Review of M-Learning and Web 2.0 JISC Projects

University of Bradford 2010Paul Smith

David Robison

Contents

Introduction and Background...............................................................................................3

Methodology.........................................................................................................................5

JISC Programmes................................................................................................................6

Enhancing Collaboration by Work Based Learners..............................................................7

Asynchronous approaches to work based learning..........................................................7

Innovations in Reflective Learning and Location-Aware Services........................................9

Transforming Learner and Teaching Practice Through Mobile Technology........................12

Viewing the teaching space from a mobile device..........................................................12

QR Codes.......................................................................................................................12

Transforming the experience of Exchange students.......................................................12

E-Assessment and Feedback.........................................................................................13

Rapid Innovation in Higher Education................................................................................14

Micro Projects within the Realm of m-Learning..................................................................15

Enabling Inclusivity and Accessibility with the Aid of Mobile Devices.................................17

Conclusions........................................................................................................................18

References.........................................................................................................................20

Author cited documents..................................................................................................20

Topic Pages:...................................................................................................................21

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Introduction and BackgroundThe rapid development of mobile devices and their ubiquitous and pervasive nature has meant that, like many organisations, further and higher education has been able to utilise these recent, new and emerging technologies to enhance their operations. The potential for enhancements to student learning experiences and administrative processes are real and constantly evolving. These changes do have financial implications, and as with any process of change, ‘m-solutions’ need to be critically evaluated in the light of the experiences of a range of institutions, in order to be certain that any proposed changes are indeed a sustainable improvement.

The establishment of JISC (Joint Information Systems committee) in 2003 has helped enable the continued development of new and emerging technologies within further and higher education. The JISC committee has put in place numerous programmes which have facilitated the development of an array of projects within the further and higher education sector. These projects have had a major impact on the development of e-Learning within the post 16 sector.

Recent JISC programmes have been instrumental in providing funding for educational institutions to trial and develop m-learning and m-administration. Where the projects have been successful, further and higher education has become increasingly accessible and available to those that otherwise would be difficult to reach. Work based learners, learners undertaking fieldwork, people with disabilities, lone parents, exchange and international students through the numerous JISC programmes are now able to benefit from an educational experience that some ten years ago would have been extremely difficult to achieve.

The JISC programmes take place against a social and technological backdrop of rapid change. An ever-expanding array of communication devices with increasing computational and interactive multi-media capacities, and in some areas significant cost reduction, means learners can expect an increasingly personalised learning experience – at least in terms of the methods they use to access learning resources.

Numerous studies have shown that mobile learning (be it through texting friends about class-times or audio recording lectures on an iPod) is happening regardless of whether institutions embrace it or not, as mobile technology is already embedded in the lives of many learners and teachers. Educational practices which make use of and enhance technologies that are already ubiquitous are to some ‘pushing at an open door’. A note of caution must be sounded however as the insensitive deployment of m-solutions can create problems, and these are explored in the review.

The UK education sector has been presented with significant challenges over the last decade and these are not likely to be solved with a ‘silver bullet’ technological approach. Changes in the global economic and environmental climate, and in the UK government, mean educational institutions will have to operate with significantly reduced budgets in the near future. Furthermore, the development of an ever increasing accessible, flexible and personalised learning experience does not always happen without impacting on other, often cherished, aspects of educational experience. Many institutions, of which the University of Bradford is a prime example, have also embraced the notion of sustainable development and mobile technology clearly has a role to play in this agenda, with its low levels of power-

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consumption when compared to a desktop PC.

This literature review forms part of the ‘Building Capacity’ at Bradford project, and in an attempt to prevent ‘re-inventing the wheel’, the review aims to provide a synthesis of projects which relate to m-Learning which have been funded by JISC, with a particular focus on the those funded since 2007.

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MethodologyThe aim of the literature review is initially to identify and analyse JISC funded projects that relate to m-Learning. This analysis will then be used as a starting point for choosing which project ideas and tools would be sensible to implement as part of The University of Bradford’s m-learning strategy. This decision will be based on matching project findings with the University’s published corporate and learning goals in this area.

A simple spreadsheet was used to collate evidence detailing project findings, gleaned from the JISC website and the numerous projects’ own online resources and reports. This was supplemented by the expertise of the Building Capacity team at Bradford and a broader sweep of M-learning related literature.

Whilst researching the JISC database, keywords were used to identify funded m-learning projects including mobile learning, m-learning, mobile devices, phones, handheld devices and portable devices. The reviewer then systematically analysed each project whilst noting details such as project title, description, institution, and topic within the spreadsheet. Additional columns were added to the spreadsheet during the process to give more detail, including technology used, efficacy, and expected impact on strategic goals, barriers to success, outcomes and an overall score.

