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CETIS Joint SIG meeting, South Birmingham College

Landscape Study on the use of mobile and wireless technologies for learning and teaching in the post-16 sector. CETIS Joint SIG meeting, South Birmingham College. Agnes Kukulska-Hulme John Traxler. Overview. Project aims Findings: Current uses Potential uses Strategic implications.

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CETIS Joint SIG meeting, South Birmingham College

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  1. Landscape Study on the use of mobile and wireless technologies for learning and teaching in the post-16 sector CETIS Joint SIG meeting, South Birmingham College Agnes Kukulska-HulmeJohn Traxler

  2. Overview Project aimsFindings:Current uses Potential uses Strategic implications

  3. Project aims • A birds-eye view of developments and practice in the UK and internationally • Focused on learners and institutions • Produced 3 reports and Summary report • to facilitate discussion in the post-16 sector • Based on: • Existing case studies, conference papers, reports • Interviews and discussions • Think-tank meeting of experts/ practitioners

  4. mobilephones PDAs laptops Personal Response Systems Tablet PCs Current mobile devices Smartphones personal media players digital voice recorders Wearable PDAs • video game consoles Portable DVD players Mini digital camcorders

  5. Current uses - examples Ealing, Hammersmith and West London College - Wireless Tablet PCs in learning and teaching management Strathclyde University - Personal Response System in large lecture hall Bangor University - Wireless laptops used by student nurses

  6. Current uses - examples Dewsbury/ Bishop Burton/ Thomas Danby College – Use of PDAs in a range of contexts Gloucestershire College of Art and Technology – Satvan and wireless laptops out in the community

  7. Current uses - examples SMS & language learning - e.g. Italian vocabulary at Griffith University, Australia; Greek phrases at Olympic Games iPods at Duke University, USA - lectures, audio books, language learning

  8. Strengths of mobile Learning...? e-learning media-rich interactive m-learning connected institutional spontaneous personal intelligent focused premeditated context-aware hyper-linked usable situated private desktop

  9. Current Uses of wireless and mobile devices • What is likely to work best: • ‘Drip,drip’ learning - little and often • Skill building - little by little • Self-evaluation and reflection • Alerting learners to information and deadlines • Rapid response by teachers • Mobile mentoring & moderating • Collaboration on task - spontaneous and ongoing • Information gathering on the go • M-portfolios - electronic portfolios on mobile devices • Connecting workplace learning with institutional learning • Recording experiences using multiple media • Learning in context - using contextual data • Internet or resource access, almost anywhere and anytime

  10. Current/future uses • Spanning formal and informal settings... • or tying in mobile & desktop access, e.g. • Moblogging – mobile blogging (text, audio, video) • Podcasting – audio file broadcasting and creation • Museum and heritage – augmented experiences

  11. Looking to the future • Technology driven potential • Increasing use of technology in schools will create future learners with a greater awareness of possibilities offered by technology • Increasing use of images, sound, video • Instant capture of personal / group experience • Instant access to reference information • Context based, personalised, location-based learning

  12. Looking to the future • New contexts and models for learning • Move away from content based learning • Teacher’s role as facilitator • Situated learning • Collaborative learning • Conversational framework model • Navigation model

  13. Strategic Implications • Projects • fixed-term/small-scale access to funds • Niches • small-scale but sustainable • specific subjects, specific pedagogies • particular constituencies , eg EO, assistivity • Producers’, manufacturers’ and developers’ perspectives • technical and market trends, e.g. • convergence, segmentation • Institutional perspectives • on the nature of institutional barriers and processes • technical support staff, staff developers, QA units • learning and teaching champions

  14. Strategic Implications • Possible trends • Institutional caution on mobile learning with PDAs: • mainly from IT support • SENDA, usability • network security • diversity/fluidity of devices, platforms and systems • lack of staff expertise • standards/interoperability with VLEs, portals, e-Portfolios, LOs • procurement, maintenance, ownership issues

  15. Strategic Implications • Possible trends • PDAs in education may be squeezed by • smarter phones • USB sticks • laptops • maybe enhanced SIM cards • PalmOS (and Palm) squeezed by • Microsoft (who’ve just bought them) and perhaps Symbian • one specific conception of mobile learning? • SMS breaking through to institutional/large-scale use • assuming tariffs are stable • operators trying to develop GPRS, MMS and 3G markets possibility of un-metered access and/or VoIP • Increasing but unsupported PDA/laptop use by academics continued concern about cost issues, working day, stress, privacy

  16. Acknowledgement Diane Evans, Open University – Potential Uses strand Contact a.m.kukulska-hulme@open.ac.uk John.Traxler@wlv.ac.uk Thank you!

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