mobile learning agnes kukulska-hulme institute of educational technology the open university...
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Mobile Learning Agnes Kukulska-Hulme Institute of Educational Technology The Open University E-learning Symposium: Pedagogy and Practice, 14 December 2005 Slide 2 Background - sources Mobile devices Current & emerging uses Language learning examples Strengths of mobile learning Overview Slide 3 Investigations of mobile learning Book with twelve international case studies Kukulska-Hulme, A. & Traxler, J. (eds) (2005) Mobile Learning: A Handbook for Educators and Trainers, Routledge. JISC-funded projects on Wireless and Mobile Learning in the post-16 sector Ten case studies Landscape Study on current uses, potential & strategic aspects (3 reports) Pilot with Languages students at OU summer schools Online Masters students: emergent uses of mobile devices Slide 4 Tablet PCs personal media and game players video game consoles Smartphonesmobile phones PDAsWearable PDAs Mini digital camcorders Portable DVD players laptops digital voice recorders Which mobile devices? Personal Response Systems USB sticks Slide 5 Current uses in UK - examples Strathclyde University - Personal Response System in large lecture hall Bangor University - Wireless laptops used by student nurses Ealing, Hammersmith and West London College - Wireless Tablet PCs in learning and teaching management Slide 6 Current uses in UK - examples Dewsbury/ Bishop Burton/ Thomas Danby College Use of PDAs in fieldwork and basic skills Gloucestershire College of Art and Technology Satvan and wireless laptops out in the community Slide 7 Emerging uses Moblogging mobile blogging (text, audio, video) Podcasting audio file broadcasting and creation Museum and heritage augmented experiences Spanning formal and informal settings... or tying in mobile & desktop access, e.g. Slide 8 Findings - Outcomes for learners Development of skills e.g. reflective, oral, social, peer review, independent learning, ICT Keeping in contact with a peer group whilst on work placements Portability between college and at home encourages consolidation and familiarity with learning material Learners perceive themselves as becoming more efficient and productive Slide 9 Findings Implications for teachers Teachers find themselves focusing on: identifying and catering to students specific needs fostering reflection on learning processes developing new strategies for consolidation of learning and assessment helping with the management of learning monitoring performance Slide 10 iPods at Duke University, USA (Spanish) Language learning examples SMS & vocabulary learning at Griffith University, Australia (Italian) Digital voice recorders and mini camcorders UK Open University (German and Spanish ) Slide 11 SMS & vocabulary learning at Griffith University, Australia (Italian) Teacher-led Teacher provides: Spaced scheduled delivery of vocabulary, definitions, examples, translations Questions/ quizzes Course reminders Related Internet sites Information messages Slide 12 iPods at Duke University, USA (Spanish) Teacher and learner Teacher provides: Audio to accompany textbook Audio glossaries Audio stories recorded by native speakers Oral feedback/comments on work Songs in Spanish Students download: Extra songs of their own choosing Students produce: Oral exam uploaded to VLE Oral diaries + showcase for other students Slide 13 Digital voice recorders and mini camcorders Open University (German and Spanish) Learner-led Students record: Interviews with each other Interviews with locals Visual and audio tours of locality Students upload: Their work to share with other students Slide 14 Playing to the strengths of mobile learning Drip,drip learning - little and often Skill building - little by little Alerting learners to information and deadlines Rapid response by teachers Mobile mentoring Self-evaluation and reflection M-portfolios - electronic portfolios on mobile devices Slide 15 Playing to the strengths of mobile learning Collaboration on task - spontaneous and ongoing Information gathering and sharing on the go Recording experiences using multiple media Access to information and assessment on demand Learning in context - using contextual data Slide 16 Playing to the strengths of mobile learning Connecting institutional learning with workplace learning with informal learning Accommodating in-class and off-campus needs Slide 17 e-learning m-learning interactive hyper-linked situated private spontaneous immediate media-rich context-aware usable intelligent institutional desktop personal Strengths of mobile Learning... connected always on Slide 18 Thank you Book: Kukulska-Hulme, A. & Traxler, J. (eds) (2005) Mobile Learning: A Handbook for Educators and Trainers, Routledge, London Landscape Study reports (Current Uses of Wireless and Mobile Technologies in Teaching and Learning, Potential, and Strategic Implications): http://www.jisc.ac.uk/index.cfm?name=eli_outcomes Innovative Practice with E-Learning Guide: http://www.jisc.ac.uk/index.cfm?name=eli_practice