This document contains a digested summary of many of the projects accessible through this spreadsheet, along with reflections and conclusions that emerged from the review process. It was agreed that the reviewers would contribute to a blog (http://bradlitreview.jiscinvolve.org) which would aid the reflective learning process, and provide evidence of how the reviewer’s objective was to be achieved. This supplements the overall project’s blog (http://johnf.jiscinvolve.org) and the project’s web-pages (http://www.brad.ac.uk/lss/jisc/capacity).

The literature review will provide a brief outline of relevant programmes and how they have facilitated the development of m-learning relevant projects. The review is looking at each project retrospectively, and therefore is able to formulate and identify projects which have had a significant impact within the realm of further and higher education (at least within the limited time-frame of the report).

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JISC ProgrammesJISC projects aim to benefit the UK post 16 sector through collaboration with educational institutions and the dissemination of outcomes within the wider community. This has enabled the education sector to continuously develop projects which have had successful outcomes and adopt and implement these ideas within their own institutions; further benefiting the UK education sector as a result. The philosophy of the e-Learning programme is therefore continuous and iterative.

The aims and objectives of the e-Learning programme are as follows:

To identify the benefits of e-learning

Give advice on its implementation

Develop an improved understanding of the potential for digital technologies to support learning and teaching

Consider the strategic implications of this

Inform and support the the delivery of national policy in this area

Thinking of the e-Learning programme as the parent of m-learning is an analogy which supports the understanding of the JISC framework as a whole and how it relates to other programmes. As a hierarchy, the parent programme produces child programmes known as strands.

In 2007 JISC funded a range of projects that piloted the use of technology on higher education courses within further education as part of the e-learning Capital programme. This programme included a number of projects that address an element of m-learning. As an example, The WOLF project (Stone, 2009) aimed to better use mobile devices for work based learners. The study found that the implementation of mobile technology meant that students were increasingly engaged, enabling them to develop skills in reflective learning, and consequently improved attendance, retention and collaboration.

For ease of reading and to place projects within the context of the JISC framework, the literature review has identified particular recurring themes, which form the following chapter headings. These do not always directly relate to specific JISC programmes, but in some instances there is a particular grouping. Clearly these title-themes are not absolute categories and a given project’s outcomes and conclusions could often apply to more than one section.

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Enhancing Collaboration by Work Based Learners The JISC HE in FE programme, 2007, funded numerous projects to investigate how technology could be implemented on higher education courses within further education. Research into m-Learning during this period often looked at how mobile technology could better support personalised and collaborative learning. A number of illustrative examples are described below.

The UsPaCe-fd project, for example led by the University of Plymouth was a collaborative project which aimed to “support foundation degree students, both full-time and part-time, whilst undertaking work based learning” (McDermott & Witt, 2009). The project looked at ways in which activities could be assessed with mobile devices and with Web 2.0 technologies for collaborative purposes, to promote the sharing of useful web pages via Del.icio.us, an online social bookmarking service.

The use of ELGG (an open source Social Networking platform) for the development of e-Portfolios and MediaWiki “allowed web pages to be created and edited collaboratively”. Other activities included the development of iGoogle gadgets to create a personalised learning experience; accessible with mobile technologies.

Another interesting collaborative project was KASTENET, carried out by Kingston University. This investigated the use of podcasting as a method of delivering feedback (Williams, 2009), HELPP which enhanced learner and student engagement through the use of online e-Portfolios, blogs and forums (Hoyland et al, 2009) and the WOLF project (Stone, 2009) led by Leicester College, which gave PDAs, already connected to the college’s Moodle system to thirty teaching assistants, who would normally rely on a notepad and pen for recording any personal development reflections within the hectic classroom context.

The JISC funded research which focused on m-Learning at this stage was generally limited to investigative and comparative work within further education and work based environments. Initially, research undertook explorative work into mobile devices and how they could be applied in the varying work-based settings.

Asynchronous approaches to work based learningNumerous approaches have been tried to non-real time feedback and communication between students and tutors, in different settings. Usually students will use a device or set of technologies within the context of the work-based setting.

A significant development in this area was the EPICS2 project. The project was a large scale North East regional collaboration led by Newcastle University. The project team focused on e-Portfolios, blogs, and social networking sites for use in work based learning. They developed an SMS service to update learners’ e-Portfolio blogs using the educational texting service JANET txt. Piloted by medical students the project developed an asynchronous approach which enabled offline working and thereby overcame their reliance on a live network (Cotterill et al, 2009). Medical settings have a number of ethical and practical considerations which make aspects of standard mobile communication, such as a real-time connection, problematic.

