understanding the nature of mobile learning2009

Understanding the Nature of Mobile Learning

eLearning Portland, Oregon 2009

Jeff Kissinger1

Agenda:1. mobile misconceptions2. enabling access, continuation of access through emerging DL, serving access-challenged populations3. defining mobile learning4. the mobile learning experience & framework5. modes of interaction learning theory 6. teaching for the mobile environment 7. supporting mobile learning8. six mobile courses for U.S. Army9. development timeline10. course example, interface, scaffolded learning11. faculty designers12. infrastructure CMS LMS13. publishers 14. costs & developing mobile programs15. future----------------------------------------------------16. device and course demonstrations

mobile learningJeff Kissinger

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mobile misconceptions

• blackberry businessmen

• tiny screen, learning through a microscope

• affordability, technology & plans

• taking access for granted (rural, developing countries)

• one size fits all3

Timeline: Evolution of DL Access

text-driven, self-directed,asynchronous, isolation, indirect and infrequent

instructor interaction, learner content interactions

learning community, interactive, disbursed, asynchronous,

technology-mediated, direct and frequent interaction with instructor

1900 20031998

disbursed, various levels of connectivity,

technology-mediated, less frequent instructor interactions,

media rich, self-directed, learner content interactions, situated,

authentic

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early mLearning• tehnocentric

• ignored experience

• development focused on device, media, technology functionality

• assumed mLearning equates to online learning

• faculty training needed

• relied on much repurposed content & media

• device specific & bound5

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defining mobile learning• flexible, contextual

• offline or online

• empowers learners with slow or no connectivity

• situated, authentic

• accessible

• content, media rich

• collaborative

• learners as authors

• device independent

• another learner choice...

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– consideredminimalcorrespondencewiththeinstructoranddesignwasa3unedtoaddressingtheuniquechallengesoftransac6onaldistancefortheofflinemobilelearner

– groundedinconstruc6vistandadultlearningprincipleswhilea3emp6ngtobuilduponsitua6onalandauthen6clearningopportuni6es

–employedtheuseoffaculty‐authoredmediatomo6vate,guide,andconnectwithmobilestudents

– learningmoduleswerechunked,sequenced,andweredesignedtoscaffoldstudentsthroughtheirlearning

Mobile Learning Framework

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Socialconstructivist

learning

instructionalmultimedia

Situatedlearning

correspondencecourses

affective

motivation

higher orderlearning

mobile learning experienceconceptual framework

technologycompetence

assessment

learnerengagement

promotes

culminates in

createsopportunities and

learning environment

activelearning

pedagogicalagents

learnermotivation

surrogateinstructor

motivationlearner

centered

learnerisolation

motivation

selfdirectedlearning

facilitates

enhancesis

creates

requires

may decrease

enhances

creates opportunities for

promotes

promotes

is

furtherincreases

actsas

allows for

authentic

is

higher orderlearning

promotes

the mobilelearning

experience

-guided all phases of development for Army courses

transactionaldistance?

Learner-InstructorInteractions

Learner-LearnerInteractions

Learner-ContentInteractions

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(Anderson, 2003; 2007)

modes of interaction

interaction-basedmodel of eLearning

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teaching & instructional feedback loops

• learning contracts

• schedules

• LMS scoring/syncing

• email/phone

• SMS

• blogging

• Google Gears

• offline gmail

• iTunes U

• podcasting

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supporting the mobile learner

• college on a stick

• information, media, contacts

• degree roadmaps

• advisement plans

• offline learner support center

• help and FAQs

• instructor as guide

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developed courses

• ENC 1101 – English Composition I (3SHs)

• CCJ 1020 – Introduction to Criminal Justice (3 SHs)

• SPN 1120 – Beginning Spanish I w lab(4 SHs)

• CGS 1100 – Microcomputer Applications for Business and Economics (3 SHs)

• MAC 1105 – College Algebra (3 SHs)

• GLY 1001 & 1001L – Earth and Space Science w lab (4 SHs)

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development cycle...

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course exampleUS Army

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LearningDesign

• Modulesweredesignedtofosteraguided,sequenced,scaffoldedlearningexperience

• Academicsuccess,help,andtechnologysupportprovidedanend‐to‐endlearningexperience

• The“college”waspreloadedonthemobiledevice

• Media‐richcontentauthoredbyrealfacultywasusedtomo6vateandreducetransac6onaldistance

• GroundedinSocialConstruc6vist&Situa6onalLearning

• MobileLearnerTheore6calFramework

• Useofinterac6veMedia

• Integra6onofTextbookMaterials

• ErgonomicInterface&Naviga6on

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Linux‐basedPepperPad&

CourseInterface

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TabletKioskUMPCDelayed and indirect interactions with instructor would have to be taken into design consideration to reduce transactional distance. Usability in the navigation was also a key factor in the technical design, and we opted for a tabbed two level, scaffolded interface.

