
WLANs can be made public, where everyone with suitable WiFi-enabled equipment can
access the services made available in WLAN such as having an access to internet. In many
cases WLANs are made secure, where only those with authorized equipment or having a
network username and password can access the network and its services. Usually public
networks can be found from hotels or cafeterias, which want to give the internet service for
2 This is not to say that infrared connection can only provide wireless connection to distances of some centimeters. Infrared can provide
connections in longer range too, but generally infrared connections are used in shorter distances and they have to have a line of sight
between the connected devices. 3 Transfer speeds in this thesis are generally maximum download speeds. Upload speeds are always considerably lower than speeds
mentioned in text. Furthermore, maximum speeds are achievable only in optimal environment, in reality speeds obtained are lower than
maximum speeds due to for example amount of network traffic.
7
their customers. Places, where there is a wireless access point to internet are often called as
hotspots. [Wik06c]
WLANs are based on WiFi technology, which in open areas offer connectivity on distances
up to 100 meters. The coverage area can be extended by adding more access points to cover a
larger region. Connection speeds in WLANs vary from 11 Mbit/s up to 54 Mbit/s, which is
the highest speed that wireless connections can offer [Nai04]. Nevertheless, wireless
connections are still far behind wired connectivity in LANs, where network speeds can be up
to 1 Gbit/s.
2.2.3. Metropolitan Area Networks
Metropolitan area networks (MAN) are networks that offer wireless connectivity in larger
geographical area than WLANs. As the name suggests, MANs can be used for offering
wireless internet services in high population density areas such as cities [Agr03]. Another
application for MANs is to cover those rural areas, where it is otherwise impossible to have
high-speed broadband connections. An example of such area is an archipelago or a remote
location being too far from closest telephone central for wired broadband connection [Leh05].
From the technological perspective, MANs can be realized wirelessly by using either
WiMAX (IEEE 802.16) or Flash-OFDM technologies4. Both of them are at the time of the
writing still in testing and network building phases without wide commercial availability. In
MANs wireless distance to closest network access point can be from 10 kilometers [WiM06]
up to 30 kilometers in recent commercial trials [Dig06]. Similarly theoretical maximum
transfer speed can be up to 70 Mbit/s, but usual end-user connection speeds are similar to
those in wired DSL connection, some megabits per second, as the subscribers share the
transfer capacity [WiM06].
2.2.4. Wide Area Networks
Wide area networks (WAN) are networks that provide their customers nationwide wireless
access to network's services. Nowadays mobile phone networks provide their users
connectivity almost regardless of the location of the user. Modern mobile phone networks
support in addition to traditional calling and text messaging also data transfer. [Agr03] To be
4 It can a bit misleading to talk about WiFi or WiMAX technologies, where usually they are actually brands for industry standards
according which actual technological products are realized. Nevertheless, the discussion related to these standards seem to use those
terms also when talking about technology fulfilling the standards. Similarly in this thesis, these brands are used also to refer to the actual
underlying technology.
8
able to access WANs and their services, the user must have subscribed the service from the
network operator. WANs data transfer services are in use for example when the users read
their e-mails through a mobile phone, or use the mobile phone for internet browsing.
For data transfer, WANs or in practice mobile phone networks, offer transfer speeds from
about 40 Kbit/s in GPRS enabled mobile network [GSM06] to more than 3 Mbit/s in HSDPA
enabled mobile network [NTT06]. Distance to nearest access point varies, but in WANs it is
not a major thing as the network coverage is usually nationwide. The physical location may
affect the speed of the data transfer, where the rural areas offer lesser speeds in comparison to
the cities. Furthermore, the mobile phone networks usually prioritize speech over the data
transfer, which decreases the data transfer speeds, when there is a lot of normal speech calls in
the network [Wik06].
Table 1. Comparison of Wireless Technologies [Agr03, Nai04]
Technology Range Speed Applications
PANs - Infrared,
Bluetooth, and Wifi
Infrared: from some
centimeters to the line of
sight distance
Bluetooth: Up to ten
meters
WiFi: Up to some tens of
meters (home
environment)
Infrared: from 9.6 Kbit/s
up to 4 Mbit/s
Bluetooth: Up to 1 Mbit/s
WiFi: Up to 54 Mbit/s
(802.11g standard)
Device to device ad hoc
networks are created
usually through infrared or
bluetooth connection.
Access to internet is
available through a
wireless connection to the
access point.
Connections are bound to
a certain and shared
physical location (devices
need to be close to each
other).
9
Technology Range Speed Applications
WLANs - WiFi
Single access point: Up to
100 meters
Area coverage can be
made greater with adding
multiple access points.
Up to 54 Mbit/s (shared
transfer capacity)
Hotspots are offering free
or paid access to the
network. They are
available here and there,
for example at public
spaces, cafeterias, hotels,
or airports.
Wireless access to the
office or university
network is provided
through WLANs.
Offers the greatest speed,
but the network is still
patchy. The user needs be
near an access point or
other WiFi-enabled device
in order to access services.
MANs - WiMAX and
Flash-OFDM
WiMAX: Up to 10
kilometers
Flash-OFDM: Some tens
of kilometers
In theory up to tens of
Mbit/s (shared transfer
capacity)
Networks are still under
construction and testing.
At the moment mobility
from one network cell to
another poses a problem
(WiMAX), future
standards address the
problem.
Offers decent broadband
speeds also to less densely
populated areas, where
wired DSL or cable based
connections are not
available.
WANS - Mobile phone
networks
From hundreds of meters
in densely populated
urban areas to some
kilometers in rural areas.
Range in WANs is not as
important as in other kinds
of networks, since WANs
coverage should be
nationwide.
From tens of kbit/s
(GPRS) to more than 3
Mbit/s (Modern 3G
networks)
Access to the network is
available virtually
anywhere.
GPRS speeds that are
available anywhere are
enough for basic web-
surfing and instant
messaging.
3G speeds enable users to
use streaming media and
media-rich web-services.
Available speeds vary a
lot from a country to
another.
Data transfer speeds vary
depending on amount of
network traffic and
physical location.
10
2.3. Devices Used in Mobile Learning
If the wireless connection in most cases creates a basis for mobility, it still is just an unused
delivery channel, if there is not any devices or gadgets that use it for data transfer and
communication. Typically, when speaking of mobile learning, the ideas that emerge include
various educational uses of mobile phones. In this thesis, the concept of mobile learning
includes also other kinds of devices that allow learning and teaching to take place in various
locations and at different times. The categorization of the gadgets, which is presented here, is
based on the division between personal versus shared and portable versus static axes [Nai04].
2.3.1. Personal Portable Devices
Personal portable devices are gadgets that are normally used by a single user. Additionally,
these devices are considered to be personal as they are usually in a possession of a one, single
person. As the devices are being portable, the users can carry their devices with them [Nai04].
This category includes traditionally devices such as mobile phones, laptop computers, PDA's,
and hand-held game consoles. Furthermore, this category can also include devices such as
GPS receivers, wrist-top computers, digital A/V recorders, and portable music and video
players, if programmability of the device is not considered to be necessary.
Usually these devices allow easy exchange of information between two or more devices, help
the user in data collection, storage, and analysis, and in some occasions also support in
internet connectivity. Furthermore, as these devices are often travelling with their users, they
allow working and learning in various contexts.
2.3.2. Personal Static Devices
Personal static devices are tools that allow personalized and interactive user experience, but
are located and available in a fixed location, such as at school. These tools are usually small in
size and they are used by a single user.
An example of these kinds of devices are classroom response systems, which allow the
learners to give anonymous response in the classroom situations. These situations can be for
example multiple choice questions presented by a teacher. With an application of these
devices in a classroom, the teacher can for example easily address any misconceptions among
the students without referring to any individual student but the feedback collected from all the
learners. [Nai04, Ros03]
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2.3.3. Shared Portable Devices
An information kiosk at the airport or an interactive guide display in the museum, those are
examples of shared portable devices. Even though in most cases both information kiosks and
guide displays are not likely to move much during the time users are using them, they are
considered to be portable as the user in on the move, while using these devices. [Nai04]
In the airport the user may move from one terminal to another using the information kiosk in
both of them to learn more about the services available in the surroundings. Similarly in
museums, each exhibition room may have its own guide display and the museum visitors
roam around in museum. The devices themselves are shared in a consecutive manner, usually
not at the same time as is the case in the following category of devices.
2.3.4. Shared Static Devices
Shared static devices allow multiple people to use the same device at the same place. The
device itself is stationary, or moved only occasionally, but the people come over to the device
to use it in a shared manner. These devices include tools such as videoconferencing tools and
interactive electronic whiteboards. These technologies for example allow the learner to
participate a learning situation at distant location and work locally in collaboration with those,
who share the same physical location. [Nai04]
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3. Pedagogical Models and Their Applications in Mobile Learning
This chapter presents five different pedagogical models. The pedagogical models presented
here in detail are: Situated Learning, Problem-based Learning, Project-based Learning,
Performance-based Learning, and Tutorial Learning. The reason for including pedagogical
models is to create some concrete examples of applied mobile learning. Therefore, each
presentation of pedagogical model ends with an example educational scenario, where the
typical flow of activities in each pedagogical model is combined with a suggestion, how
technology in general and ideas of mobile learning particularly can be applied there. The
context for the concrete examples is vocational education and training.
3.1. Situated Learning
Situated learning emphasizes the importance of authentic learning experiences taking place in
authentic settings or context (meaning here things such as culture, language, tools, habits,
etc.). [Bro89]
Situated learning belongs into the realm of social learning theories, where the focus of the
learning is in social interaction and participation. Here the interaction and participation is not
limited to certain engagement with certain people, but it is participation to communities,
interactions in those communities, and an individual growth taking place through that
participation and interaction. [Hei01]
Situated learning, which takes place in authentic context, allows learners to find out culturally
(in that particular context) appropriate ways of working and applying their knowledge. For
example, culturally appropriate ways means the shared and often tacit understanding about
mastery of certain profession among the professionals in that particular field. This growing
implicit understanding of one’s surroundings or a culture through active participation is called
enculturation. [Bro89]
Situated learning has its strongest roots in Vygotsky’s Activity theory and in anthropological
studies (e.g. Lave). Vygotsky’s Activity theory presents an idea that the mind, behavior, and
the social context of activities are intertwined. According to Vygotsky the knowledge is
socially embedded and the learning takes place in collaborative social interactions. The
anthropological studies in their turn have contributed to the idea that the professional
13
expertise is embedded in the community of practice and learning takes place by participating
that community’s activities. These both approaches underpin the idea that the tacit,
unarticulated knowledge cannot be transmitted through descriptions or telling, but by
participating in the appropriate and authentic activities. [Cla95]
3.1.1. Educational objectives
In Situated learning the objective is to learn in real-world settings inside authentic work
culture or in other words in a community of practice [Kea06], such as nurses in the hospital.
The learning occurs in close collaboration with the experts of that particular knowledge
domain or community practice. Experts in this case mean those, who are considered to master
their profession. Furthermore, in Situated learning, the know-what and know-how knowledge
are considered to be inseparable and strongly intertwined taking place in certain context or
situation. The context means here for example a working environment and situation can be for
example a working procedure. See Table 1. to see which kinds of parameters affect reaching
the educational objectives and which kinds of measures can be taken in order to accommodate
those parameters.
3.1.2. Parameters that guarantee the implementation of Situated Learning
The overall availability of the apprenticeships and authentic on-the-job learning places is very
important. If the number of students is great, then there has to be an extensive network or a
pool of collaborating companies in order to enable students to undertake apprenticeship of on-
the-job learning. Furthermore, as the education is at least partly relying on the companies, the
economical cycles will affect the availability of apprenticeships and on-the-job training places
that are available (i.e. economic recession cuts the number of places available). [Wes03] In
addition, especially in the on-the-job learning, the role and availability of competent (trained)
and dedicated tutors is very important, they are the ones taking care of the learners at the work
place and being responsible that the learner is in appropriate role in the work place in order to
meet the learning goals set for the on-the-job learning phase. [Nat06]
The epistemological point-of-view in the prevailing culture of learning is important. Is the
conceptual knowledge (know-what) considered to be more important than the procedural
knowledge (know-how)? If the know-what is considered to be more important or superior
than know-how, then the introduction of apprenticeship or on-the-job learning phase as an
integral part of learners’ education may become problematic due to the internal resistance by
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the teachers. [Bro89]
Reflection as a tool for learning is in an important role in situated learning. The key idea in
reflection is that the learners actively reason their doings, recalling the motivations for their
actions, and evaluating the outcomes. The aim for reflection is to change one’s behavior and
find new insights. But the reflection brings in a question, how well the students are prepared
to reflect in general and especially on the cultural issues (the approved and disapproved ways
of working, collaboration with others, tacit knowledge, etc.) they face at the workplaces.
Furthermore, things done and learned at the work place should be mirrored to things learned
earlier in the educational institution. [Smi99]
The technological infrastructure and pedagogical framework, which are dedicated for learner's
use, should support the learners' reflection and communication with the peers learning in other
places. Here the technological infrastructure means for example the virtual learning
environment, which the learners can use during the apprenticeship. It also includes the
necessary technological appliances, such as computers, Internet access, or mobile devices,
which enable the learner to take full potential of the technological infrastructure. The
pedagogical framework includes in addition to the applied pedagogical model (in this case
situated learning) also the pedagogical support for learning received from the teacher, peer
learners, work colleagues, and work supervisor/tutor.