In another interesting project, Thames Valley University carried out a comparative study of 7

paper-based as opposed to technology-based working by social workers. The study made use of REMORA mobile toolkits, to search for documents both on a remote and local server, to limit costs. A share tool to enable collaboration as well as a diary for reflective learning and to gather evidence for assessments was also developed. At the time, networking capability was limited and this was overcome by using a USB, 3G dongle modem plugged into an Eee PC (a highly compact laptop). The study needed considerable administrative support due to the complexity of the placement process, which required both an academic, practice tutor and placement assessor. One of the key lessons learnt from the study was that “For mobile learning to be effective it is essential that end-users are given extensive opportunity to familiarise themselves with the basic ‘in-the-box’ functionality before being introduced to specific mobile learning applications.” (Oussena & Barn, 2009)

A further collaborative study carried out by the University of Glamorgan known as the WALES study assessed the use of mobile technology to enhance the learner experience and develop learner-teacher support for cohorts on HE courses in FE. The University developed a java-based application called MobiGlam which integrated into the popular open-source VLE Moodle and SNS (Social Networking Sites). The use of software aimed to add value to the learner support mix, enabling greater accessibility and flexibility, thereby facilitating a personalised learner environment. The technology demonstrated the use of SMS for notifying owner-learners following changes to their VLE and the use of MMS for accessing multimedia resources.

It was noted however that numerous barriers were experienced during the pilot including the resistance of learners to using Facebook (an SNS of particular focus), learner’s lack of experience in using Web 2.0 technologies and difficulties in integrating institutional technology with outside technology. The study found “that mobile technologies are developing at a rapid rate, and that the MobiGlam system needs to be developed in parallel, and in negotiation with service providers, to remain both compatible and optimised” (Toole, 2009). The study also recognised that “work based learners have to fit their learning around their work and that anything that aids in that process is valued” (Toole 2009). Interestingly, the study also noted that “work based learners are mature adults who do not use emerging technologies as readily as young learners and this creates barriers to their use in the learner support mix. It is anticipated that this will change in time but they are always likely to lag behind the early adopter of new technologies. This factor needs to be accounted for in the use of new technologies” (Toole 2009).

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Innovations in Reflective Learning and Location-Aware Services In 2008, JISC funded the REFLECT2.0 project, which was carried out by the University of Leeds, under the Users and Innovation: Personalising Technologies Programme. Mobile phones were used to facilitate creative story telling amongst students. The students used their phones to take pictures of images that reflected their feelings, relating to an event or experience and then posted them on mediaBoard (see http://portal.m-learning.org/mboard.php for details).

The students engaged in this project did experience some problems with using the technology however, including “a personal preference for written reflective accounts” in assessments (high word-count is something that can be relatively difficult to achieve with mobile phones, without additional keyboard or writing apparatus). Learners also had to deal with a mobile device that was not their own – “students were frustrated by the technological limitations of the institutionally supplied T-Mobile 3G PDAs with cameras” (Frith, 2009). This last comment shows that an institution-wide implementation of an m-learning strategy should aim to provide services which cater to a broad spectrum of the types of devices available to students, and with a constant eye on those developments just around the corner – this is actually a cheaper option in terms of not having to provide as many hand-held devices to students or staff, but it does mean more focus is needed in resource development and deployment, to cater for the range of devices and learner/user contexts.

The REACh study, carried out by Manchester Metropolitan University, has integrated a mobile text messaging service and RSS feeds into their virtual learning environment. Teachers are able to make announcements through the VLE and students receive SMS messages on their phones, for example to notify of room changes and reminders of assignment deadlines. The technology built on was open-source, utilising a mix of Java technologies as well as using EDUtxt as the messaging service provider.

As in other studies, cohorts in the REACh study had a mixed reaction towards the use of SNS (social networking sites) and the report also recommended an opt-out clause for SMS. The pilot limited SMS to important announcements to prevent student disengagement, however the study found that most students did not use RSS as a tool for news feeds and suggested the implications of the study were two-fold, firstly “SMS and RSS as a channel to students have the potential to be effective but is still only appealing to a small subset of the student population and that there is a need for further research across the UK” (Bird, 2009). Secondly, “without a clear strategy for introduction and monitoring, these services could easily proliferate across a single institution leading to confusion amongst staff and students.” This comment points to the situation within modern institutions of multiple technological solutions overlapping in the solutions they offer – while the many technological ‘solutions looking for a problem’ can of course bring many benefits, they can add to the administrative burden of both students and staff by being additional requirements rather than replacements for existing services. This is to say nothing of the financial implications of solution duplication. Furthermore, actually requiring students to use technology with steep learning curves and no clear benefit is likely to over-load and annoy them.

The moRSE project, currently being carried out by Kingston University attempts to enhance the engagement of Geography students on field trips. Mobile phones are being used in

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reflective learning. Students use the phones to take pictures, make notes and capture GIS data for later study. ArcPad software is installed on the user’s phone. This is software that is used in industry to provide and retrieve geographic information, for field-workers. Additionally, the students use SMS to send messages to Twitter, through which they are able to share their findings with the rest of the group. The cohorts work offline whilst in the field and then later connect to WiFi in the evening to minimise roaming costs.

iBorrow, a project carried out by Canterbury Christ Church University in Kent utilised mobile technology as a solution to a specific institutional objective of enabling personalised WiFi access within a new building, to a variety of student groups (part-time, mature etc.) who generally did not own a laptop. Thin client laptop loans were introduced. The project team installed a mixture of proprietary and bespoke software to implement a robust, self-service laptop loan service – meaning the machines were locked down to the location and unlikely to break. Learners used the laptops for internet working, office-based applications and IT support. The main benefit of this system was that students could self-borrow a laptop in a similar way to borrowing a book, and the usual administrative overhead was much reduced. The project also used location aware software to gather empirical data relating to learner movements and activities – this is a highly valuable ability because as the iBorrow report authors suggest, there is little empirical data to show how students actually use personalised access abilities.