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faculty as active designers32

FacultyCer6fica6on

• FCCJcreatedacustomDLcer6fica6onforfacultydesigningandteachingthesecourses

– Basedonlearningandmo6va6ontheory

– CoauthoredbyPalloffandPra3

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Training Method Learning Outcomes

ID for self-directed and paced content & instruction

Workshop, Elluminate, and Moodle

By the end of this training, participants will be able to:

•Apply research-based motivational techniques in course development, learning activities, and assessment

•Apply motivation research & best practices to media development

•Acquire best practices based on learning and motivation research to promote effective instructional practices in a distributed and untethered distance course delivery model.

iMovie Workshop, Elluminate, and Moodle

• Become proficient at creating instructional media using iMovie

Garage Band Pod-casting Workshop, Elluminate, and Moodle

• Become proficient at creating instructional media using Garage band

FacultyTrainingPlan

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Training Method Learning Outcomes

Applying Motivational Research to Create Optimum Learning Environments

Online Asynchronous through Blackboard

By the end of this training, participants will be able to:

•Identify the factors that make up what we call motivation Define motivation and its related components Explore motivation theory through a real-life case example Identify the research trends regarding motivation research Identify the major theoretical approaches to the study of motivation Apply the research in various fields such as education, business, and marketing Design self-regulatory strategies that will aid learners in developing self-motivation

LMS Demonstrated Competency or prior training [BlackBoard]

Online Asynchronous through Blackboard

•By the end of this workshop, participants will be able to: use common Blackboard features to: post an online syllabus and assignments; interact via discussion board; develop quizzes; and manage grade books; use the tools to enhance interactivity such as teams and collaboration understand the experience of a course management system from both the student and instructor perspective; convert existing content for display in Blackboard use the communication and course management tools

FacultyTrainingPlan

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KeyFindings:Faculty

• Facultyasac6vedesignersindevelopmentprocess

• Trainingwastransforma6onal(pedagogy,newdesignskills)

• Iden6fiedCharacteris6csofsuccessfulfacultydesigners

• Facultygainednewinstruc6onalcommunica6onmedium:media

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offline software ebooks kindle, readers, immersive, interactive environments, SIRIUS

publishers

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KeyFindings:Publishers

• FCCJdevelopedpartnershipswithtwomajorpublishingcompanieswhoworkedtomodifyacademicmaterialstofunc6oninaofflinefashion

• Collabora6onofexper6seandresourcesresultedinhigh‐levelacademicrigorandoverallquality

• Onlinematerialswereportedofflinethroughcollabora6veefforts

• eBookswereembeddedincoursewarewhenavailable

• Newportablepublishermaterialsforaccess‐challengedcontexts[military,rural,digitaldivide]

• Publisherswereeagertodevelopforthisaccess‐challengedpopula6on

• CollegeisnowgoingtomobilizeitsSiriuscourses

• FCCJplanstooffercost‐savingmobile‐enabledebooksandmaterialstoallofitsstudentsviatheSiriusProjectviatheSiriusProject

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infrastructure• Backpack

• D2L 2Go

• Go Course Agilix

• offline Moodle (UK Open University & Intel)

• Jolongo

• Google Gears

• Adobe Air (RIA runtime environment)

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Self-Efficacy

Social Constructivism

Modes of Instruction

Self-Directed Learning

Transactional Distance

Connectivism

f

Learning theories, collectivity forming the framework and lens through which to study the mobile learner experiences.

f =The mobile learner

New insightemergent themes for mobile learners

Self-Determination

next steps in research...case studies developing rich record of experiences

-Stake

costs $

• who are your students?

• who are your faculty?

• what learning infrastructure do you have?

• what professional development do you have?

• is access a core mission?

• device cost/responsibility

• LMS/CMS synching

• training for faculty

• course development

• how you work with publishers

• level of student support

• long term DL plan41

the future...is flexible...open....accessible

• horizon report: mobiles this year!

• on demand

• blended

• integrated

• more student choices

• authentic, situated learning opportunities

• connectivism

• accessible

• more opportunity for rural, military, digital divide, and other unserved populations

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presentations•2/2009 Designing mobile learning, National Alliance of Community & Technical Colleges, Norfolk, Virginia•7/2008 Mobile Learning: Beyond Online, Military Advanced Education•2/2008 Mobilizing Education Technology to Support Combat Deployment, Council of College and Military Educators CCME, San Francisco, California•2/2008 Paper and Presentation: Designing Mobile Courses with College Faculty, Society for Applied Learning Technology SALT New Learning Technologies 2008 Orlando, Florida•2/2008 Workshop: Technology Playground: Creating Instructional Media with a Diverse Toolkit, Instructional Technology Council eLearning 2008, St. Petersburg, Florida •11/2007 Training Faculty for Mobile Course Development and Instruction, The 13th Sloan-C International Conference on Asynchronous Learning Networks, Orlando, Florida.•8/2007 Taking Online Courses Offline with an “Untethered” Mobile Course Model, 23rd Annual Conference on Distance Teaching & Learning, Madison, Wisconsin •3/2007 Creating Instructional Media and Interactions Using Adobe Captivate, 18th International Conference on College Teaching & Learning Faculty, Atlantic Beach, Florida•1/2007 Mobile Course Design: Language Courses on iPods, Society for Applied Learning Technology SALT New Learning Technologies, Orlando FL •3/2006 DOD Grant, Mobilizing Educational Technology: Untethered Distance Learning •1/2006 Using PDA Devices for Distance Learning Instructional Technology Council Washington D.C. Audio Conference Series •11/2005 Using Mobile Learning Devices to Address New Learning Environments: Coast Guard Personnel at Sea and Taking College Courses Project Update, 11th Sloan-C International Conference on Asynchronous Learning Networks, "The Power of Online Learning: Mobilizing to Expand Community •8/2005 Using Mobile Learning Devices to Address New Learning Environments: Coast Guard Personnel at Sea and Taking College Courses, The 21st Annual Conference Distance Learning Teaching & Learning

jkissing@fccj.eduoffice 904.632.5052

Jeff KissingerLearning Solutions

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