Table 2. How the educational objectives can be reached
Educational
objectives in
Situated Learning
Parameters affecting reaching
the educational objectives
Ways to guarantee reaching the
objectives
Learning takes place
inside authentic work
culture outside
school.
There has to be a number of
companies with competent work place
tutors offering places for
apprenticeships or for the on-the-job
learning.
The technological and pedagogical
framework should support
geographically dispersed learners in
their learning tasks.
Close collaboration is needed with companies
outside the school in order to secure enough
places for learners. The school also has to train
people coming from these companies to serve
as tutors supporting the learners at work places.
Learners are allowed an access to a virtual
learning environment, which supports learners
pedagogically in their learning tasks (allows
communication, study log keeping, etc), while
they are away from school. The virtual learning
environment can be accessed with various
technological devices, such as networked
computers or PDA devices.
15
Educational
objectives in
Situated Learning
Parameters affecting reaching
the educational objectives
Ways to guarantee reaching the
objectives
Learning takes place
in close collaboration
with the masters or
experts of the
profession.
Extracting conceptual understanding
from the work tasks through reflection
is an important part of the learning.
Before entering the work place, the learners
should have set goals for their learning
experience and theoretical background from
school. At the work place, the learners should
reflect on the practices they observe and do
themselves. The reflection is partially based to
their previous knowledge. Reflection serves as
an learning tool helping to extract the
conceptual knowledge (for example work
process description) from the practices.
Learning of
conceptual
knowledge (know-
what) and procedural
knowledge (know-
how) is strongly
intertwined.
Epistemological viewpoints at school
are important.
Entering the situated learning to the school
cannot be just an administrative decision, since
it also includes an epistemological shift. The
shift can be described as accepting that the
know-how is at least as important as know-
what and that they are inseparable. Teachers at
the school should be encouraged understand
and accept this change.
3.1.3. Application of Situated Learning in Mobile Learning
This educational scenario depicts one alternative way of realizing situational learning in VET
context. This particular scenario is about on-the-job learning [Poh02] phase, where the
learners go to learn in real work places. Another alternative way of realizing situational
learning is traditional apprenticeship, which is shortly presented in the last part of this step.
On-the-job learning is usually associated with school-based forms of VET, where most of the
learning takes place in school in its classes and workshops. Nevertheless, similar kind of
process can be easily associated also with apprenticeship based VET. This particular example
scenario is inspired by the Finnish model for on-the-job learning. The scenario is an
adaptation from Pohjonen’s Ideal model (Finnish model for on-the-job learning) [Poh02] and
Griffit and Guile’s Connective model [Gri01] for VET.
In Pohjonen’s Ideal model, the educational establishment, the learner, and the working life
create the core of the model. The core is surrounded by marginal factors and framing factors.
These factors are considered to be important for the success of the on-the-job learning phase,
and they include such factors as: the commitment of all participants, training of tutors, and
quality of the learning environment. (Fig. 1.) [Poh02]
In Griffit and Guile’s Connective model the emphasis is put on the reflexive processes, where
the learners conceptualize the experiences they have gathered from different viewpoints.
16
Furthermore, the learners should have an opportunity to develop themselves as well in their
personal qualities as in curricula matters. [Gri01]
In this particular scenario, the educational approach of situated learning is accommodated.
First of all, the idea of on-the-job learning is that the learner goes into the authentic work
place to work. Secondly, the work and thus also learning takes place in collaboration with
those, who already master that profession.
Figure 1. Pohjonen's Ideal Model
Traditional apprenticeship has been a tool for skill transfer since ancient times. Professions
such as medicine or skills such as language learning have been transmitted from generation to
another in a form of apprenticeship. The apprenticeship is based on being a member of
community and being able see how this community does its things and learning by working
side-by-side and at the same time being helped with more experienced members of that
17
community.
There are three things related to the learning environment that affect the learning in traditional
apprenticeship. First of all, usually the learning task involves physical artifacts, which makes
carrying out the learning process visible. For example, in the case of apprenticeship in arts,
the apprentices work in an artist's workshop cleaning it, preparing brushes, colors, and canvas,
and after a while they are painting themselves. Secondly, learning tasks emerge naturally at
the work place. For example, when an artist gets an order for a painting, certain routines, like
preparing the workshop for that task, have to take place. Thirdly, the skills that are needed at
work are learned while working in a real work place. For example, apprentices in arts are
doing various tasks that real artists also have to do. Thus, there is no need for transfer of
skills, such as in normal school system.
Traditional apprenticeship learning can be seen to include four processes: modeling,
scaffolding, fading, and coaching. The modeling means a process, where an expert shows to
an apprentice how certain task is done. The apprentice is learning by observing the more
experienced in their work. In scaffolding, the apprentice is doing some parts of the task or
even the entire task, but the expert is supporting the work by giving hints and tips to the
apprentice where needed. Fading is a part of the apprenticeship where the expert is gradually
removing the support from the apprentice and leaving the apprentice ultimately with full
responsibility over the task. Coaching means all the means that the expert can support the
apprentice's learning path to become an expert. The support can mean for example picking up
suitable tasks for the apprentice, helping with weaknesses and supporting the strengths, and
giving feedback. [Col91]
3.1.3.1. Scenario Objectives
In this scenario the learning activities are taking place at the authentic work place, where the
learners work in collaboration with their work colleagues. While they are working they get
involved into so called community of practice, in which the tools and practices are shared by
the experts working at that field. An important part of the learning process is the reflection
process, where the learners conceptualize and extract the knowledge from the practices and
share that knowledge with their peer learners. The learning process at the work place is
supported by the work place tutor, who is also the learner's contact person at the work place.
The overall learning process is supervised and supported by the teacher, who is mainly taking
18
supportive activities through the virtual learning environment (VLE), which serves a contact
point between the learners at the work places and the school.
3.1.3.2. Participating Roles
● Learners
● Colleagues at the work place
● Supporting (tutoring/supervising) person at the work place
● Teacher at the educational institution
Learners enter the on-the-job learning to learn how to apply their knowledge in appropriate
manner in comparison to real-life working settings. At the work places the learners have in
some occasions a person, who serves as tutor supporting the learners in their work. For
example, in the very beginning, the learners and tutors may go together through the tasks and
work roles that the learner should go through during their stay at the work places.
The learners actively learn from their colleagues, who have tacit knowledge about the culture
of their profession through their educational backgrounds and professional experience.
Learning can be for example structured so that the learner works in a pair with an experienced
colleague. This helps the learners to enculturate themselves to the culture of their coming
profession. The enculturation means learning the culture through collaboration with
colleagues and work place tutor. The enculturation often is informal and embedded in work
procedures.
The work place tutor serves as a contact and support person at the work place. Before
becoming tutors at their work places, the work place tutors participate to training, which given
by the educational institution. This training gives the work place tutors the idea of on-the-job
learning and tools, how they can support those students, who come to work place to undertake
their on-the-job learning phase. The work place tutor serves also as a middleman between the
work place and the educational institution.
The teacher's role is to support the reflection that should take place, when explicating the tacit
cultural issues and the gathered experiences in general. The teacher can for example ask
students to keep a log about the problems they have faced during their time at the work places
19
and the solutions of those problems. Similarly, logging the daily work routines can reveal
unspoken procedures, which take place in normal daily work. Furthermore, the teacher should
encourage the information and experience exchange among other learners to enrich the
learners' experiences. The reflection and experience exchanging should take place in a VLE,
since quite often the learners are geographically dispersed.
3.1.3.3. Flow of Activities
This flow of activities represents a typical on-the-job learning phase as a process, where one
activity follows another. Nevertheless, it is noteworthy that the activities number 2, 3, and 4
can take place simultaneously at the same time, where the activity number 2 is more work
oriented and 3 and 4 are more learning oriented.
1. Entering the on-the-job learning phase (or apprenticeship). In this phase the
learners go from school to work places. Before on-the-job learning phase can
take place, there has been collaboration between the school and work place to
ensure the place for learner and prepare the work place for on-the-job learning.
This also includes the necessary orientation that has to take place before the
learner can enter the on-the-job learning phase. Orientation prepares the learner
for the opportunities and challenges included in the learning experience that
will take place outside normal school environment.
In this activity, the interaction takes place in two ways. First of all, the teacher
has to be active towards the companies and the work place tutors in them in
order to secure on-the-job learning places for the learners. Furthermore, in case
of the company, which has not before participated to this kind of collaboration
with schools, the teacher has to prepare a person from that company to serve as
a work place tutor and a contact person in the company. Secondly, the teacher
has to prepare the learners for the on-the-job learning phase by giving them
some orientation before the learners leave the school for work place.
Orientation should include e.g. setting the individual goals for on-the-job
learning phase and training in the use of learning tools, such as virtual learning
environment.
In this activity the supporting virtual or mobile elements are mostly digital
information and materials that is made available for access in electronic
20
databases. For example, the school can have a database of all the available on-
the-job learning opportunities offering companies with all the necessary
information included. The role of the information and material is to help the
learners to access the work places more easily. School can also have a virtual
course for the new work place tutors that they have to take before their
company can participate in the on-the-job learning collaboration with the
school.
2. Enculturation to the work place (supported by the work place tutor). Learners'
are encultured to the work place, work tasks they will face, and work place's
ways of working and behaving. In this task the learners get help from the work
place tutors and their work colleagues. [Bro91] It is noteworthy that the
enculturation is not something that can be read from the book or web pages. As
mentioned earlier, enculturation is sharing the work context with real people
(the work place tutor and colleagues) and working side-by-side with them, thus
assimilating to the surrounding work culture and its inbuilt practices and
habits.
In this activity, the interactions between the learner and the work place tutor
and between the learner and the colleagues are important. The work place tutor
serves as a supporting person in the work place and makes it easier for the
learner to set in the work place. Furthermore, the work place tutor is also the
one, who helps the learner in the case of problems at the work place. The
colleagues serve as peers of the learner at the work place. It is the interaction
with them that should enable the learner to get deeper inside to the practices at
the work place.
Enculturation is a hard activity to be supported with technology as it has got an
implicit and abstract nature. Nevertheless, the learners can take digital videos,
audio recordings, and photographs of the daily work tasks they do with their
colleagues. These records become useful references later in the explication
activity.
3. Explication of culture of the profession (supported by the teacher, done in
VLE). Basically the explication [Bro96] of culture of the profession means
21
reflecting on the experience gathered from on-the-job learning and
conceptualizing it into some kinds of artifacts (such as study diaries).5
In this activity, the interactions take place between the teacher and the learners.
The teacher supports the learners to explicate their gathered experiences in
VLE. Support in this context can mean for example giving some problem
exercises that demand the learners to apply their gathered experiences in the
problem solution. Support can also be asking the learners to keep a study log
during the on-the-job learning phase. Nevertheless, the most important thing in
this activity is to turn the experience to some kind of conceptual artifact that
can be shared with other learners.
From the technological tools point-of-view the learner can have for example an
electronic on-line study log (blog) or the learner can work on the problems set
by the teacher in VLE. Furthermore, discussions and collaboration in VLE with
other learners, who are in the same situation, would enrich the learning
experience for all the learners. The learner can also in this activity take
advantage of referring to the material collected in previous activity that may
support the explication task.
4. Information and experience exchange with peers. The learners are encouraged
to exchange their knowledge, experiences and ideas with their work colleagues
at their work places and their peer learners at other work places. This activity is
supported by the work place tutor at the work place and by the teacher at the
school. The idea of information and experience exchange is to enrich the
experience that all the participants receive from on-the-job learning.
At the work place, the interaction takes place especially between the learners
and their work place colleagues. At the school, or more exactly in the schools’
VLE, the interaction takes place between the learners and their peers. In both
cases, the interaction can be encouraged and supported by either the work place
tutor or the teacher.
Technological tools that support interaction are especially needed to support
the information and experience exchange among the learners in various work
5 See also Griffit and Guile’s article [Gri01] for more information.
22
places. As the learners have made their gathered information, experiences, and
ideas explicit, it allows the learners to learn from each other and build
knowledge collaboratively for example through on-line discussions and
comments on each other’s work and achievements. At some work places, the
learners may have an access to the work place’s intranet, which can serve as a
place for sharing knowledge and new ideas. The learner can also take part in
the development work at the work place.
5. Exiting the on-the-job learning phase. The learners leave their respective work
places and come back to school to continue their studies there. In some
occasions, the learners may be asked to prove that they have met the goals that
they set for their on-the-job learning phase. This can be done in a form of the
end test that is done at the work place under the supervision of the work place
tutor and the teacher from the school. In addition to the end test, this activity
may include giving some feedback for the learner from the work place.
Interaction in this activity takes place in the end test, if the learner needs to do
such thing in order to prove that the goals for the on-the-job learning have been
met.
If the end test is more conceptual and can be done virtually, then for example
VLE can be used in this activity. The feedback from the work place can also be
input directly to the VLE, where both the learner and the teacher can have an
access in it.