Another significant project was led by the University of Oxford, and named Erewhon. Described as part of the ‘Mobile Oxford’ vision, the project investigated and integrated open-source bespoke software into its institutional software portfolio. They developed open-sourced software, ‘Gaboto’, which is used for storing geo-spatial data, and an open-sourced mobile internet framework, developed as part of their ‘Molly’ project which aids rapid development of information services for mobile devices, and a mobile interface for their VLE. They used the software to map the institutional buildings and integrate them with the local bus services. Furthermore, as part of the Molly project, the Erewhon team developed technology which enabled them to identify different mobile browsers. “Molly would then return a page suited to each class of phone which was almost guaranteed to work” (Fernando et al, 2010). This is not ground-breaking outside an educational context, where companies have to for example develop for a wide range of handsets simultaneously, but it is likely to remove a lot of the hassle and detailed expertise requirements of the plethora of available devices.

After taking into account the finding of the Erewhon project the following recommendations were made which specifically relate to m-Learning:

Create a database of your institution’s geo-coordinates

Encourage the use of open standards systems

Understand commercial solutions for deploying mobile internet solutions

Consider privacy implications when developing location based software

Aim to cater for all platforms first, and then specialize

(Fernando et al, 2010)

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This list of conclusions is also very useful for the current literature review. 1 points to a key ‘change’ in mobile Internet capability, the increase in availability of GPS capable devices and the abilities this has the potential to bring, both in terms of enabling new user services and in terms of the data institutions can gather about usage patterns. 2-4 can be considered good practice when developing within a publicly funded academic context. Point 5 is interesting because it relates to the assumption by some institutions and individuals on the periphery of mobile development, that the iPhone is ‘taking over’ and that essentially, it is the device we need to cater for, at the expense of all others. While it is true that the iPhone has had phenomenal sales, it is not the most wide-spread handset type, by any estimation, nor is the market stable or predictable. The report recommends therefore, and open-standards, Web-based approach, but with the possibility of specialising for specific handsets in certain contexts.

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Transforming Learner and Teaching Practice Through Mobile TechnologyIt is well known that introducing new technology has a transformative potential within an educational context, but that the introduction itself is rarely the complete picture – a number of social and technological considerations have to be made. However, it is still the case that mobile technologies have become a driving force behind developments in learner-teaching practice.

There has been a progression in JISC projects from using mobile devices by learners within work based settings to facilitating collaboration, reflective learning, student engagement and teacher support through the application of mobile technologies such as SMS and image capture in a range of contexts.

Resistance to adopting new technologies, described in other sections, is evident (and not unjustified where the technology is not offering anything useful), but as users within further and higher education become increasingly familiar with new and emerging technologies, attitudes tend to become increasingly positive. For example, the “Evolution of working study practices” investigation found that “staff attitudes to technology-enhanced working practices are in general more positive, with a prevailing view of technology as ‘enabling’” (McDonald, 2009).

Viewing the teaching space from a mobile deviceAn example of a project, which aimed to enhance learner and teaching practice, was a pilot study by the University of Coventry which was carried out utilising Echo360 technology to deliver lecture content. The study focused on two faculties - Business and Health. Cameras were placed at strategic points within a classroom enabling a ‘360° view’. The technology enabled students to review lectures on their mobile phones. This technology would be particularly transformative for learners who were unable to attend such as disabled students or work based learners.

QR CodesA pilot study carried out by the University of Bath has investigated the use of quick response codes (QR). The study realised that QR codes did not particularly add value in enhancing learning per se, but concluded that QR codes could still be very useful within the institution as an important way of connecting a physical space to an electronic space. They used QR codes, for example on their websites as a way for mobile phone devices to capture website address information. They aimed to also to enhance learner support and assessment through printing QR codes on the cover of assessment forms as a method of recording student submissions. QR codes were also used on posters around the campus to enable the capturing of data by mobile devices.

Transforming the experience of Exchange studentsThe University of Edinburgh has piloted a study utilising Nintendo DSI gaming devices to enhance the learner experience of exchange students in Japan. They are using the devices to link peers working elsewhere in Japan and academic tutors back in the UK.

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Their activities include structured language courses and using the devices for computer aided assessment and feedback. This project helped ensure closer links with the student support structure and enhanced flexibility by building on the learner teacher practice.

