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Practical Issues in Mobile Education

Practical Issues in Mobile Education. Marguerite Koole, MDE. WMUTE, Athens November, 2006. Agenda. Marguerite Koole A definition of mLearning Overview of usability study Issues for practitioners. What is mLearning?.

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Practical Issues in Mobile Education

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  1. Practical Issues in Mobile Education Marguerite Koole, MDE WMUTE, Athens November, 2006

  2. Agenda Marguerite Koole • A definition of mLearning • Overview of usability study • Issues for practitioners

  3. What is mLearning? • The Framework for the Rational Analysis of Mobile Education (FRAME) Model • Device characteristics • Individual learners • Groups of individuals

  4. The devices • NetBook Pro 2003 • Mac Mini • Sony Vaio U71P • OQO 01 • Toshiba Libretto U100 • Dell Axim X50v • Palm Treo 600

  5. NetBook Pro 2003

  6. Mac Mini

  7. Sony Vaio U71P

  8. Sony Vaio U71P

  9. OQO 01

  10. OQO 01

  11. Toshiba Libretto U100

  12. Dell Axim X50v

  13. Dell Axim X50v

  14. Palm Treo 600

  15. Palm Treo 600

  16. Did you have to add software or peripherals before you could use the device? Did you find it necessary to read the instructions? Did you require assistance from anyone in order to operate the device? NBP=4/9 MacMini = 3/9 Sony Vaio = 8/9 OQO 01 = 9/9 Libretto = 9/9 Dell Axim = 8/9 Treo = 7/9 Ease of use ratings

  17. Task completion ratings • Scale 0 to 4 0 = task could not be performed 1 = task possible, but with errors 2 = task performed, but with limitations 3 = task performed as desired 4 = device exceeded expectations

  18. Read, draft & save document Set up wireless Send & receive email Browse Internet Access multimedia Access LMS Use synchronous communications Install Software Attach peripherals Use BT Move & use in different locations Use help feature Task completion ratings

  19. F2F Debriefing • Recommended for colleagues: Axim & Treo • For travel • Not as main computer • Recommended for students (“serious study”): XP devices, Mac Mini

  20. Limitations • Still considered complementary to desktop computers • Content and instructional strategies may change usage patterns • Small screens • Awkward input/output • Weak processing power • Limited memory • Difficult navigation • Difficult to scan   

  21. The amount of time the user must focus on device usage vs. The amount of time the user can focus on learning tasks      Seek ways to reduce or limit cognitive load Prevent disorientation Reduce number of required actions Automate functions Transparency

  22. Content Customization • Limitations  fragmented experience • Chunking  Miller’s Magical Number 7 (+/-2) • Patterns, granularity, context, prior-knowledge • Summaries, annotations, advance organizers • Greatest need: PDAs and cell phones

  23. Flexibility • Time & place • Self-managed learning • Work, family commitments • Access course materials in variety of situations • Culturally sensitive learning experience • Easy to carry course materials • Light-weight, not bulky • New ways of using devices • Modify use, needs & design (cycle)

  24. Information Access • Human & system access • Network variety  Ubiquity  Transmission range • Transfer information • Email, documents, Internet, multimedia objects, LMSs, VOIP , GSM/GPRS, CDMA • Timely & appropriate access to people & information

  25. Cognitive advantages • Unique location & information access • Generate & contribute new information • Integrate perspectives • find own problems” • Memorize facts vs. locate appropriate information, create solutions • Multiple coding / dual coding • Reduced cognitive load

  26. Social implications •  Interaction with others • Sharing with other learners and instructors  collaboration, co-create knowledge • Refer to others to help with abundance of information

  27. Unforeseen Impacts • Changes in roles of teachers and students • Knowledge production  knowledge navigation (Brown, 2005) • Reduce information noise • Recognize patterns and relationships • As information  relationship, relevance, accuracy  need for better judgment 

  28. Marguerite Koole • mkoole@athabascau.ca

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