6. Joint reflection on the outcomes of the on-the-job learning phase at the school
with the teacher and other learners. The learners will look back to the on-the-
job learning phase and conclude the outcomes of it. When the group shares
their experiences, it enriches the experience of each individual. Participating in
a joint reflection activity promotes the idea of learning in collaboration with
peers. This activity may also include an evaluation part in its end, where either
the teacher or the learner, or both of them evaluate the outcomes of the on-the-
job learning phase.
In this activity, the interaction takes place mainly among the learners, but the
teacher can facilitate the reflection for example by asking some questions. The
23
idea is to exchange all the cumulated knowledge and experiences among peers.
The exchange allows creation of multiple points-of-views to the outcomes of
on-the-job learning phase as the learners’ experiences may vary a lot.
In this phase, all the collected material and discussions serve as a basis to make
a synthesis of the outcomes of the on-the-job learning phase. Here it is
important that the learners have an access to their peers’ materials and are
encouraged to go through those in order to find new viewpoints. The learners
can also evaluate their own achievements for example with the help of an on-
line form.
3.2. Problem-based Learning
The history of Problem-based learning (PBL) dates back in its present form more than three
decades to late 1960's. It was found in North America in universities (especially in McMaster
medical school in Canada) teaching the field of Medicine to cope with the problems that
started to arose with ever-growing amount information that accumulated through rapidly
advancing research at the fields of Medicine and Technology. The rapid advancements also
had their impact on the demands that new practitioners would face at their future work places.
The problems were mainly related to the inefficiency of the old lecturing methods in
conveying all the contents and concerns that learning the ever-growing body of knowledge
would become inhumane to the students, when learning in a traditional way. [Bou97] If PBL
is put to its historical context in education, it closely resembles the Deweyian ideas, where it
was stated that students should be facing the real-life problems and be helped to solve them
[Spe99].
There are various definitions and realizations for PBL. In a general sense, PBL approach can
mean an administrative, curricular philosophy, where the whole curriculum is based on
putting the emphasis on solving problems. It can also be seen as an educational method,
where the problems are being solved by the learners, who are working in groups
collaboratively, which should lead learning concepts and underlying principles in that
particular problem-domain. In this scenario, we are interested in the latter case, where the
attention is put to PBL as an educational method. There the new knowledge is created by
solving problems in groups, which is very different from the traditional educational
viewpoint, where the individually acquired new knowledge is the basis for starting to work on
24
the problems. [Spe99]
There are certain things that are characteristic for PBL as an educational method [Bou97]:
● The problem, which is sparking the learning process, is bound to the real-life
situation, which is also meaningful from the learners’ professional
development point of view.
● There are some intellectually stimulating materials that are supporting the
learners in their task to solve the problems at hand.
● The learning and problem solving processes, such as limiting the problem
space, defining the problem, and creation of plausible solutions, are being
tutored by someone, who knows the problem domain (not necessary an expert)
and processes in PBL model.
● The learners work collaboratively as a group both inside the class room and
outside of it throughout the whole learning process (sometimes excluding the
information collection phase).
● The goals for the learning and usage of supporting materials should be defined
by the learners.
● The application of the learned new knowledge in the problem should lead to
the solved problem. After the problem is solved, the learning processes are
assessed.
There is also a well-known and often used seven step PBL process [Sch83], which is often
called in literature as Maastricht "seven jump" sequence [Spe99]:
1. Term clarification. If there are some terms or concepts that are
incomprehensible in the problem, they must first be clarified and agreed upon
in a group.
2. Problem definition. Before the problem can be started to be analyzed more
deeply, the group has to come into an agreement on the nature of the problem,
or what does the problem mean.
25
3. Problem analysis. In this step the learners can use for example brainstorming
as a method to collect ideas concerning the problem. The idea is to clarify the
situation by collecting as many explanations to the problem situation and its
embedded mechanisms as possible. Here the ideas can be drawn from the
previous experience or knowledge, or they can be hypotheses relevant to the
problem.
4. Arranging the explanations and hypotheses. Before the learning goals can be
derived, the explanations and hypotheses must be collected together and their
relationship to the problem at hand and to each other has to be made visible.
For example, here a mind map or a concept map can be used as a helping tool.
5. Formulating the learning goals. From the structured set of explanations and
hypothesis to the problem, the learners have to prioritize certain topics that
they find most relevant to solving the problem. At the same time, they define,
what needs to be learned in order to be able to justify their explanations and
hypothesis.
6. Collection of information. In this step the group collects (usually individually)
and analyzes the information, which was decided to be needed in the previous
step. This can include for example studying books or online databases; it can
also include consulting experts on that particular topic.
7. Synthesis and application. In the last step the group comes together and makes
a synthesis of the collected information. After the synthesis, the group applies
this newly constructed knowledge to the problem and sees, whether they have
been able to solve the problem successfully. In case the group or its tutor is not
satisfied with the results, the group can go back to previous steps to find the
solution to the problem.
PBL can be seen also as a compound educational method, where various kinds of educational
approaches meet. First of all, it is closely related to the concept of contextual learning (cf.
situated learning presented earlier), where the learning takes place in a context, which closely
resembles its true application context. In PBL the context is created with real-life problems.
[Alb00]
26
Secondly, it is said that seven step process of the problem-based learning is based on the
information-processing theory. The information-processing theory includes three phases: prior
knowledge activation, encoding specificity, and elaboration of knowledge. In the problem-
based learning prior knowledge activation takes place, when learners are creating their own
explanations and hypothesis to the problem. Encoding specificity states that the closer the
learning situation is to the application situation, the more likely the knowledge transfer takes
place. In problem-based learning the problems are closely related to the real-life situations.
Elaboration of knowledge is an important part of the last three steps of the seven step process.
[Sch83]
Thirdly, PBL involves the idea of cooperative learning, where the learning outcomes are
achieved through working as a group. In PBL, the most of the steps in the learning process
involve working and communicating as a group. Fourthly, if the motivational theories are
involved in the picture, the PBL process involves ideas from the Self-determination theory,
where the autonomous motivators support achieving better learning results. As it can be seen
from the PBL process, the students are supposed to work autonomously setting their own
goals for learning. Finally, PBL can be seen to involve some flavors from control theory,
where satisfying needs such as freedom, power, love and belonging, fun, and survival are
considered to explain human actions. In PBL freedom comes in form of freedom to choose
when to meet and what to do next, power is the power to decide the learning goals and needs,
love and belongingness are important factors when working closely in the group, fun is
enjoying one's learning in PBL process, and lastly survival comes in a form of reciprocal help
that students offer to each other. [Alb00]
3.2.1. Educational objectives
In PBL the task for a group of learners is to collaboratively define, analyze, and discuss the
real-life problems that they face. Furthermore, their task is to formulate some tentative
hypotheses or explanations to the problem by revealing some underlying mechanisms or
processes in the problem. According to these tentative hypotheses and explanations, the
learners define their learning goals. To achieve the learning goals, the learners have to study
external sources of information. Finally, the learners do the synthesis of the material they
have studied and may attempt to solve the problem. [Sch83, Nor92]
Apart from process step related objectives, PBL has also got more general educational
27
objectives. First of all, PBL should support the development of general problem-solving skills
and strategies through continuous exposure to real-life problems. Secondly, the knowledge
that the learners acquire should be more easily remembered and applied as the learning and
application contexts are having certain resemblance. Thirdly, PBL should also have its effect
on learners' learning skills, such as self-directed learning skills. Fourthly, PBL should support
the intrinsic motivation of the students, thus making the learning more motivating and
meaningful for them. Lastly, the learners that go through PBL oriented curricula should
become more inclined and well-equipped to lifelong learning than their counterparts gone
through traditional teaching. [Nor92]
3.2.2. Parameters that guarantee the implementation of Problem-based Learning
Familiarity of the PBL process to the learners should be assured. Even nowadays most of the
learners are not exposed to PBL or any non-traditional educational approaches during their
years in compulsory education. Therefore, before PBL can be applied with the learners, they
should be trained to the PBL model and its application.
There should be real-life problems available for the learners. The problems need to be
prepared beforehand and they should be as close to the real-life situations as possible. The
real-life situation means here a situation, where the learners will most probably find
themselves later in their professional careers.
Problems should be of suitable level. In order to proper learning process to take place, the
problems should be suitable for the anticipated level of students. The suitable level means
here that the learners do not have all the needed prior knowledge that is needed to solve the
problem, so that the need for further learning will emerge. The problem should not be too
hard either, so that the learners will be able begin working with the problem.
There should be supporting material available. The problem solving process can be supported
with extra material. There should be enough material that will help the learners to start
working on the problems, but not enough to carry them to final conclusions.
Central role of the learners in the learning process should be encouraged. PBL can be seen as
a learner centered educational method. The key idea is that the learners are having the
responsibility over their learning and that they are supported in their learning process both by
material and a tutor.
28
Role of the facilitating tutor should be made clear. The tutors, who facilitate the learning
process, should understand their role as facilitators of the learning process. The tutors should
not be in the experts' role trying to impose their knowledge over the topic, but let the learners
to do their learning and guide them in the matter and keep the learning process going on long
enough.
Table 3. How the educational objectives can be reached
Educational objectives in
Problem-based Learning
Parameters affecting reaching
the educational objectives
Ways to guarantee reaching the
objectives
The success of whole PBL
process
Familiarity of PBL process to the
learners
In order to ensure that the learners are
aware of the demands that the PBL
model puts on them, they should be
trained to apply the PBL model in their
learning.
Students are learning through
solving real-life problems.
Learning in contexts that
support later transfer to real
situations
Availability of real-life problems
Real-life problems can be collected
from the students that are doing their
apprenticeships at real work places, or
they can be found together with the
companies that are collaborating with
educational institutions. Furthermore,
other educational institutions or
teachers that have based their curricula
or teaching to PBL in the same field
can share their problems. Also
literature can offer some problems.
Students are learning through
solving real-life problems.
Generation of general
problem-solving skills
Problems of suitable level
The problems can be tested for
example with teacher colleagues
before they are applied with learners.
The problems can also be analyzed
earlier in way that reveals the
knowledge that must be uncovered
before the finding a suitable solution
on those problems is possible. Later on
testing the problems with various
student groups will reveal, if there are
serious problems with the difficulty.
Collection of information step
Acquisition of learning skills
Availability of supporting material
There should be some supporting
material that will help the students to
start solving the problem and collect
the necessary information. All the
necessary material should not be made
readily available so that the learners
will have to practice their knowledge
acquisition and research skills.
29
Educational objectives in
Problem-based Learning
Parameters affecting reaching
the educational objectives
Ways to guarantee reaching the
objectives
The success of the whole PBL
process
Intrinsic motivation of the
learners
Acquisition of learning skills
Role of the learners
It is very important that the learners
can have a power to do their own
decisions in the PBL process. It
supports the learners’ intrinsic
motivation and thus motivates them to
find a solution to the problem at hand.
It is also beneficial to the learners'
acquisition of learning skills.
The success of the whole PBL
process
Acquisition of learning skills
Intrinsic motivation of the
learners
Role of the facilitating tutors
The tutors should understand that the
learning process in PBL is strongly
learner centered, which means that the
tutors should not impose their expert
opinions to learners. The imposing the
expertise in an authoritarian manner
would easily cease the learners'
learning process as the learners would
be satisfied with the knowledge
received from the tutor.
3.2.3. Application of Problem-based Learning in Mobile Learning
This educational scenario is based on the seven step PBL process (Fig. 2). In this scenario the
learners are learning at their educational institution. The whole course that they are taking is
based on the PBL process, which puts the learners in the central position. The learning
process is facilitated by a tutor, whose main interest lays in the quality of learning process and
not in the dissemination of her own expertise or knowledge. In this educational scenario, there
is also a teacher, whose role is to prepare the course by preparing a relevant problem,
preparing supporting material, and in the end of the course participate in the assessment
process.
The advantages of PBL are that it is based on active participation of the learners, which in
turn supports activation of prior knowledge, building of new knowledge, improved
understanding, and later retention of learned things. It is also considered that the active
problem solving supports the skills needed in lifelong learning during the professional years
after school. Furthermore, as PBL is learner-centered, it is considered to be highly motivating
for the learners and tutors alike, which facilitates the engagement to the learning process.
[Woo03]
3.2.3.1. Scenario Objectives
The ultimate objective for this scenario is that the learners, who are working collaboratively in
a group, are able to solve the problem successfully and at the same time meet both the
30
learning goals that they have set for themselves and the goals set by the curriculum. Other
objectives that help in reaching the main objective include preparing proper questions of
suitable level and supporting materials for the learners, preparing learners for PBL, and
assigning a proper tutor to facilitate the learning process.
Figure 2. Seven steps of PBL
3.2.3.2. Participating Roles
● Teacher
● Learners
● Tutor
The teacher of this course is in a key role preparing the whole PBL process for the learners
and a tutor. It is her role to set the course objectives, to find and write proper real-life
problems that will accommodate those objectives, to prepare needed support material, and
31
lastly to participate in the assessment process. The teacher is also the one, who prepares the
tutor for PBL. The teacher is usually a different person as the tutor. The separation of the
administrative and learning facilitation roles supports the idea that the learners are guiding
their learning process and its goals.