E-Assessment and FeedbackA further project, this time facilitating e-Assessment and feedback was carried out by Kingston College. The Kingston uplift for business education (Kube) aimed to transform curriculum delivery by developing a set of tools which enhanced and personalised their business curriculum. An array of delivery methods were integrated within the project and included the delivery of quizzes via ultra mobile PC (uMPCs) and podcasts for providing assessment and feedback.

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Rapid Innovation in Higher EducationFollowing on from the “Innovation and teaching grants” scheme, JISC piloted a “Rapid Innovation programme” and aimed to ‘build on the previous successes of community based projects working in short iterative cycles’. A key part of this strand was to test practical suitability for education and research.

M-Learning relevant projects within this include VowLan, a portable voice over wireless local area network for mobile learning, and SpaCer a project to enable geography students to build a repository of geo location data whilst working in the field. Additionally, the Cloudbank carried out by the University of Bath supported international students, by giving then an ability to share their experiences of the local language and culture. And, following on from their already popular Internet Detective (which offers visitors online tutorials on how to determine the academic validity of a website) the University of Manchester will is developing a version for mobile phones.

The University of Hull is developing interactive software for presentations. The technology will enable students to answer questions in real time poised by lecturers during presentations with wireless devices. Entitled ‘Wild thing’, the technology enables student’s answers to appear on slides, whilst the lecture is being delivered. The technology involves a combination of PowerPoint and PHP. The project aims to enhance learner engagement, build on learner-teacher practice by offering a less passive learner experience within lectures and also providing feedback to the lecturer about engagement levels and the like.

Also within the innovation strand is the JISC funded pilot scheme being carried out at the University of Oxford. ‘Open content at Oxford’ is investigating the impact open source lectures by podcast is having on the institution. This flexible mode of working aims to improve student engagement and benefit lifelong learners.

Microviews, another technological innovation, developed at the University of Southampton, is a JavaScript plug-in which will detect mobile devices on websites and will take the user (when the link is selected) to a user-friendly gateway. Microviews, therefore, enable websites to be increasingly accessible from mobile devices, allowing for more flexible modes of learning.

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Micro Projects within the Realm of m-LearningRecently, JISC TecDis who ‘are working across Higher Education to support an inclusive learning and teaching environment’ have developed the HEAT Scheme (http://www.techdis.ac.uk/getheatscheme). It ‘provides staff working in higher education with technology with which to develop or uncover an aspect of good inclusive practice’.

HEAT funded schemes within the realm of m-Learning have included e-book readers at the University of Manchester used to assess student assignments. The study found a mixed reaction from assessors some positive some negative. The study found that e-readers were not designed for this purpose and, therefore, raised issues concerning reader page alignment and staff training. The devices did however offer portability, flexibility aswell as saving assessors the issue of having to carry a stack of assignments around with them.

The HEAT scheme has further enhanced the development of flexible modes of learning with mobile devices within a work based setting and for fieldwork. A study carried out by Cardiff University (www.techdis.ac.uk/index.php?p=2_1_7_26_21), investigated the use of PDAs within a clinical setting. A variety of tutorials were downloaded onto the devices in the form of audio and textual material. They found the devices improved student engagement and enabled the integration of theory and practice within a clinical setting, further enhancing their student experience. They did note however that the onscreen keyboard was a barrier to effective user interaction and used a flexible keyboard as an alternative. They also found that transferring documents on to the PDAs was not a straightforward process and had to go through numerous stages of parsing.

Another study carried out by Cardiff University used PDAs to hold portfolio materials for midwifery students. They have developed the use of computer-aided assessment by utilising digital signatures to sign off work carried out by students on placement. The use of digital signatures reduces the need for paper versions and provides a ‘total electronic solution’. The devices being used have large screens and natural handwriting recognition enhancing human-computer interaction.

Also within this framework, iPod Touch devices were used at the University of Wolverhampton during a study carried out by religious students to enhance their learning experience whilst carrying out fieldwork. The study identified four key ways in which the students’ learning experience was enhanced, including personalising learning by enabling students to learn at their own pace, integrated learning methods through text, visual aural and video, collaboration by pairing students together to share information with each other and enhancing student engagement through tailoring the delivery of content.

Healthcare has also benefited from the HEAT scheme. A study carried out by Bangor University aided clinicians with decision-making through pod and vodcasts. They demonstrated the use of mind-mapping software within a pod/vodcast platform to enhance student learning. The study showed that the flexible method of delivery can facilitate an enhanced learner experience through consolidating a practitioner’s knowledge, and how therefore the application could then be adapted for different educational purposes, dependent on available time and the environment.

Nintendo DS Lite handheld devices have demonstrated their potential as an effective assistive technology tool within healthcare. A small study carried out at Bournemouth

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University provided students with devices to ‘surf the net’ and play brain games. The findings suggested motivation would be a key factor for students if they were to keep using them and felt the games needed to be fun. Moreover, they also suggested the tools may assist students with identifying strengths and weaknesses in cognitive ability and help improve processing, memory and retention. Unfortunately, the devices were shown not to be useful for viewing web pages due to the small size of the screen.

