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PHD ProgressPARC11
PHD ProgressPARC11
Noorminshah
Tell me and I will forget. Show me and I might remember. Involve me and I will understand.
What factors moderate the effectiveness of a mobile learning intervention? (G. Vavoula (gv18@le.ac.uk))
Development problems
How to develop new / adapt existing mobile learning interventions to solve current educational problems
Problem space
Storytelling (structure, characterisation)
Image from The Learning in Informal and Formal Environments (LIFE) Center (http://life-slc.org/)
The processes of coming to know through explorations and conversations across multiple contexts amongst people and personal interactive technologies. (Mike Sharple 2008)
Learning must be transformed from signifying mobility to motivation. Moving ideas between media platforms is not helpful if a student does not have the context, framework or incentive to study------Tara Brabazon Collaboration in Context as a Framework for Designing Innovative Mobile Learning Activities---------Daniel Spikol, Arianit Kurti and Marcelo Milrad
Diana Laurillards definition of mobile learning incorporates the critical pedagogical design input of the teacher: Mlearning, being the digital support of adaptive, investigative, communicative, collaborative, cooperative, and productive learning activities in remote locations, proposes a wide variety of environments in which the teacher can operate. 2007
The challenge for the educators and technology developers of the future will be to find a way to ensure that this new learning is highly situated, personal, collaborative and long term; in other words, truly learnercentered learning. (Naismith, Lonsdale, Vavoula & Sharples, 2004, p. 36)
Introduction
Problem Background
Problem statement
Group
of learner do activities using Mobile Devices (smart devices) D E M learning New Learning Paradigm where learning according to learner context.
Key Global Telecom Indicators for the World Telecommunication Service Sector in 2010 (all figures are estimates)
Global Mobile cellular subscriptions (millions) Mobile broadband subscriptions (millions) Fixed broadband subscriptions (millions) 5,282 Developed nations 1,436 Developing nations 3,846 Asia & Pacific 2,649 Arab States 282 Europe 741
940
631
309
278
34
286
555
304
251
223
148
Source: http://www.itu.int/ITU-D/ict/statistics/at_glance/KeyTelecom.html
lack of Collaboration
To investigate the impact of Wireless Mobile Smart Devices on Mobile Collaborative learning.
SQ1: What is the perception of learner about using smart devices in Mobile Collaborative learning
Area. Mobile Computing and Collaborative Learning using wireless and mobile smart devices (WMSD).
Title. To explore learner perception on the effectiveness/ impact of using Wireless Mobile Smart devices in Mobile Collaborative learning
Obj. the impact of WMSD in Mobile Collaborative Learning factors that contributes to effective Mobile Collaborative learning Effective Mobile Collaborative learning objects
Information System
Mobile Computing
1990+ 1940 1920 1900 technologybased distance education Instructional media. Slides etc Television Successful as face to face
1896 Vygotskys inherent 1300 social nature Collaborative theory learning of zone
1960s Stanford University Psychology Professors Patr ick Suppes Compu ters for Maths. autocratic teaching styles. Transfer of Informtion
1997 William D. 1993 Graziadei,Ronald N. Brown,Joseph William D. Sasiadek Graziadei online Asyn. and Syn. computer lecturer Teachingdelivery Learning Environments
2006 E-learning 2.0 Wen 2.0 Social learning (FB, blogs, collaborative software, Wikis, Second Life , ePortfolios, and virtual classrooms.
2010 killer application (Mobile learning) Sharples et al., Pachler and colleagues Mobile Complex (meet the new literacy) MCLO learner Context
social
Enhancement MCL
Theories
Mobile learning theory Activity Theory Convers ational Theory Social Constru ctivist learning
Brown et al., 1989; Vygotsky. 1978 Arrigo and Chiappone 2004 Mike Sharples
*Community of Practice Model: KM
We will first study the theories mentioned in previous slide and find out their limitations in explaining the impact of MWSD in supporting Mobile Collaborative learning Pilot study at UTM
MCL objects and formal and informal scenarios will be developed to define and illustrate the Mobile Collaborative learning using MWSD (SQ2). Scenarios can be created after carefully knowing the perception and impact of MWSD on learner in UTM and How to incorporate MWSD to MCL objects (SQ2) MCL objects (Collaborative games, supervised and unsupervised project based learning) Pretest and post test among the members of learning groups can show the impact of MWSD impact on Mobile Collaborative learning.