The learners are in the very core of the PBL process. They do all the learning activities
(concept clarification, problem definition, problem analysis, information collection, synthesis
and application) working collaboratively. The real-life problems set by the teacher spark the
activities, but the learners are in charge of their learning activities. While they are working,
their work is facilitated by the tutor, who is mostly supporting the learning process, not
imposing her expertise to the learners.
The tutor is the one, who has to facilitate the learners' learning process. She is prepared to her
facilitation task by the teacher. Facilitation means here preparing students for the PBL
process, ensuring that all the members of the learner group participate to the activities,
prevents the learners from sidetracking too far away, asks questions to make sure that the
learners understand what they are doing and what they have learned. In addition to facilitating
the learning process, the tutor will support the teacher in her assessment process. Most often
the assessment process should be of formative nature taking place throughout the course
instead of being summative and taking place only in the end [Woo03].
3.2.3.3. Flow of Activities
This flow of activities is basically based on a typical seven step PBL process described in
detail earlier in this document. In addition to those seven steps, there are two additional steps
in this flow of activities. Those two steps have been added in order to incorporate also the
administrative side of the PBL process. Even if the tutor’s role seems to be very invisible in
the following steps, it is noteworthy that the tutor basically does the same things in each of the
steps, she facilitates the learning through various activities such as asking questions and
directing the learning process as explained earlier.
1. Preparatory activities. In this activity the teacher sets the overall, curricular,
learning goals for the course, where the PBL is applied. When the learning
goals are set, the teacher needs to write or otherwise find suitable real-life
problem(s) to be used during the course. Suitable means here problems, which
proper solutions will cover the learning objectives and which are not too
32
difficult or easy to the learners. In addition to the questions, the teacher needs
to prepare the support material that will help the students at the beginning of
their problem solving process. The preparation of questions and materials are
very important activities that create a solid basis for the meaningful learning
process to take place and thus ensure the quality of learning in their part.
Furthermore, the teacher has to train the tutor, if the tutor is not familiar with
the PBL model. The tutor in turn has to prepare the learners for the PBL
process in case they are not familiar with the process.
This phase can be supported with technology for example by having a shared
electronic problem and material database at the educational institution. The
problems can include some metadata, which will include more exact
information about their proposed usage and anticipated educational outcomes.
Supporting materials can be linked with various problems that they can be
helpful with. Database can be accessed also from outside of the educational
institution through internet. Mobile use of the materials can be supported by
having a separate material portal for mobile devices, where the content is
electronically tailored for devices with small screens.
2. Term clarification. When the learners first encounter the problem, they will
start with term clarification. They have to discuss about the terms and concepts
used in the problem. After discussion and possible information collection they
have to come into shared agreement about the meaning of previously unknown
terms and concepts in problem definition.
The learners can use on-line dictionaries or information databases to support
their term clarification process. They can also use any other external sources of
information, for example they could ask more information from an expert in
this particular topic through some channel of communications (e-mail, SMS,
video conferencing, etc.).
3. Problem definition. During this phase, the learners will start to define the
problem itself. This is done in the similar manner as the previous term
clarification, but this time the group of learners has to find an agreement on the
meaning of the problem. It is noteworthy that in the previous step the attention
33
was put to the terms and concepts that the problem definition includes, but in
this step the attention is put to understanding the problem. From the technology
use point of view this phase is very similar to the previous one.
4. Problem analysis. This phase is often related to the brainstorming method in
the PBL literature. The idea is that the learners collect all the explanations and
hypotheses they can come up with based on their prior knowledge and that
they think are related to the problem and its internal structure and mechanisms.
Here the tutor can facilitate the learning for example by asking some questions
that would lead the learners to take a certain viewpoint to the question that
might have otherwise been missed by the learners.
In problem analysis it is important to make sure that all the different
viewpoints to the problem are recorded. If the learners are geographically
dispersed, but still doing group work, they could use for example an online
Wiki system to share ideas and comment on the others' ideas.
5. Arranging the explanations and hypotheses. In this step the learners have to
elaborate the outcomes of the previous step. They need to figure out the
relationships between the various explanations and hypothesis they have
created. In addition to the structure inside the outcomes the learners have
produced, they have to look also more closely to the relationship that their
ideas have to the original problem. Once the learners have organized their
outcomes, they have to come to an agreement on deciding which of their ideas
sound the most plausible starting points to begin finding a solution to the
problem.
From technology point of view, a mind mapping or concept mapping tool
would support the arranging process. With use of such tool it would be easier
to categorize the explanations and hypotheses into groups of related concepts.
Furthermore, there can be applications that help the learners in hypotheses
creation and testing in a simulated environment. After that the students could
decide, which group seems the most plausible and prioritize that for further
study.
6. Formulating the learning goals. After the learners have organized and
34
prioritized their tentative explanations and hypotheses, they can be used to
define the learning objectives. Defining learning objectives means that the
learners identify what they do not know about the matter or what more needs to
be known in order to credibly justify and support the explanations and
hypotheses to become a solution to the problem. Here the learner group has to
divide the work to its participants, so that everyone in the group has got an
information collection task.
7. Collection of information. As the learners have identified their learning needs,
it is time to start collecting the material that would cover the topics that are
imperative to find a justified solution to the problem. The collection and
studying of information is mostly an individual process, but goals for this
inquiry were decided in a group. At the beginning of their information
collection process, the students may begin with the supporting material that
was prepared for them by the teacher. The tutor can also give some useful tips
and hints, where the students can find the information they need. Some
information sources can be for example books, articles, audio and video
materials, experts, or on-line databases.
The collection of information phase is rather trivial to support with technology.
Internet searches are everyday activities for technology-savvy learners. The
institution can also hold various in-house information databases and access to
external databases that can be useful for the learners. Furthermore, electronic
databases can be supported by search agents or wizards, which may help the
learner to find the relevant information and things related to it (cf. application
help wizards, citation databases).
8. Synthesis and application. In this phase the learner group comes together and
synthesizes the results of individual studies into one coherent entity that should
provide the solution to the problem. The learners also have to argument, why
the solution that they provided would be good for the problem at hand. In case
that the solution does not seem to fit to the problem, or the synthesis process
reveals needs for further studies, the tutor or the learner group can decide to go
back to previous steps. This does not mean that the process would start all the
way from the beginning, since the learners can use the knowledge and ideas
35
that they have created during the previous steps.
9. Assessment. This phase is the phase, where all the participants have an
opportunity to tell their point of view to the learning process that took place
while solving the problem. First of all, the learners should self-assess their own
learning process and the outcomes that they were able to produce. In some
occasions, it is also possible to apply some peer-review to make sure that
everyone has equally participated to the group work. Secondly, the tutor, who
has followed and facilitated the learning process throughout all the steps,
assesses the learners according to their activities and outputs during the whole
PBL process. Assessment should take place in a formative manner, which
means that the tutor can give feedback to learners throughout the process and
not only in the end. The teacher also participates to the assessment with the
tutor and makes sure that the learning outcomes are fulfilled through the
learning process. What is important in PBL is that the assessment is not
interested solely about the final outcome, i.e. the problem solution, but the
whole process and the learning activities during it are even more important.
3.3. Project-based Learning
In Project-based learning, the project, its goals, and its internal processes create together a
foundation for collaborative learning to take place. In other words, learning is organized in
multidisciplinary projects, where the work is done collaboratively. It greatly differs from the
traditional, classroom-based teaching, where learning is an individual’s own process based on
study subjects and their curricula, which are kept apart from each other.
The projects in Project-based learning are challenging and complex tasks that are based on
some topics, questions, or problems that are driving the working in projects. Challenging and
complex tasks means here that the tasks must be such that they cannot be accomplished
successfully without new learning taking place. The nature of the tasks have to be such that it
involves learners in various kinds of activities that support the learning, such as designing,
problem-solving, decision making, and active investigation. In projects, the learners work
autonomously and collaboratively in small groups, whereas the teacher is more in a role of the
tutor facilitating the learning process. The learning is reflective, which means that learners
have to reflect on the activities that they have taken and to the outcomes that they have
36
reached. The project at hand usually also involves elements from various subjects, which
makes them multidisciplinary and not bound to any particular subject domain. The working in
projects is usually a lengthy process that can last a semester or even a year. Further features,
that define the working and learning in projects, are the authenticity of both the content and
ways of working, and educational goals that are visible for the learners from the beginning of
the project work. It is also mentioned, that learning in projects involves learning of so called
"adult skills", which means the skills needed in working life, such as being able to work in
teams. [Tho00] Belonging partially to the context of adult skills, one important aspect of
Project-based learning are the outcomes of the projects, in which usually multiple forms of
representation, such as pictorial, verbal, concrete, and abstract, are used at the same time
supporting each other [Hel06].
Project-based learning can be seen to belong partially to the pedagogical models that put
emphasis on the learning-by-doing, where the activities in authentic context are strongly
emphasized. What differs Project-based learning from traditional learning-by-doing, is that in
Project-based learning the doing for the sake of doing is not the core of the learning
experience, but the creation of understanding through collaborative activities such as
problem-solving or reflection. In historical context, learning in projects is not particularly new
idea, the earliest documented mentions of projects as an aid for learning date back to early
20th century. However, during those times the definition of project was more superficial and
wide, for example watching a spider to spin its net, or writing a letter were considered to be
"projects". Nevertheless, the idea behind was more or less the same as nowadays, to bind the
learning experience closer to its application area, namely the real life. [Bar98] From
motivational point of view, it is suggested in the literature that the motivational elements,
such as ownership over the learning process, self-guidance, and challenging tasks, are central,
when thinking of the positive learning outcomes in Project-based learning [Hel06]. Lastly,
Project-based learning is also often compared to problem-based learning. These two differ
from each other in two significant manners. First of all, in Project-based learning the aim is
always to produce an artifact using multiple representations as an outcome, whether it is
physical or virtual. Secondly, in Project-based learning the working goes as in "real projects"
by doing plans for the activities, conducting those activities, and at the end reflecting on
produced outcomes (see Table 4. below for more detailed comparison).
37
Table 4. Comparison of Project-based learning and Problem-based learning
Similarities
Both Project-based learning and Problem-based learning can be based on a
problem, which creates a basis for working.
Problem-based learning can be a part of Project-based learning, when there is
special attention put on conceptual learning before practical learning (see the
SMART blueprint presented later).
Project-based learning may also include problem-solving elements during the
project work, when students encounter problems that they need to solve in order
to progress in their project.
Both Project-based learning and Problem-based learning put an emphasis on
learning collaboratively in groups in a self-guided manner.
Both Project-based learning and Problem-based learning aim at integrating
several study subjects together in a natural way in an authentic context, where
they all co-exist.
Differences
Project-based learning is not necessarily based on a problem; it can also be based
on a shared topic, or a challenge of some kind.
Project-based learning may not include problem-based learning as a part of it, if
more attention is put on the sheer project working and generation of practical
knowledge.
Project-based learning aims at creating an artifact as its outcome. The artifact can
be either physical or virtual, and it may have many representations. In Problem-
based learning outcome is solution to the problem, which is usually end-result of
shared knowledge generation.
Project-based learning is strongly based on working in a project manner, which
includes elements such as planning, implementing, evaluating, etc. Problem-
based learning is more centered on learning activities.
Project-based learning takes usually a lengthy period of time, even one year,
whereas Problem-based learning usually takes place during one course.
To put the Project-based learning in a nutshell, it can be defined through the following
characteristics [Hel06]:
● Projects include or aim at finding a solution to a question, challenge, or
problem, which may have been set by the learners themselves. Thus, the
question or problem drives the activities in a project. The project can also be
bound to a certain topic, which in turn drives the activities.
● The learners are in an active, initiative role, where they carry the greatest
responsibility over the learning outcomes. Furthermore, the learners work in
groups in a collaborative manner.
38
● The teacher is in a facilitating role supporting the learners in their learning
activities instead of being in an authoritarian role deciding the activities and
outcomes.
● The project leads to the end product or a solution of some kind. The end
product can be physical such as a rocket in a rocket project or more virtual,
such as a working model or a computer program.
● The working in a project tends to take considerably lengthy time, even up to a
year.
If Project-based learning is realized in the institutionalized VET, it usually takes one of the
three different general models for project work in educational context [Hel06]:
● Project exercise, where the learners only need to apply the knowledge and
skills that they have already acquired earlier in their education. Usually the
project exercises are small in size, lead by the teacher, and the processes during
the exercise and their outcomes can be tightly scripted already beforehand.
● Project component, where the project-oriented component is embedded for
example as a separate course into the traditional curriculum. The project-based
courses can be offered in parallel to traditional ones.
● Project orientation, where all the learning activities are based on the project
approach and where the educational institution has based its entire curriculum
on Project-based learning.
3.3.1. Educational objectives
In Project-based learning the students work collaboratively in projects, that are as close to the
real world working as possible. During the projects, the students are active and self-guided,
while the teacher is in a tutoring role ensuring the educational value of the project. The
projects are organized in a manner that they are complex and challenging enough to
encourage the students to learn. Furthermore, the projects are not bound to any one topic area,
such as a study subject, but the projects are usually multidisciplinary containing various
subject areas.