The above TecDis examples show that mobile devices can play an increasingly important role for learners within a fieldwork context and might in fact open up possibilities for new kinds of fieldwork. The Mobile Urban Education study carried out by London Metropolitan University enhanced student engagement by using mobile devices to ‘immerse’ them within the urban setting. The study utilised “the Mediascape authoring environment to create interactive mobile tours” (Smith, 2009). The devices were used to capture images, use GPS navigation and develop reflective learning by creating podcasts of their experience. The approach therefore developed a more ‘active’ learning approach.

Although interesting and opening up for new possibilities – all the above applications do rely on specific hardware, rather than attempting to utilise the ubiquitous pre-existing phones which students carry. This is sometimes necessary when piloting a particularly innovative or specific application. The Mediascape authoring environment relies on a Windows mobile operating system (which itself has only a small market share)

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Enabling Inclusivity and Accessibility with the Aid of Mobile DevicesMobile devices are not only restricted to use by students carrying out fieldwork or by healthcare workers within clinical settings – they also offer a range of exciting possibilities for increasing inclusion and accessibility for disabled users. However, unmodified devices, used without further consideration to specific needs, are likely to produce new problems for people with certain disabilities such as mobility issues or visual impairments. Keypads and displays are generally small and require considerable dexterity in hand movements, for example.

Ultra Mobile PCs were used by the University of Bradford specifically to promote access to learning for disabled users. The Bradford study examined and explored the barriers faced by disabled users whilst using mobile devices. They found that whilst mobile devices could offer significant benefits such as flexible access to learning, usability and low-cost, barriers also were experienced through, for example students with physical impairments who were not able to carry the UMPCs around with them due to the devices being too heavy. It was suggested that notepads might be a suitable alternative.

A further study by the University of Hull investigated the utilisation of mobile devices, particularly for disabled users. They supplied smart-phones for use within a learning context, and issues in their findings ranged from usability problems such as keyboard size to network issues for campuses incorporating Wi-Fi and connectivity restrictions due to vendor agreements. By focusing on disabled students, the study was able to more easily identify through the students, how the devices could or could not be of benefit.

Another JISC funded project was carried out at Sheffield Hallam University where after research into the development needs of associate lecturers, it was found they received little or no information relating to support issues for disabled students. Following this, USB memory sticks were issued to lecturers which contained information related to their legal obligations towards disabled students. The devices contained essential documents relating to Disability Discrimination Act legislation and included links to resources for more detailed information and contacts. The study found that prior uptake of information by the lecturers was limited and therefore the devices were seen as essential and it was argued that they should be disseminated throughout the institution.

Herriot-Watt University used mobile phones to retrieve audio information files embedded within QR codes. The files were used to communicate important information to visually-impaired students. The study found that due to the functionality of the (Nokia N80) mobile phone browser the audio files had to be fully downloaded before they could be played. The study suggested that the Asus uMPC might prove to be a more appropriate device.

In addition to aiming to be fully inclusive towards students and staff with disabilities, and important part of the inclusivity agenda is to encourage students from lower socio-economic backgrounds to succeed in Further and Higher Education. As part of the HEAT scheme, a study was carried out into Interactive 3D virtual worlds on handheld devices, which aimed to address the high dropout rates in higher education at the University of Ulster. The study looked at ways to engage the ‘Nintendo’ generation and improve integration of students from different social and economic backgrounds and improve student retention with the aid of handheld devices. The students used the devices to interact with a navigational game, which helped them familiarise themselves with their physical academic surroundings. The

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study found “that students who interacted with the virtual model were more confident in their actions and knew where they had to go as well as how to get there” (Curran 2009).

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ConclusionsAs this brief review shows, The JISC programmes have facilitated the development of a wide range of studies and projects and as such have had an enormous impact within the realm of pedagogy, particularly within the disciplines of health and social work. The impact of the JISC funded projects cannot be ignored and will continue to impact on pedagogy well beyond the end of the e-Learning programme in 2012.

The studies have demonstrated that well-designed m-Learning enables greater flexibility, accessibility and inclusivity. -This has meant that barriers previously experienced by learners such as physical disability and geographical location are reduced. Moreover, as advanced mobile technologies become increasingly affordable, it could be argued the personalisation of the method in which educational content is delivered will become more important to learners, just as it is in other media content fields. The studies have demonstrated how learning is becoming increasingly personalised and as such, learners will come to expect educational content delivered on their mobile device in a style which is more suitable to their lifestyle.

UK further and higher education institutions will need to continuously analyse their methods of delivering educational content if they are to compete on a global stage. The review has identified how mobile devices, coupled with internet technologies facilitate globalised learning, for example, language students sharing experiences with peers, whilst in Japan.

