mobile learning agnes kukulska-hulme institute of educational technology the open university...

Mobile Learning

Agnes Kukulska-HulmeInstitute of Educational Technology

The Open University

E-learning Symposium: Pedagogy and Practice, 14 December 2005

Background - sources

Mobile devices

Current & emerging uses

Language learning examples

Strengths of mobile learning

Overview

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

Tablet PCs

personal media and game players

video game consoles

Smartphones mobilephones

PDAs Wearable PDAs

Mini digitalcamcorders

Portable DVD players

laptops

digital voice

recorders

Which mobile devices?

PersonalResponseSystems

USB sticks

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

Current uses in UK - examples

Dewsbury/ Bishop Burton/ Thomas Danby College –Use of PDAs in fieldwork and basic skills

Gloucestershire College of Art and Technology – Satvan and wireless laptops out in the community

Emerging uses

•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.

Findings -

Outcomes for learners

• Development of skillse.g. reflective, oral, social, peer review, independent learning, ICT

• Keeping in contact with a peer group whilst on work placements • Portability between college and at home encourages consolidation and familiarity with learning material• Learners perceive themselves as becoming more efficient and productive

Findings –

Implications for teachers

Teachers find themselves focusing on:

• identifying and catering to students’ specific needs• fostering reflection on learning processes• developing new strategies for consolidation of

learning and assessment• helping with the management of learning • monitoring performance

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)

SMS & vocabulary learning at Griffith University, Australia (Italian)

Teacher-led

Teacher provides:Spaced scheduled delivery of vocabulary, definitions, examples, translationsQuestions/ quizzesCourse remindersRelated Internet sitesInformation messages

iPods at Duke University, USA (Spanish)

Teacher and learner

Teacher provides:Audio to accompany textbookAudio glossariesAudio stories recorded by native speakersOral feedback/comments on workSongs in Spanish

Students download:Extra songs of their own choosing

Students produce:Oral exam uploaded to VLEOral diaries + showcase for other students

Digital voice recorders and mini camcorders Open University (German and Spanish)

Learner-led

Students record:Interviews with each otherInterviews with localsVisual and audio tours of locality

Students upload:Their work to share with other students

Playing to the strengths of mobile learning

•‘Drip,drip’ learning - little and often•Skill building - little by little

•Alerting learners to information and deadlines•Rapid response by teachers

•Mobile mentoring •Self-evaluation and reflection •M-portfolios - electronic portfolios on mobile devices

Playing to the strengths of mobile learning

•Collaboration on task - spontaneous and ongoing

•Information gathering and sharing on the go

•Recording experiences using multiple media

•Access to information and assessment on demand

•Learning in context - using contextual data

Playing to the strengths of mobile learning

•Connecting institutional learning …with workplace learning…with informal learning

•Accommodating in-class and off-campus needs

e-learning

m-learninginteractive

hyper-linkedsituatedprivate

spontaneous

immediate

media-rich

context-aware

usable

intelligent

institutional

desktop

personal

Strengths of mobileLearning...

connected

always on

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