39
On the more general level, Project-based learning aims at giving students a highly motivating
learning experience, which is closely related to the tasks and challenges of the real world.
Project-based learning also supports learning so called “adult skills”, which include skills
such as working in teams, working in self-guided manner, and assessing of own actions.
Project-based learning is also connected to the idea of attaining transferable skills such as
problem solving.
When looking the concrete objectives in Project-based learning, the process is aimed at
producing an outcome of some kind, which can be either in a physical or in an abstract form.
Examples of such outcomes are physical miniature models in a modeling project or a piece of
software in a software engineering project. Project-based learning is usually organized in a
manner, where both learning of factual and procedural knowledge are present.
3.3.2. Parameters that guarantee the implementation of Project-based Learning
Familiarity of the Project-based learning process to the students and the teacher should be
ensured. Most of the teaching is usually arranged in a traditional manner based on study
subjects and individual working of students. Therefore, before Project-based learning can be
applied with the students, they should be trained to the Project-based learning model and its
application. Similarly, the teachers may need support and training before they can start using
Project-based learning in their courses.
Suitable and authentic real-life topics for projects should be made available. In case if the
teacher prepares some topics for the students’ projects, they must be prepared beforehand.
The real-life situation means here a situation, where the students will most probably find
themselves later in their professional careers. Projects should also be challenging and complex
enough so that they would encourage the students to learn new things. Additionally, projects
should be such that they support in addition to learning factual knowledge learning of
procedural knowledge.
Role of the learners should be central. Project-based learning can be seen as a learner centered
educational method. The key idea is that the students are having the responsibility over their
learning and that they are supported in their learning by the teacher. Taking responsibility
over ones’ activities also supports the acquisition of the so called “adult skills”.
Role of the teacher should be facilitating. The teacher, who supports the learning process,
40
should understand his role as a facilitator of the learning process. The teacher should not be in
the experts' role trying to impose his knowledge over the topic or directing the activities of the
learners, but let the learners to do their learning and decisions in projects. Teachers’ key
responsibility is to follow the projects and support their progress in a way that the students
both acquire the knowledge and skills that the curricula demands, and meet the goals that they
have set to themselves.
Table 5. How the educational objectives can be reached
Educational
objectives in
Project-based
Learning
Parameters affecting reaching the
educational objectives
Ways to guarantee reaching the
objectives
The success of whole
Project-based learning
process
Familiarity of the Project-based learning
process to the students and the teacher.
In order to ensure that the learners are
aware of the demands that the Project-
based learning model puts on them, they
should be trained to apply the model in
their learning.
Similarly, if the teacher is not aware of
the Project-based learning and how to
apply it in his teaching, he should acquire
some knowledge about it before
beginning to apply it with his students.
Students are learning
through working in
authentic, real-life
projects.
Learning in authentic
contexts that support
learning skills later
transferable to real
situations.
Availability of suitable and authentic
real-life topics for projects.
The topic or the challenge, in which the
project work is based upon, defines also
the content of the learning. Therefore it is
important that the projects are based on
topics, questions, or challenges that
ensure the working in an authentic
context.
One way of getting relevant topics for
projects is to collaborate with companies,
which can give some projects to be done
by the student group in an educational
institution.
And as it was mentioned earlier, topics
can be also proposed and designed by the
students themselves. Then it is important
that the teacher makes sure that they are
such that are beneficial for students’
learning. In some occasions, the also
literature can offer some good examples
for projects.
Lastly, the projects should be such that
there is something new to be learned for
each student participating to the projects.
In addition to that, learning in projects
should support both acquiring factual
knowledge and procedural knowledge.
41
Educational
objectives in
Project-based
Learning
Parameters affecting reaching the
educational objectives
Ways to guarantee reaching the
objectives
The success of the
whole Project-based
learning process
Intrinsic motivation of
the learners
Role of the students
It is very important that the students can
have the power to do their own decisions
in the Project-based learning process. It
supports the learners’ intrinsic motivation
and thus motivates them to work on the
project and to produce the outcomes of it.
Responsibilities such as designing a
project, doing team work, following the
project progress, and lastly assessing own
activities are all such skills that are
important in normal working life.
The success of the
whole Project-based
learning process
Intrinsic motivation of
the learners
Role of the teacher
The teacher should understand that the
learning process in Project-based learning
is strongly learner centered, which means
that the teacher should not impose his
expert opinions or directions to the
students working in their projects.
The teacher should ensure that the
students will get the knowledge and skills
that the curricula demands from them.
Furthermore, the teacher should help the
students to achieve the goals that they
have set themselves in a project plan. This
can be assured by supporting the students
to find a complex and challenging project
topic. The teacher is also in the one that
has to make sure that the students follow
the schedules and plans they have done.
This he can do by asking relevant
questions from the students, which make
them to notice the possible problem areas
in their projects.
3.3.3. Application of Project-based Learning in Mobile Learning
This example scenario of Project-based learning is based on application of the SMART
(Special Multimedia Arenas for Refining Thinking) blueprint presented by Barron et. al.
[Bar98] in their paper in secondary education context. The original SMART blueprint (Fig. 3)
was developed especially to be used in primary schools as a scaffold for students and teachers
to support their working in projects.
42
Figure 3. SMART blueprint scaffold (adopted from Barron et. al.)
In SMART blueprint the problem-based component ensures learning of the conceptual
knowledge, which lays a foundation for project-based component, where procedural
knowledge is acquired and outcomes created. The conceptual knowledge means here
knowledge about concepts, facts, or topics, and their relations to each other, whereas the
procedural knowledge is knowledge related to activities taken in real world. Even if the
SMART blueprint separates the problem-based and project-based learning in its original
representation, in this scenario they are considered to be an integrated project-based learning
approach.
The SMART blueprint can also be seen suitable to VET context, when the actions are seen as
general actions needed for ensuring the learning during the project-based learning. As it was
earlier mentioned, the SMART blueprint supports the idea of “Doing with understanding” as
Barron et. al. put it [Bar98], instead of mere doing for the sake of doing. The key point in the
SMART blueprint is to bind the conceptual learning with its practical applications. To support
its applicability to the VET context, the SMART blueprint can be compared to the German
six-step model [Tip03] especially developed for the VET use. In the German model, the
43
project-based learning starts with Informing phase, which includes activities to create a
conceptual foundation for the project and preparing students for the project work. In the
SMART blueprint, this phase is included in the problem-based learning phase, where students
create their conceptual understanding. The following five steps in German model are practical
steps needed in project work; Planning, Deciding, Implementing, Controlling, and Evaluating.
These five steps are similar to the project-based learning phase in the SMART blueprint. The
biggest difference between these two models is the more on-going, formative evaluation in
the SMART blueprint. Both models put strong emphasis on having learners in the focus of the
activities and decision making and supporting collaborative way of working.
The context for learning in this educational scenario is the institutionalized VET environment,
where the project takes place. The institutionalized VET environment as a context does not
mean that all the activities take place only inside a physical building of educational institution,
but that the activities are all related to accomplish a course in an educational institution. If
compared to the typical realizations of project-based learning in normal school environment,
this scenario is an example of a project-based component approach in a VET context. In this
approach, the curricula and the goals it sets for students’ learning are usually traditional, but
the curricula can also involve full courses that follow the project-based learning model in their
realization.
It is also noteworthy that project-based learning can be a higher level process, which can
include some other processes inside of it. For example, a project-based learning in software
engineering could be organized in the project-based learning manner at the general level.
Then within the project-based learning process, especially in its project work phase, for
example the waterfall model for software engineering can be applied.
3.3.3.1. Scenario Objectives
In this scenario the students’ learning takes place in the project, where they are working in
groups collaboratively. Students work first on creating conceptual understanding of the
challenge that they are having, after which they continue by working on a solution to the
challenge to be presented to the others in the end of the project. During this process the
students work in an autonomous and self-guided manner with support from the teacher
working in a tutoring role.
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3.3.3.2. Participating Roles
● Student
● Tutor
Students work collaboratively in small groups to create and finalize their project. Working in
the project that is bound to the authentic context serves as a motivating way of learning.
Learning in the project involves in addition to conceptual knowledge activities that are needed
to create an outcome to be presented to others. Working in the project includes elements such
as team work, communication, design, realization, and assessment that are often considered to
be important “adult skills” needed later in the working life. The way of working for students
is an active and self-guided, where the teacher serves as a tutor helping students in their
progress to the finalized project. Working in the projects usually takes a bit lengthy time, even
up to one year.
Tutor is in this scenario mostly in a facilitating role. The tutor’s tasks include preparing the
students for project-based learning, especially if the working model is not familiar to them.
The tutor may also have to prepare the project topics for the students, in case the course is
designed to be more tutor-lead. Usually the student groups can decide the topic for their
project and it is approved together with the tutor. During the learning process tutor’s role is to
make sure that all the members in the student groups have enough to do, groups progress in
their projects, and that both the expected learning outcomes and the project outcomes become
fulfilled.
3.3.3.3. Flow of Activities
This scenario’s flow of activities is based on the SMART blueprint presented earlier. There is
an additional preparatory step, which was inspired by the German six step model. There are
also some changes in the names of the phases to make the processes more generally
applicable, but the core ideas of both the whole process and its steps are kept the same. In this
flow, the students go first through the phases, where they build up their conceptual
understanding over the topic of their project work, after which they start realizing it in more
practically oriented phases.
1. Preparations. In this phase, all the necessary preparations for the project-based
learning take place. In case the students’ projects are based on the tutor’s
45
suggestions, the tutor should prepare topics, challenges, or questions that drive
the students’ working in the projects. What is important with topics for project
work is that they should be as authentic and close to real-life cases as possible.
Secondly, an important part of the preparations is preparing and motivating the
students for project-based learning and its demands, especially if all the rest of
the courses are taught in a traditional manner. Also if the tutor is unfamiliar
with the process, he should get himself familiarized with the topic, especially if
the student-centered learning processes are new to him. Furthermore, if the
projects are done in collaboration with companies, which is very likely
especially in VET context, this phase includes communicating with companies,
collecting the project ideas from them, and preparing their contact persons for
the collaboration with student groups responsible for the project. This can also
be done by the students themselves, as it was earlier presented in the Finnish
case. The preparations step ensures that the project-based learning can take
place (e.g. there are some ideas and collaborating partners for projects) and that
all the participants are prepared and motivated for the learning in projects.
From the technology point of view the educational institution could have a
database dedicated for the project-based learning in their intranet. The database
would include supporting materials for realizing the project-based learning in
that institution. Such materials could include guides for tutor and students,
some previous project examples, and ideas for new projects. The material
should be available for access also from outside the educational institution.
2. Definition of the Project Goal. In this phase the students decide a goal for their
project. The decision can be based on the list of available project ideas offered
by the tutor, or the students can decide it in the group after which it is
discussed with the tutor and decided, if the suggested project work is suitable
for that course. The project work can be based on the topic that needs
clarification, a question that needs an answer, or on a challenge that requires a
solution. Here it is important that everyone in the student group shares the
common understanding of the task and its demands. The definition phase
includes also a collection of ideas that are related to the project work. The
collection of ideas is done in a group for example in a brainstorming session.
46
Technology can support this phase for example with a mindmapping or
brainstorming support application that can be used to record the ideas coming
up in shared brainstorming session. The mindmapping tool can also be such
that it supports geographically dispersed student group working collaboratively
over internet by inserting their ideas to a shared virtual space. Furthermore, if
the tutor has prepared some project seeds for students, they are available for
access in a database with all the necessary metadata.
3. Collection of Information. In this phase the students collect more information
about the topics they found out to be related to their project work. Especially
important topics are those that they did not have much of earlier knowledge.
Usually the collection tasks are divided in the group, so that each group
member carries the collection task individually on the topic that he is assigned
to research. Collected information needs also be elaborated in a way that it can
be presented to other group members in the following synthesis phase. The
tutor can support the students in this phase for example by pointing out with
questions some topics that the students might have given little or no attention.
Furthermore, the tutor may have prepared some material for students that
serves as a starting point for further inquiries on those topics.
Similarly to the earlier problem-based learning scenario, the collection of
information phase is rather trivial to support with technology. Internet searches
are everyday activities for technology-savvy students. The educational
institution can also hold various in-house information databases and grant an
access to external databases that can be useful for the students in their search
for information. If the tutor has prepared some materials for the learners, the
materials should be made available for the students in an electronic format
accessible through internet.
4. Synthesis of Information. After the students have collected the information
according to the research tasks that they together decided in previous step, they
come back together to synthesize the collected pieces of information to the
coherent knowledge. The synthesis is needed to make sure that the student
group has achieved its goal to create a solid conceptual foundation for the rest
of the project. The tutor can support the synthesis process by asking questions
47
about various concepts and topics and their relations to each other.
As the synthesis phase needs more rigid way of representing conceptual
knowledge and structures, the students use a computerized concept map editor
to bring the pieces of information into the one solid structure, which also has
got information about how different concepts and topics are related to each
other. That important property separates concept maps from mind maps that
were used earlier.
