helen m lynch senior e-learning consultant helen.lynch1@gmail.com mini course designs for mobile...

Helen M LynchSenior E-learning Consultant

Helen.lynch1@gmail.com

Mini Course Designs for Mobile Devices

Mobile device use ubiquitous and still increasing…

Australian Communications and Medial Authority’s Communications Report 2010-2011 suggests:

1. Mobile services (V/D) at 29.28 million subscribers – up 13%

2. Mobile wireless broadband services at 4.79 million – up 39%

3. Total volume of data downloaded (fixed line and wireless broadband) at 274,202 TB – up 76%

4. Volume of data downloaded via mobile handset internet up 415%

What mobile devices are out there?• Mobile phone – smart or otherwise• Pager• PDA’s and EDA’s – although merging with smart

phone technologies now incorporating barcode/QR code readers RFID and smart card readers

• Tablet computer• Some others: personal navigation device, handheld

game console, smart pens, digital video/still camera

Paths to mobile learning

WEB APPCellular (telephony)

Teaching and learning with mobile devices: What are the experts saying?General principles

Herrington, A., Herrington, J. & Mantei, J. (

2009).

Design principles for mobile learning. In J.

Herrington, A. Herrington, J. Mantei, I. O

lney, & B.

Ferry (Eds.), New technologies, new pedagogies:

Mobile learning in higher education (pp. 129-

138). Wollongong: University of Wollongong.

Retrieved

from http://ro.uow.edu.au/

1. Real world relevance: Use mobile learning in authentic contexts2. Mobile contexts: Use mobile learning in contexts where learners are mobile3. Explore: Provide time for exploration of mobile technologies4. Blended: Blend mobile and non mobile technologies5. Whenever: Use mobile learning spontaneously6. Wherever: Use mobile learning in non traditional learning spaces7. Whomsoever: Use mobile learning both individually andcollaboratively8. Affordances: Exploit the affordances of mobile technologies9. Personalise: Employ the learners’ own mobile devices10. Mediation: Use mobile learning to mediate knowledgeconstruction.11. Produce: Use mobile learning to produce and consumeknowledge.

Challenges

Opportunities

Challenges

Opportunities

Device variability – but learners want to use their own devices

Download speed and internet access

Small screen size – resolution, colour contrast

Awkward text input

Limited memory Relatively inexpensive – less costly than a computer? – beat the mobile/digital divide

Multimedia content delivery and creation – sound, text, picture, video downloaded and uploaded – built in speakers and camera – audiowikipedia for cultures with strong oral traditions?

Continuous and situated learning support

Instructional design principles

1. Deliver content in simplest possible format2. Use cloud computing to store/share files – or LMS3. Package content in small chunks4. Consider unconventional assignment options5. Let learners illustrate and animate courses with their own “real world content”6. Keep to sites that use simpler html and is styled for mobile devices7. Free apps, open source software – keep the cost down8. Scaffold and support situated learning methods 9. Use mobile specific assistive technologies10. Encourage multiple methods of communication11. Group learners according to technology access and preferences12. Push regular reminders, quizzes and questions/pull learner generated content/

Instructional approaches/strategies

Learning designs

The nature of the activity that allows students to achieve learning objectives

• Direct instruction• Indirect instruction • Experiential learning• Independent study• Interactive instruction

Creating a sequence of types of activities and interactions

Based on Oliver, R. (1999). Exploring strategies for online teaching and learning. Distance Education, 20(2), 240-254.

• Collaborative focus: jointly construct knowledge

• Concept/procedure development ; understand/ consolidate learning of concepts and procedures

• Problem based learning: solve real world problems

• Project / case study: create product or artefact – learn by doing

• Role play emphasis on subrogation – walk in my shoes

Implications for learning design and selection of instructional strategies:

TASKSRESOURCES

SUPPORTS

Based on learning outcomes - Instructional strategy dictates the type of learning task, the character of learning task :problem solving, inquiry, investigate, role play

multi media, online –a range to support the background knowledge needed to do the learning tasks

Teacher as facilitator, feedback, schedules, exemplars,

Focus on the task and learner supports that are teacher facilitated

Make resources available of a type, structure and format that works for mobile devices.

SpacedEd

The End