The review has also identified, however, that the need for physical learning spaces is not extinct and that mobile devices also have special uses within these physical environments. The iBorrow project at Canterbury Christ Church University has clearly demonstrated this.

JISC funded projects have also demonstrated how the capture of educational content is also changing. The University of Coventry is an example, utilising Echo360º technology, to disseminate lectures to mobile devices. Projects have also shown the different multi-modal forms in which content can be delivered, such as pod and vodcasts. Educational institutions need to look at their own strategic goals when deciding how content is captured or otherwise produced and disseminated.

The adoption of new technologies simply ‘because they exist’ has been generally shown to not benefit learning, however in some circumstances, it can be a facilitator towards enhancing an individual’s motivation (e.g. if they ‘enjoy’ new technology). QR codes, for example, were shown to not benefit pedagogy significantly. However where a facilitator engages an individual’s motivation using technology and connects a physical device with a virtual environment, greater engagement and potentially process efficiency can occur.

Clearly, there are still significant barriers to overcome. Technical ability, motivation, socio-economic background and the integration of external systems with internal systems have all proven to be issues.

Additional technologies that do not replace old systems can have the effect of merely duplicating and potentially increasing levels of bureaucracy whilst requiring additional learning which students and staff may feel is merely a nuisance. For example students who are able to submit written work both digitally and in a physical paper version require two mechanisms rather than one, and establishing which is to take precedence in the instance

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of a dispute can be problematic. Avoiding solution duplication would seem to be a good ‘rule of thumb’ when developing an institution-wide strategy, but not something that should stifle innovation in pilot studies.

Technology within the further and higher education sectors seems to be moving away from solely proprietary technologies to a 'technology mix’ whereby institutions are integrating technologies dictated by needs rather than trends. In the current climate, economic considerations seem to be increasingly on the agenda. Institutional fiscal policy is shaping business decisions and a move towards greater utilisation of open source technologies seems evident and this is generally, although not universally, cheaper to implement.

The costs associated with mobile technologies will continue to play an important role when deciding how and when new technologies are adopted within the realm of pedagogy. Additionally, the cost of devices or software is not always the biggest element of the overall price. The move towards a technological ‘mix’ seems evident through the JISC funded projects, and with increasing financial constraints on HEIs this seems set to continue.

In line with the Erewhon project’s report, it seems clear that Institutions should not make the assumption that the iPhone is ‘taking over’ and that essentially, it is the device we need to cater for, at the expense of all others. While it is true that the iPhone has had phenomenal sales, and there may be great marketing benefits for Universities publicising their adoption and support for the platform, it is not the most wide-spread handset type, by any estimation, nor is the market stable or predictable. This review concluded therefore that open-standards, Web-based approach should be taken, but with the possibility of specialising for specific handsets in certain contexts (e.g. such as for iPhone or Android devices where the benefits are clear).

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References

Author cited documentsBates, S & Brunton, K (2010) EVAF4ALL: Electronic Voting Analysis and Feedback for all Final Report, (JISC)

http://www.jisc.ac.uk/media/documents/programmes/elearning/evaf4allfinalreport.pdf

Bird, P (2009) Researching Emerging Administration Channels Final Report, (JISC)

http://www.jisc.ac.uk/media/documents/programmes/emergetech/reachfinalreport.pdf

Burbidge, J (2009) Making the new diploma a Success Interim Report, (JISC)

http://www.jisc.ac.uk/media/documents/programmes/elearning/makinganewdiplomaasuccessinterimreport.doc

Collins, T (2010) Portable VoWLAN: A portable voice over wireless local area network for mobile learning

http://www.jisc.ac.uk/whatwedo/programmes/inf11/jiscri/portablevowlan.aspx

Cotterill SJ, Horner P, McDonald AM, et al (2009) North East regional collaboration for personalised, work-based, and life-long learning: EPICS2 JISC Final Report

http://www.jisc.ac.uk/media/documents/programmes/elearningcapital/epics2finalreport.pdf

Eyre, SJ (2009) Integrating thin client systems for secure e-assessment Final Report, (JISC)

http://www.jisc.ac.uk/media/documents/programmes/institutionalinnovation/workforcedev/it4seafinalreport.docx

Fernando, T et al (2010) Erewhon Final Project Report, (JISC)

http://www.jisc.ac.uk/media/documents/programmes/institutionalinnovation/jisc%20erewhon%20-%20final%20report.pdf

George, P et al (2009) KUBE Kingston Uplift for Business Education Interim Report, (JISC)

http://www.jisc.ac.uk/media/documents/programmes/elearning/kube%20-interimreportsept09a%5B1%5D.pdf

Herman, C (2009) eReturn Final Report, (JISC)

http://www.jisc.ac.uk/media/documents/programmes/elearningcapital/ereturnfinalreport.pdf

Hoyland, J (2009) HELPP Project Final Report, HE in FE strand, JISC e-Learning Capital Programme

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http://www.jisc.ac.uk/media/documents/programmes/elearningcapital/helppfinalreport.pdf