5. Assessment of Conceptual Understanding. In this phase the students and the
tutor go through the outcomes that were achieved during the beginning of the
project. Assessment means here that the students self-evaluate their progress in
their group and decide, whether they have managed to gather all the necessary
background information for the working phase. From the tutor’s point of view
the assessment process is deciding, whether the students have met the goals set
for the conceptual learning in the course’s curricula. If both the student group
and the tutor agree on that the project can progress, the students continue to the
next step. Otherwise, the student group continues building their background
knowledge by returning to some of the previous steps.
6. Planning the Project Work. In this phase, student groups create a blueprint in a
form of the project plan for their project work. In addition to deciding the
expected outcomes of the project, the students define the anticipated schedule
for their project; the tools that they will be using during the project work to
support achieving the outcomes; and the means to assess their progress and the
outcomes. The tutor’s role is to ensure that the student groups also plan to use
methods that will support their learning while doing the project work. An
example of such method is keeping web-based project diaries, which include
done activities, reasoning behind the activities, and opinions of the made
progress. The methods supporting the learning can also be used from the very
beginning of the project, not only in project work phases.
The project planning is based on the outcomes of the previous steps. The
students can use the concept map as a basis to writing and representing project
plan with suitable office applications. The students can also search internet for
48
more information about project design models to support their work in phase.
If the project is done in higher education, the students may choose to begin
using some project management application or digital learning environment to
support both their planning process and later their working.
7. Doing the Project Work. During this phase, the students working in groups are
doing the project work. Doing the project work includes working to create the
outcomes of the project, which can be either physical or more abstract. Usually
there are various kinds of outcomes, which can also be referred as multiple
representations. For example, a project aimed at creating a piece of software
can also include as its outcomes the documentation of that piece of software, a
user guide for that software, and a presentation to promote the software.
Multiple representations support viewing the project work from different
viewpoints and thus enrich the learning experience. This phase also includes
following the plans that were done on previous step and comparing the
progress in the project to that of mentioned in the plan. From learning point of
view, it is important in this phase that the student groups reflect on their
activities, reasoning the work that they are doing. Furthermore, the tutor should
support the groups in their progress and make sure that all groups stick to the
schedules that they have set for themselves. Even though the assessment will
be done officially in the next step, the tutor and the students can use method of
formative assessment in their work. That would ensure the assessment of on-
going work instead of relying only on the outcomes in the end.
Technologies that support project work are useful in this phase of the project.
Groups can take for example an advantage of having a project diary in a form
of a blog in the net. Groups can also use shared on-line calendars, to-do lists, or
a learning environment with some other collaboration tools to support their
work. Furthermore, tools that are needed to compose various representations of
the project outcomes, such as office applications, programming environments,
or video editing tools can be used by the groups.
8. Assessing the Project Work and Its Outcomes. When the students consider that
they have met their goals, it is time to assess the outcomes. The assessment
procedure should include in addition to summative elements (the end
49
assessment) some formative elements (on-going work assessment). The
assessment itself is done both by the student groups themselves and by the
tutor. When speaking of formative kind of assessment, it can be supported for
example with semi-structured questionnaire that the students fill in weekly. It
helps both the students and the tutor to see how things are progressing and
notice early, if something is becoming a problem in the project work.
Formative assessment supports assessing the process and its progress in
addition to the outcomes they produce. What it comes to the summative
evaluation in the end, it can be done for example by assessing the outcomes of
the project both in comparison to the students’ own goals in the beginning and
to those demands that the course’s curricula sets to the outcomes. For example,
in software engineering project, the program as a project outcome with its
quality and functionality would be under assessment. If both the student group
and the tutor agree on that the project has reached its objectives, the students
can continue to the final step, presentation of the outcomes. Otherwise, the
student group continues refining the outcomes of the project work by returning
to one of the previous steps in their project work.
9. Presentation of the Outcomes to Others. After the project work is concluded
successfully and the outcomes match those that were expected both in the
project work and in learning sense, the student groups present the outcomes to
others. The presentations phase can take place in class room, but it can also be
done in internet, where all the student groups collect their works. An important
part of this phase is learning from the works of the other groups, relating own
work to the works of the others, and giving and receiving constructive
feedback for the outcomes. The presentation phase should also appear as an
educational event, instead of being just a peripheral showing of one’s work.
In the presentation phase, the student groups transfer their accomplished
outcomes to a shared web space, where the project outcomes are available to
everyone taking that course. The web space should support giving feedback to
other groups and having discussions about the outcomes and the processes that
lead to those. For example a virtual learning environment would support these
activities. Going through the works of others, sharing own knowledge, and
50
relating one’s own experiences to others’ experiences enrich the learning
experience.
3.4. Performance-based Learning
This pedagogical model is based on Electronic Performance Support. Electronic performance
support is usually realized with help of a dedicated computerized system. Therefore, the
whole supporting environment is called Electronic Performance Support System, which is
usually abbreviated to EPSS. The term EPSS and the idea behind it were developed by Gloria
Gery in the beginning of 1990’s.
EPSS can be seen as a network of on-line and off-line resources, which support the workers to
perform their tasks by giving them the information, advice, training, and tools needed at the
right time and in the right place [Kas00]. Information can be for example safety regulations at
that particular work task or spot, advice can be for example a solution to the particular
problem situation that worker has encountered, training can be for example a short work task
related piece of training material (cf. learning object), and tool can be for example an
embedded input tool, with which worker can suggest new practices or ask help from their
peers. EPSS system can also have some inbuilt intelligence, with which it can for example
infer and solve the gaps between workers' present performance and the optimal performance
in that particular work procedure [She96].
Ways of justifying EPSS at work places are usually depicted with three C's: faster learning
curve from novice to master (Competence), decreased training costs (Costs), and a higher
quality of outcomes by the workers (Consequences) [Ger91]. It can also be linked to a
concept of organizational learning, where an ever-evolving EPSS with its connections to the
organization's information databases and the knowledge of workers lead to whole
organization's learning [Ray95].
In VET context, the applications of EPSS belong most clearly into an informal in-work
training domain, which is in Europe often taken care by the employers [Tes04]. In mobile
context, EPSS can be realized for example with wearable computing, where the workers carry
the necessary equipment, such as a small screen and wireless communication device with
them wherever they work. The connection to EPSS is wireless and the interaction with the
system can take place through the touch screen [Gob02].
51
3.4.1. Educational objectives
EPSS systems are meant to decrease the amount of pre-work training and support in-work
training and learning. In addition to or even, in an extreme case, instead of learning, special
emphasis is put on performing, which means successful and efficient accomplishment of the
work tasks at hand [Col97].
3.4.2. Parameters that guarantee the implementation of Performance-based Learning
Just-in-time learning may lead to learning just bits and pieces, which does not contribute to
the wider understanding of the whole subject matter. For example an advice, which a worker
gets to a certain work phase, is not necessarily connected at all to the whole work process and
its outcome.
Very demanding work environment, where the work is very fast paced, may not give enough
time for learning to take place. In this case, workers do not have enough time to use tools or
training modules of EPSS, but can just use the system as a set of instructions how to do their
job.
Workers can become discouraged away from learning, because of the EPSS that they can use
at the work place. The learning can be seen as unnecessary, when all the work related
information can be found from the supporting system. [Bas99]
How EPSS is seen at the work place and what is its impact on organization, its culture, and
expertise? This includes for example how workers will feel, when the support in their work is
mostly coming from an electronic source, will EPSS change the hierarchies among the
workers, when expertise is freely available for everyone, and how will EPSS change the
social interaction among workers at the work place [Ger91].
52
Table 6. How the educational objectives can be reached
Educational
objectives in EPSS
Parameters affecting reaching the
educational objectives
Ways to guarantee reaching the
objectives
Instead of being just
facilitating plain
performing, the EPSS
should encourage the
workers to actively
learn.
Just-in-time learning may lead to
learning just bits and pieces, which
does not contribute to the wider
understanding of the whole subject
matter.
Very demanding work environment,
where the work is very fast paced, may
not give enough time for learning to
take place.
Workers can become discouraged away
from learning, because of the EPSS that
they can use at the work place.
There should be enough time reserved
for the workers at their work spots to
get to know the relationship between
the tasks at hand and the whole process
with its outcomes. The material should
also include motivational elements that
give worker a clearer picture about the
relationship his work has got with the
quality outcome. Furthermore, the
workers should not be reduced to mere
users of the system, but they should be
welcomed to actively develop it further
with their ideas and experiences.
The EPSS system
should support the
performing by enabling
access to the company’s
collective know-how
and cumulative
experience.
How EPSS is seen at the work place
and what is its impact on organization,
its culture, and expertise.
Usually at the work places, the more
experienced workers are respected by
the younger and less experienced
workers, which contributes to the
internal social structure at the work
place. Not to destabilize the internal
social structure at the work place, the
system should support both entering the
expertise in the system and enabling the
users to share their know-how in real-
time.
3.4.3. Application of Performance-based Learning in Mobile Learning
Educational approach in this example educational scenario is based on the application of
EPSS by the worker in his work. EPSS is responding to the worker's immediate performance
needs, where the worker is the most receptive for the training the system is providing. To
support the actual learning and to overcome previously mentioned potential shortcomings of
the EPSS, the work the worker does is put in its larger context, the worker's own reasoning is
encouraged as well as worker's communication through EPSS with his peer workers at the
working community [Bro00, Wil93]. The context of the educational scenario is the in-work
learning at work place. Therefore, learning takes place in a normal work situation through
worker’s interaction with an EPSS and his peers.
3.4.3.1. Scenario Objectives
The objective in this scenario is to describe a situation, where workers learn through the EPSS
system installed to their work place. In this scenario, special emphasis is put on including
such elements to EPSS system that should facilitate both the learning and social structures at
53
the work place. EPSS is seen to appear in this scenario in a role of a facilitating system that
triggers the learning to take place and supports the communication among the workers.
3.4.3.2. Participating roles
● Worker (being at the same time also in a role of the learner)
● Peer helper (supporting the worker both in performing and in learning)
The worker in this scenario is doing his work. While he is working, he is able to learn more
about the context of his work, solve the problems he may encounter, get needed training when
needed, and use tools necessary for his work. What is important is that the activities that lead
to learning are the same authentic work related activities needed to perform the work task at
hand. It means that learning takes place during the working without any external, out-of-the-
work training sessions taking place. Even though the worker is in a role of the learner, the
learning takes place by using the EPSS and the services it provides. EPSS's role is to support
worker's learning through giving him support through appropriate information, advice,
training, and tools. Appropriate information can be creating the context, for example in the
mobile work the information could be brief description of the next work spot, its tasks, and
some common problems that need special attention by the worker. Advice that EPSS may
offer to the worker can for example solutions to the problems in company's problem database.
If the solution is not clear enough, or the task at hand is new or especially demanding, EPSS
may have special training material such as a short tutorial or a simulation for that task, which
it offers to the worker. EPSS can also include tools such as chat or forums, where workers can
share their expertise with all the peer helpers. It is also noteworthy that quite often the
learning that the worker experiences can be initiated by the EPSS, which has noticed
problems with the worker’s performance. In some occasions the help can come in a form that
the worker does not know that he is being helped by the system.
The peer helpers are important part of this scenario. The peer helpers are also workers
working for the same company as the worker is and using the same shared EPSS. They can
input their expertise to EPSS, which can then be later found and applied by the worker. They
can also be contacted through EPSS so that they can offer their support to the worker either on
real time, for example through chatting, or through non-real-time tools, such as message
boards. It is noteworthy that EPSS may be geographically dispersed, which means that the
peer helpers can be located for example in physically different place than the worker, but still
54
doing the same tasks.
3.4.3.3. Flow of Activities
The flow of activities is an imaginary one, which is based on the EPSS application examples
presented in Gery's book [Ger91] and in Stone and Endicott's book chapter [Sto00]. Its idea is
to represent a general EPSS use case in in-work learning context. Furthermore, in this
example the worker is a mobile worker, whose work spot may change during the day. It is
also noteworthy that EPSS may support the worker even in a way that the worker does not
know that he is being supported. For example, the user interface can be altered by EPSS in the
fly in a way that only those options that are needed by the worker at that moment are shown.
The worker is also supported in his work by the peer helpers in various ways, such as chatting
through EPSS.
1. The worker enters the work spot. As the worker enters his work spot, he accesses
at the same time the EPSS, which identifies the worker (virtual profile) and his
present work spot (geographical position). If it is the first time for the worker to
be in that particular spot, the EPSS offers him information concerning the safety
issues in that work spot and a short training session for the coming tasks, and
perhaps some information about common problems and their solutions. EPSS also
shows the relation between the present task and the whole process to help the
worker to see the wider picture. Start can also be motivating in a sense that the
worker is given information on the importance of his tasks in relation to good
quality end outcomes.
From technology point of view in this scenario, the EPSS is an integrated system,
which is connected to the databases such as user-profiles and content such as
information about work tasks or interactive tutorials. It also includes wireless
connectivity with location sensing, which allows the contextualization of the
content according to worker’s location. User profiling is bound to each user’s
individual recognition, which can be done for example by radio tags such as
RFIDs or by using individual PDA’s, which are carried around, while working. In
addition, the system supports communication between the workers thus supporting
the social structures at the work place. It is also important to notice that EPSS is in
an active dialog with the worker, it is not just a passive portal to the static
55
information located in corporate databases.