Experimental
pilot case study at UTM Three experimental studies in other Universities Quantitative method by using the questionnaire. Qualitative approach can be applied to UTM case study. Multiple cases create more robust theories because the propositions are more deeply grounded in varied empirical evidence (Eisenhardt and Graebner, 2007, p. 27).
Context Pilot case study will be conducted in UTM. At intermediate level to advance level courses or students at their 3-4th year or Final year students by research. Domain of ICT Lerner will work in team of 3-5 members (Formal learning or Informal learning)
Task
Members
will receive same task as they were without WMSD. Each scenario will have scenariospecific instructions.
Measures
Communication
Quantitative: No of messages, Frequency of messages, messages length, social networking analysis. Qualitative 1: messages content in terms of physical attributes such as text, sound (e.g., mp3, Wav, WMA), static images (e.g., Jpg, bmp, gif,), and dynamic images (e.g., mpg, mov, wmv)
Qualitative 2: message content in terms of usage and meaning measured through a coding scheme derived from Rainbow (Baker, Andriessen, Lund, van Amelvoort, & Quignard, 2007)
Measures
Collaborative
Social presence: degree to which the other in a communication appears to be a 'real' physical person via Social Presence Scale (Kreijns, 2004) Sociability: degree of perceived sociability of an environment; that is the extent to which an environment can facilitate the emergence of a social space via Sociability Scale (Kreijns, Kirschner, Jochems, Van Buuren, 2005)
Social Space: the degree of perceived quality of a social space existing in a distributed learning group via Social Space Scale (Kreijns, Kirschner, Jochems, Van Buuren, 2004)
Measures
Satisfaction
Supervisor : Satisfaction with the MCL,MCLO and the interaction with the supervisor (Questionnaire on Instructor Interaction (Wubbels & Levy, 1993)) Learner: Satisfaction with the MCL,MCLO and the interaction with the supervisor and Peers in group
Year
Remarks
Activity
Literature review
2011 2012
X X X X X X X X X X
2013
In Process N/A
Study Perception of M-learning X in Malaysia Pilot Project requirement Identification Identifying and Selecting Universities Picking the Groups Publishing the result Developing MCLO Evaluating MCLO Data Analysis Thesis Writing X
N/A
X X X
Published 3 papers
X X
X X Chapter 1 Draft
G. Ayala and S. Castillo, Towards computational models for mobile learning objects wmute, pp. 153157, 2008. G. Zurita and M. Nussbaum, A conceptual framework based on activity theory for mobile cscl, British Journal of Educational Technology, vol. 38, no. 2, pp. 211235, 2007. [Online]. Available: http://www.blackwellsynergy.com/doi/abs/10.1111/j.14678535.2006. 00580.x C. N. Quinn, Flexible learning: Mobile learning objects, Knowledge Anywhere, Tech. Rep., November 2002, consultado en Abril 2007, [Online]. Available: http://whitepapers.techrepublic.com.com/whitepaper.aspx?doci d=89037 Ally, M. (2005a). Use of Mobile Devices in Distance Education. Paper presented at Mlearn 2005, October 25-28. Cape Town, South Africa. Ally, M., Schafer, S., Cheung, B., McGreal, R., Tin, T., Use of Mobile Learning Technology to Train
Sharples, M. (2009) Methods for Evaluating Mobile Learning. In G.N. Vavoula, N.Pachler, and A. Kukulska-Hulme (eds), Researching Mobile Learning: Frameworks, Tools and Research Designs. Oxford: Peter Lang Publishing Group, pp. 17-39. Stawarski, C. A., & Gadd, R. (2010). Evaluating mLearning. In ASTD Handbook for Measuring and Evaluating Training. Phillips, P. P. (ed). Danvers, MA: ASTD Press. C. N. Quinn, Flexible learning: Mobile learning objects, Knowledge Anywhere, Tech. Rep., November 2002, consultado en Abril 2007, [Online]. Available: http://whitepapers.techrepublic.com.com/whitepaper.aspx?doci d=89037
Wexler, S., Brown, J., Metcalf, D., Rogers, D., Wagner, E., Mobile Learning: What it is, why it matters, and how to incorporate it into your learning strategy , 360 Report, ELearning Guild.
The
key word used for literature review Mobile learning, Collaborative learning , Cooperative learning , In-group Learning ,Project based learning , real world learning, Computer-supported collaborative work, learning by doing, technology-enhanced learning (TEL), Learning Objects.
Collaborative
learning is a situation in which two or more people learn or attempt to learn something together. Collaborative learning refers to methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other.