Lindsey, T et al (2009) MoRSE Mobilising Remote Student Engagement Interim Report (JISC)

http://www.jisc.ac.uk/media/documents/programmes/elearning/morseinterimreport.doc

Mansell, L et al (2010) OpenSpires: Open Content at Oxford University

http://www.jisc.ac.uk/media/documents/programmes/oer/openspires_final_report_v4_22_april_2010.doc

McDermott, A & Witt, N (2009) UsPaCe Project Final Report, (JISC)

http://www.jisc.ac.uk/media/documents/programmes/elearningcapital/uspacefinalreport.pdf

Morris, D (2010) ELTAC Enhancing Lectures through Automated Capture, (JISC)

http://www.jisc.ac.uk/media/documents/programmes/institutionalinnovation/eltacfinalreport.pdf

Oussena, S & Barn, B (2009) REMORA Final Report, (JISC)

http://www.jisc.ac.uk/media/documents/programmes/elearningcapital/remorafinalreport.pdf

Poole, P et al (2010) iBorrow Final Project Report, (JISC)

http://www.jisc.ac.uk/media/documents/programmes/institutionalinnovation/iborrowfinalreport.pdf

Ramsden, A (2010) The level of student engagement with QR codes: Findings from a cross institutional survey. Working Paper. Bath: University of Bath

http://opus.bath.ac.uk/19974/1/students_qr_codes_cross_ints_survey_2010.pdf

Sanders, J (2009) Reflect 2.0 Final Report, (JISC)

http://www.jisc.ac.uk/media/documents/programmes/usersandinnovation/reflectfinalreport.pdf

Stone, L (2009) Work Based Learners in Further Education Final Report, (JISC)

http://www.jisc.ac.uk/media/documents/programmes/elearningcapital/wolfprojectfinalreport.pdf

Toole, T (2009) Work-based access to Learning through E-Services Final Report, (JISC)

http://www.jisc.ac.uk/media/documents/programmes/elearningcapital/walesfinalreport.doc

Williams, A (2009) KASTANET Project Final Report, (JISC)

http://www.jisc.ac.uk/media/documents/programmes/elearningcapital/

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kastanetfinalreport.doc

Topic Pages:Evaluating the use of UMPCs Project Page (JISC)

http://www.techdis.ac.uk/index.php?p=2_1_7_26_27

Cloudbank: Mobile knowledge sharing for language learners

http://www.jisc.ac.uk/whatwedo/programmes/inf11/jiscri/cloudbank.aspx

Handheld-device enhanced learning with Nintendo’s Applications beyond Institution and country

https://www.wiki.ed.ac.uk/display/JISC/JISC+Learning+and+Teaching+Innovation

Interactive 3D Virtual Worlds on Handheld Devices to Address High Dropout Rates in Higher Education Project Page (JISC)

http://www.techdis.ac.uk/index.php?p=2_1_7_27_1_1

Investigating the use of PDAs to hold portfolio materials for midwifery students on placements Project Page (JISC)

http://www.techdis.ac.uk/index.php?p=2_1_7_25_19

Microviews Project Page (JISC)

http://microviews.eprints.org/

Mobile Campus Assistant Project Page (JISC)

http://mobilecampus.ilrt.bris.ac.uk/

Mobile Internet Detective Project Page (JISC)

http://www.jisc.ac.uk/whatwedo/programmes/inf11/jiscri/mid.aspx

Mobile Urban education Project Page (JISC)

http://www.techdis.ac.uk/index.php?p=2_1_7_26_6

Releasing the Potential of Handheld Gaming Devices as Effective Assistive Technology Tools Project Page (JISC)

http://www.techdis.ac.uk/index.php?p=2_1_7_25_16

SPACeR: Student positioning and access to eLearning

http://cgs.nottingham.ac.uk/spacer/index.html

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The use of handheld computers and personal digital assistants in the clinical learning environment in order to support and enhance support learning Project Page (JISC)

http://www.techdis.ac.uk/index.php?p=2_1_7_26_21

The use of Mind-Mapped pod / vodcasts in aiding Clinical decision-making Project Page (JISC)

http://www.techdis.ac.uk/index.php?p=2_1_7_25_17

Use of a Mobile Phone to Stream Context Specific Audio Information to Students with Visual Impairment Project Page (JISC)

http://www.techdis.ac.uk/index.php?p=2_1_7_25_8

Using e-Book readers in student assessment Project Page (JISC)

http://www.techdis.ac.uk/index.php?p=2_1_7_26_22

Using mobile devices to enhance fieldwork Project Page (JISC)

http://www.techdis.ac.uk/index.php?p=2_1_7_26_29

Using USB Memory Sticks to distribute CPD resources (JISC)

http://www.techdis.ac.uk/index.php?p=2_1_7_26_30

WILD Thing Project Page

http://www.jisc.ac.uk/whatwedo/programmes/inf11/jiscri/wildthing.aspx

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