2. The worker begins his work at the work spot. While he is working, EPSS may be
observing the way the worker performs or supporting his performance for example
through dynamic representation of the workflow or tailored user interface. EPSS
can collect the necessary information about the performance for example by
following the feedback coming from quality control, which can be in a form of
machine vision following outcomes coming from the worker’s work spot. It
important to notice here that the EPSS does not need to be intrusive to be effective,
the EPSS can be very effective without worker even knowing that he is being
supported in his work. This can be realized for example with an actively adapted
or tailored user-interface that shows only those options that are needed by the
worker. It is noteworthy that it is not possible to define any general rules for the
assessment of the worker’s performance. It is something that is very
contextualized (for example: which work task is assessed, who is the worker
working at that task, what are the set performance goals, etc.) and work place
dependent. The rules for assessment and means to collect the data necessary for it
are defined locally as EPSS is introduced to the work place.
3. Having a problem situation. The worker may find out that he is in a problem
situation that he cannot solve by himself or EPSS may have noticed a problem in
his performance. The worker can search through the problem-solution database,
where is also some additional comments inserted there by his peer helpers.
Furthermore, the worker can contact more advanced peer helpers through a
suitable tool such as chat to receive personal help. The worker can also send a
message to the forums, if the answer for his question is not time-critical. This kind
of peer-support tool supports the social interaction and creation of shared expertise
inside the company. In some occasions, when the system has seen a problem, for
example with information received from quality control, the system can interrupt
the worker’s work procedures and guides him through a tailored tutorial that helps
with the problem that he is having. The tutorials are such that they are designed to
be used within the system without any external human aid. The problem situations
are collected to company’s databases in order to help in development of
problematic work spots and development of EPSS.
56
4. Entering best practices and experiences. If the worker finds a new, efficient way
of working or finds a solution to an unsolved problem, EPSS offers him an
opportunity to enter this new knowledge to the system so that the peer helpers and
other workers can also benefit from it. This also supports the social structures of
the work place, the more experienced workers can share their expertise with others
and be respected for that. It also supports new employees, so that they suggest
fresh ideas and viewpoints that might have gone unnoticed by the other workers.
5. The worker exits the work spot. EPSS updates the worker's profile with the
information about his latest performance. This profile later aids the system to offer
more individualized help to the workers. It can also help for example the people
responsible for the work place ergonomics by showing which work spots or phases
are especially difficult for the workers so that the spots or phases can be
developed. This can also lead to updates in the EPSS itself, for example by
creation of new tutoring materials based on gathered suggestions and experiences.
3.5. Tutorial Learning
This part is largely based on Alfred Bork’s work and vision on tutorial learning, which
Professor Bork has been developing since 1960’s at the University of California. In Bork’s
vision, the most effective way of learning comes in a form of dialog between a learner and a
tutor, who is an expert on the field of study subject. The dialog between the learner and the
tutor typically takes place in a form of natural, usually spoken, language and preferably in a
native language of the learner. Learning takes place in tutorials, where the learner discovers
the content knowledge through answering the questions that the tutor asks from him.
Throughout the learning process, the progress of the learner is closely observed, so that the
questions directing the learning are of suitable difficulty and leading the learner to expected
outcomes. This part of tutorial learning is strongly influenced by the Zone of Proximal
Development (ZPD) [Rid99] theory developed by Russian psychologist Lev Vygotsky. The
core idea in Bork’s vision, since Bork is having a background as a Computer Scientist, is to
replace an expensive human tutor with a computer application that serves as a tutor. [Bor00]
There are certain things that are considered to be important factors for successful tutorial
learning [Bor01]:
● Highly interactive. In tutorial learning the learner is supposed to have a high
57
rate of interaction with the tutor, similarly to natural discussion. This is quite
antithetical for example to normal lectures, where the rate of interaction is very
low or in the worst case non-existent.
● Individualized. The learner should be able to progress in his own individual
speed by taking advantage of his personal ways and styles of learning.
Learning styles in this context refers for example which kind of output media
the learner can have an access to. Same material can be available in different
formats such as spoken, text, pictures, animation, or simulation to support
different kinds of learners and learning styles. For example, from cognitive
learning style point of view, the imagers, learners using pictorial
representations while learning, suffer if the learning material is only presented
in textual form. [McL99] Similarly, the input from the learner should support
also other forms of delivering dialog than spoken or written input.
● Adaptive. The teaching in tutorial learning should be adaptive to the learner’s
need at each particular moment. This adaptivity is attained by storing records
of learner’s past achievements and progress. This is linked with the idea of
ZPD, where the previous progress defines learner’s possible learning space at
the present moment.
● Mastery. In education at the moment, the usual acceptance rate for a study
course in an educational institution is around 50 or 60 per cent of the maximum
performance, which indicates that only partial learning is taking place. In
tutorial learning, the aim is at full mastery of any content by all the learners.
This is achieved through individualization and adaptivity.
● Creative learning. In tutorial learning, the learners actively construct their own
knowledge through interaction with the tutor. During this interaction, the
learners will by themselves discover for example the phenomena of
temperature.
● Learning content. As tutorial learning differs a lot from the traditional learning,
special emphasis has to be put on the creation of suitable learning material and
curriculum. The content and curriculum should be based on the mastery instead
of mere memorization, and obtaining more generally applicable skills such as
58
problem solving6, creativity, and use of intuition in learning. In some
occasions, the learning material produced for problem-based learning could be
used to support the creation of content for tutorial learning. The foundation for
learning is in both approaches based on the question or questions directing the
learners’ activities.
● Distance learning. One of the leading visions in tutorial learning is to enable
everyone to learn regardless of the place and time. Therefore, the distance
learning is the natural way of realizing tutorial learning in practice.
● Peer learning. In tutorial learning the interaction is not restricted to that of
between the learner and the tutor, but also interaction among the group of
learners is encouraged both in same geographical position and through virtual
environments. The idea is to bring together learners that are facing the same
learning tasks to learn together.
As the dialog is in the key role in tutorial learning, it needs further specifications. Dialog in
learning can take place in either intrapersonal or interpersonal manner. Intrapersonal dialog
means the dialog in which the learner engages, when trying to learn actively. This means for
example situations, where the learner is reading self-study material, watching educational
videos, or is using a simulation in a computerized environment. Additionally, intrapersonal
dialog also includes moments, when the learner is not directly in contact with any study
material available, but is thinking the study topic for example while doing dishes or walking
alone. Intrapersonal dialog can be described as mental processes, such as assimilation or
reflection, taking place, while learning. [Gor05]
Interpersonal dialog takes place as a communication between the participants, such as
students, tutors, and teachers, in learning situation. It may be subject or social oriented, but its
meaning is to facilitate the learning. The subject oriented interpersonal dialog involves
participants in discussion, where the study subject is in a key role guiding the interaction.
Dialog can for example take a form of debate or instruction in the context of the study subject.
An example of subject oriented interpersonal dialog is the Socratic dialog [Wik06b], where
the learner and the tutor are engaged in a discussion of deepening inquiry. In Socratic dialog
the tutor guides the discussion and learning by asking questions from the learner. The most of
6 Here it is noteworthy to recognize that the problem solving is here in a role of an obtainable and applicable skill, not as an educational
method as depicted in one of the earlier scenarios and in the latter content transfer example.
59
the discourse is done by the learner by answering the questions presented by the tutor. The
questions asked by the tutor become more detailed and demanding as the dialog progresses.
Social oriented interpersonal dialog includes all the interaction among the participants,
including the subject oriented interpersonal dialog, but it also includes dialog that is not
necessary subject oriented. An example of such dialog is the interaction related to relating
oneself in the learning community. Dialog can take place in face-to-face situations or it can as
well be mediated by the technological means. [Gor05]
The success of tutorial learning is strongly depending on the adaptivity of the material to the
personal needs of each individual student and their learning styles. The learners can be
roughly divided into different kinds of learners according both to their ways of organizing the
information and gathering the information (See Table 7.). In information organizing there are
two separate dimensions, serial-holist dimension and analytical-relational dimension. In
information gathering, the dimensions are visual, auditory, and haptic/kinesthetic. [Aye05]
Table 7. Effects of learning styles to content [Aye05, Jon93]
Information Organizing
Serialist-holist dimension
Learners, who are more serialists in their learning prefer going
through the material in a serial manner, one piece at the time and
pieces following each other in order.
The holistic learners prefer having the big picture first. After that they
are able follow several learning paths serving different learning goals
at the same time.
Analytical-relational dimension
Analytically oriented learners want to go deep inside the concepts
and ideas presented in material. While going more deep, they at the
same time divide the concepts into small categories based on the
internal content and structure of each concept.
Relationally oriented learners are not as interest of the internal
structure of presented concepts or ideas, but they accept them as they
are. These learners prefer dividing concepts into more rough
categories based on their external qualities and their relation to each
other on higher level.
Information Gathering
Visual
Visualists prefer having the material with pictorial input.
Furthermore, they are good at transforming textual input into pictorial
representations. Visualists are also good at remembering and
reproducing pictorial content of the learning material.
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Auditory Learners with auditory preference prefer to have an access to verbal
representations. These verbal representations can take form either in a
spoken or in written form.
Haptic/Kinesthetic Haptic/Kinesthetic learners prefer to have a manipulative access on
the material they are using. They prefer an interactive media, such as
simulations or controllable animations.
Tutorial learning has got some similarities to Performance-based Learning (based on EPSS)
approach presented earlier. Similarities include for example supporting the learner to progress
step by step correcting the problem areas he is having in his learning path to mastery.
Furthermore, it was also mentioned that in some occasions EPSS may offer the worker a
tutorial over the work task at hand to facilitate worker’s performance. Nevertheless,
regardless of the similarities between these two, EPSS and tutorial learning are not the same
concept. In tutorial learning the tutoring and dialog during it are in the focus of the learning,
whereas in EPSS tutorials are just a method for supporting the accomplishment of the task at
hand. Secondly, EPSS is usually not interested of facilitating the full mastery or complete
understanding of the topics at hand, but the emphasis is put on high performance in the job at
hand. In tutorial learning, the learning and comprehension, or even the full mastery of topic at
hand is one of the leading ideas. Additionally, a great emphasis is put in tutorial learning to
try to reach all learners and offer them an individualized learning experience, whereas EPSS
in the industry offers an environment, which is the same for all the employees, except for
some minor adaptation such as user interface changes. Finally and perhaps the most
importantly, tutorial learning is a holistic approach to learning, which means that all the
learning can take place in a similar manner for example throughout the curricula, whereas
EPSS is more concentrated on very context depended just-in-time and in-place learning.
Bork’s vision for tutorial learning has also got higher level goals that he believes to be
achievable through wide application of tutorial learning throughout the world. First of all, he
stresses that the education should attain everyone in the world regardless of their age, race,
geographical position, or wealth. In Bork’s opinion, conventional means of delivering
education won’t be able to achieve this in near future, but computerized tutorial learning
might solve this problem [Bor02]. Attaining education for all means also that everyone learns
to master the content fully, not only partially. Secondly, tutorial learning aims to make
learning affordable. If it is realized in traditional manner with a personal human tutor, it is
very expensive, but with computerized solution scalable to reach millions and millions of
learners throughout the world, the per capita price for learning becomes very affordable.
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Thirdly, Bork emphasizes that the learning should be enjoyable, which will be realized by
individualizing the learning experience. Enjoyment experienced in learning also encourages
learners to take part in life-long learning. [Bor98] Lastly, wrapping all the previous visions
together, he foresees tutorial learning leading to a society, where learning and education is in
the core focus of the society, and where everyone loves to learn [Bor00b].
3.5.1. Educational objectives
In tutorial learning the educational objective is to help the learner to master the study subject.
The mastery of the study subject is achieved through highly interactive and individually
adapted dialog with a tutor. The tutor can be either a real person or a computerized system.
Learning is not only individual knowledge construction through creative discovery, but it can
also take place in a group, where all the learners are facing the same learning tasks and work
together to master the topic. In tutorial learning, the learning is not bound to certain place and
time, but it should be accessible by anyone, wherever and whenever needed.
3.5.2. Parameters that guarantee the implementation of Tutorial Learning
High interactivity instead of low interactivity is preferred. To keep the learner involved and
active in the learning process, there should be tight interaction between the learner and the
tutor. Preferably the interaction should take place in the natural, spoken language (native
language of the learner).
Tutorial learning involves different kind of content from the traditional approach. In tutorial
learning, the content and the curricula should be adaptable to the pace and current needs of the
learner in contrast to static and uniform materials and methods in traditional approach.
Furthermore, the representation of the content should fit to the learning style of the learner as
it was discussed earlier. It is antithetical to the present situation, where everyone learns the
same content at the same pace with same methods.
Achieving mastery level in learning is important. Learning always aims in tutorial learning at
full mastery of each topic instead of only partial learning and memorization. The mastery idea
also involves learning generally applicable skills such as problem solving and intuitive
thinking.
Support for learning, which is taking place regardless of time and place. One of the key aims
of tutorial learning is to reach as many as possible to get education. This must involve distant
62
learning with help of suitable technologies.
Learning takes place preferably in groups instead of learning alone only. Tutorial learning
involves elements of collaborative group learning in addition to individual learning. Learning
in groups involves learners facing the same learning tasks.
Table 8. How the educational objectives can be reached
Educational objectives
in tutorial learning
Parameters affecting reaching the
educational objectives
Ways to guarantee reaching the
objectives
Interactive learning
experience
High interactivity instead of low
interactivity
Learning in groups instead of learning
alone only
Learners in tutorial learning should
be engaged in highly interactive
learning environment. Bork suggests
that the maximum interval between
each case of approaching and
activating the learner should not be
more than 20 seconds. This differs
greatly for example from lecture-
based learning.
Interactivity can also be supported
with group of learners working
collaboratively on the same task with
help of a tutor.
Full mastery of content
instead of partial
understanding.
Achieving mastery level in learning
Content different from traditional content
and curriculum
The key idea in tutorial learning is to
support each learner and learner
group as individually as possible.
This means finding way to facilitate
each learner’s own style of learning,
and adapting the material and the
course of tutoring in individually
meaningful way. It is also important
that the learning takes place in an
individual pace. All these combined
open an opportunity for accessing the
full mastery.
As tutorial learning is strongly based
on dialog between the learner or
learner group and the tutor, also the
material has to support the method.
The present material based on sheer
information transfer is not suitable
for tutorial learning, but the material
needs to be arranged in a way that
through continuous inquiry it leads
the learner to discover the key ideas
in content material.
63
Educational objectives
in tutorial learning
Parameters affecting reaching the
educational objectives
Ways to guarantee reaching the
objectives
Attainable education Support for learning regardless of time
and place
It is in the heart of philosophy of
tutorial learning to make education
accessible to all regardless of their
financial position, place of living, or
age. Furthermore, the education
should available when needed,
regardless of the time and the place.
This can be done with help of
computerized tutorial learning, where
the on-line learning environment with
its tutorials can accessed with help of
various kinds of technological tools
connected to the internet, such as
mobile devices
3.5.3. Application of Tutorial Learning in Mobile Learning
This educational scenario is based on Bork’s “A Story about Learning” [Bor02b] paper,
where he describes a future scenario, where computerized tutorial learning is used both by
children and adult users.
The original scenario in Bork’s paper was based on language learning. In this scenario, Bork’s
example is abstracted from language learning into the more general level, to make it also
applicable to other subject domains. The example is bound to the institutionalized VET
context, where learning takes place both in educational institution settings and outside of it in
the real world.
The learning in institutionalized forms of VET does not usually follow principles of tutorial
learning, but in this scenario the learning taking place in educational institution is
supplemented by the computerized tutoring system, which can offer the learner with the
necessary personalized learning experience. The focus in this scenario is to follow the
learning taking place outside the educational institution. Therefore, the educational scenario is
applicable in informal forms of VET as well.
3.5.3.1. Scenario Objectives
The objective for this scenario is to depict tutorial learning taking place outside the
educational institution. In this case, the interaction and dialog takes mostly place between the
student and a computerized tutoring system. In some occasions, the student also interacts with
his peer-learners and the teacher at the educational institution.
64
3.5.3.2. Participating roles
● Student
● Peer-learners
● Teacher
In this scenario, the student is the key figure. He is having a shared learning task with his
peer-learners. In order to learn the topic at hand such as foreign language, the student has
enrolled to a course in his educational institution. Some of the learning takes place in a
traditional manner at the premises of the educational institution, but the student has also got
an access to use a computerized tutoring system helping him to get personalized support to
achieve the mastery level.
The peer-learners in this scenario are in similar situation as the student. They are participating
in the same course with the same goal of mastering a study topic. In this scenario the peer-
learners are important because they form the peer group with which the student collaborates
to tackle the learning tasks.
The teacher is in this scenario both in administrating and tutoring role. In his administrative
role, he is observing the progress the students are making in their learning. This information
he can obtain from logs of the computerized tutoring system. He can apply the progress
reports in his assessment duties, but also in directing and individualizing his tutoring efforts
with the student. In his tutoring role, he may access the system to facilitate learning of the
students by asking some activating questions from them, or just to communicate with them to
support their progress.
3.5.3.3. Flow of Activities
The flow of activities in this example scenario includes altogether five steps. The steps
include Entering tutorial learning, Initial communication, Practicing, Assessment, and Exiting
tutorial learning. From these five different steps, Practicing and Assessment take place
simultaneously affecting each other. The learning session and its expected outcomes are also
strongly bound to the interplay of those two steps. Furthermore, as it is illustrated in the flow
of activities in more detail, practicing and assessment cycle can take place iteratively, many
times in a row. The steps in this scenario were extracted and abstracted from Bork’s paper
65
[Bor02b].
1. Entering tutorial learning. As the student enters tutorial learning, he has to
login in to the computerized tutorial system. During the login process, he
enters his information to the system by answering to the questions that the
system asks from him. The questions can include in addition to plain personal
information, such as name and age, questions concerning the learning goals of
the student and the motivation for the student to study this particular subject.
This information can later be used for example in match making, when
preparing the students to work in groups. The teacher can also access this
information and take advantage of using it as a tool for course planning. In
addition to asking questions from the student, the system can introduce itself in
a way that it will help the student to start using and communicating with the
system. From the learning point of view, this step helps learner to better
acknowledge his own motivations for learning and set some goals for learning
outcomes. The entering phase may also include questions, which purpose is to
find out students’ learning preferences i.e. his personal learning styles. This
information given by the student himself can later be supplemented and
sharpened by collecting the actual usage data of the system.
From technology point of view, the idea in this step is that the system creates a
profile for the student, who starts to use system. The profile is later used to
store the information about the progress student is making. The communication
can take place both in natural language or in textual format.
2. Initial communication. After entering his information to the tutoring system,
the system stores the student profile in its internal databases. After the creation
of the profile is ready, the system begins its dialog with the student. The
purpose for this initial communication is that the system finds out the amount
of background knowledge that the student is having in the study subject. The
collection of background information defines in part the learning needs of the
student.
After this step the tutoring system has created a student profile that shall serve
as a basis for the learning session taking place. The learning is based on the
66
goals that the learner has mentioned to be important and interesting to him and
the background information, which reveals the needs for further knowledge
building. Furthermore, the student’s learning styles affect the way, how the
content is provided to him.
It is noteworthy that tutorial learning is directed to mastery, which in turn
means that special emphasis is put on the student’s weaknesses. Nevertheless,
during the longer period of time in tutorial learning, the student goes through
all the necessary content.
3. Practicing. This is the step, where the learner enters into the learning dialog
with the tutoring system. The content of the practice is based in part on the
information gathered earlier from the student and in part on the curricula and
goals of the course set by the teacher. In practice, a learning session can go for
example in a case of language learning in a way that the tutoring system asks
the student to talk about some topic in a foreign language. The system then
reads back the talk that the student just gave and shows the same text in
written. The tutoring system can then point out some mistakes that the student
had made and asks the student to correct them together with the system. The
previous situation can also be applied generally; the idea is that the student and
the tutor are engaged in the interaction, where the most of the communication
is done by the student. The tutoring system observes the student answers, gives
feedback, and guides the learning process with further inquiries.
Similarly, the system can suggest a group learning situation, where the student
collaborates with his peer-learners. The collaboration can for example be a
discussion through an on-line environment, which is facilitated and observed
by the tutoring system. Practices can also take place from the initiative of the
teacher, who can ask the student to communicate directly with him to make
sure that the student has obtained the needed knowledge and skills.
Usually tutorial learning consists of multiple practice sessions that are
following each others. The content of each session changes, as the system or
the teacher assesses the student feedback and decides the next step needed for
the student’s learning.
67
4. Assessment. At the same time as the student does his practices either alone or
with his peer-learners, the assessment takes place. The idea of assessment is
that it is on-going, formative, in its nature. It takes place at the same time with
the practices, where the assessment of the student inputs and the previous
student progress guides the tutoring system. For example, the student is helped
to master the topics he has problems in with more practice, until he is able to
master the topic. The assessment plays here an important part as it detects the
problems the student is having and based on that information offers more
practice for the student. The assessment is based on the feedback received from
the student to the inquiries presented by the tutor. The student feedback’s
analysis and comparison to the expected answer defines how the tutorial will
progress.
In case of the human tutor, such as the teacher in this case, the process is
similar, but the assessment is usually not an explicit process, but the human
tutor assesses with his intrinsic expertise. As it is in the case of the practice,
also the assessment takes place many times, or more exactly constantly, during
the tutorial learning session. Assessment is a tool to facilitate student’s learning
and define the suitable learning path leading to mastery of the content. There is
no need for special summative assessment in the end of tutorial learning
session, as the on-going formative assessment and the practice based on its
outcomes ensure the successful learning.
5. Exiting tutorial learning. After the student has accomplished the goals that he
or the tutoring system has put for the learning session, the student exits the
system. While the student is exiting the system, the system saves the outcomes
of the learning session. These outcomes are added to the student’s personal
profile and used to guide the learning next time the student enters the tutoring
system.
68
4. Conclusions
As it became apparent in the second chapter and in previous chapter's exemplary educational
scenarios, the mobile technologies can take various roles, if embedded as a part of learning
activities in different pedagogical models. The information concerning the pedagogical
models in thesis is collected in this chapter.
In Situated Learning the mobile technology takes mainly a contextualizing and information
explication role. The contextualization takes place by the activities, where the students are
getting to know the environment that they are working in by using various tools offering data
collection functionality. The explication happens, when students are reflecting upon their
experiences by using the contextually bound information that they have gathered during their
time at the work place. The explication here is making implicit ideas and experiences visible
to fellow students.
The mobile technology is in collaboration support and problem-solving facilitation role in
Problem-based Learning. The collaboration support includes helping students to
communicate with external experts or within group, or creating a shared conceptual
representation over the problem they are having at hand. Furthermore, mobile technology
facilitates the problem-solving by offering tools to test the different hypotheses for example
with the help of simulation software.
In Project-based learning the role for the technology is to support an interactive collaboration
and artifact creation. The support for interactive collaboration takes place, when the students
create together concept maps or use brainstorming software to create ideas. In project-based
learning the artifact creation is also very important as the learning outcomes usually are some
kind of physical artifacts created by learners. Examples of artifact creation range from
keeping a project diary to creating an end presentation for the project.
Performance-based learning puts mobile technology in an administrative and communication
support role. In administrative role technology keeps track over the performance of the
worker and occasionally intervenes with learning content to support the performance. In
communication support role the technology supports the communication and knowledge
sharing among the worker in the work place. The support includes both real-time
69
communications and on-line forum based communication in non-time intensive cases.
In Tutorial learning the mobile technology takes the administrative and interactive role.
Technology creates an administrative opportunity to keep up-to-date student profiles with
updates, when student has achieved the learning goals or is in need of further learning
interventions. The interactive role is very dominant throughout the learning experience that
the learner has got as the interaction with the system leads to the desired learning outcomes.
Interactions can be as simple as answering to presented questions, but as complex as studying
and controlling a multi-variable microworld.
Table 9. The role and function of mobile technology in the pedagogical models
Pedagogical Model
How Mobile
Technology Supports
Learning Activities
Functions of the
Mobile Technology7
Role of the Mobile
Technology
Situated Learning
Allows access to materials
in databases and VLE in
general
Supports recordings of
daily activities and
uploading the material to
VLE
Supports blogging and
discussions with other
students at the same
situation
Supports collaboration
with other students for
example in shared
problem solving
Referential, Data
collection (multimedia),
Data collection
(reflective), Interactive,
and Collaborative
Contextualizing and
information explication
Problem-based Learning
Allows access to problems
and their supportive
materials
Supports communications
within the group and the
people outside of it
Facilitates problem-
solving and hypothesis
creation with suitable
software
Supports creation of
conceptual presentations
Referential, Collaboration,
Interaction, Microworlds
Collaboration and
problem-solving support
7 According to Patten et. al. [Pat03]
70
Pedagogical Model
How Mobile
Technology Supports
Learning Activities
Functions of the
Mobile Technology7
Role of the Mobile
Technology
Project-based Learning
Allows access to
supporting materials
throughout the project
work
Supports in mindmapping
and concept mapping
Offers tools for artifact
creation and project
management
Supports groups' and
individual learner's
reflective actions
Interaction, Collaboration,
Data Collection
(Reflective),
Administrative
Interactive collaboration
and artifact creation
Performance-based
Learning
Keeps track of the
whereabouts of the worker
Keeps track of the
performance of the worker
Allows access to learning
materials related to a
particular work tasks
Offers learning
interventions when
necessary
Supports both real-time
and forum-based
communications between
the workers
Location-awareness,
Administrative,
Referential,
Collaboration/communicat
ion
Administrative and
communication support
Tutorial Learning
Keeps student logs and
follows their progress
Supports communication
both with the system and
fellow students
Offers interactive
elements for the learner to
support the learning
process
Administration,
Collaboration/communicat
ion, Interaction,
Microworlds
Administrative and
interactive
71
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