Case Study:
Annotated 4:
Liu, T.-C., Peng, H., Wu, W.-H.,& Lin, M.-S. (2009). The Effects of Mobile Natural-science Learning Based on the 5E Learning Cycle: A Case Study. Educational Technology & Society, 12 (4), 344–358.
In the article, the authors present the case study of 46 fourth-grade students of a 14-week after-school science club (on aquatic plants) on their use of the ecological-pool website and a tablet personal computer (tabletPC), in an elementary school in Taipei City Taiwan. The study has three major purposes, including designing mobile natural-science learning activities that rest on the 5E Learning Cycle (Engagement, Exploration, Explanation, Elaboration and Evaluation), examining the effects of these learning activities on students’ performances of learning aquatic plants, and exploring students’ perceptions toward these learning activities to indicate that mobile learning activities can enhance students’ scientific performances
One 40-minute technology orientation was offered to familiarize students with the mobile environment before the learning activities took place. And the quantitative data and the qualitative data were collected from six different data sources such as A Knowledge Test before and after their science-club learning; An Understanding Test before and after their science-club learning; A Learning-activity Survey conducted after students finished all of the learning activities; Students’ learning activities were observed and videotaped in various instructional settings; interviews at the end of each club meeting and transcribed for later analysis and Reflective journals by students after each learning activity
The authors applied Blooms levels of cognitive learning behaviours to classify students learning and the effects of mobile learning activities result showed that student’s knowledge test scores (mean scores 26.04)regarding aquatic plants after learning activities were significantly higher than before(mean scores 10.30), and students’ understanding test scores (M=19.4) is also higher than the scores before learning activities (M=15.63), which confirms the mobile learning activities had positive impact.
After collecting the data from the learning activity surveys and the after-project interviews, the authors described that the students’ overall impressions of learning activities were positive: twenty-nine (64%) out of forty five students who completed a Learning-activity Survey expressed that they greatly liked or liked the activities, and sixteen (36%) students expressed that they moderately liked the activities. The analysis results revealed that most students’ perceptions of mobile learning activities were very positive because the students viewed their mobile-learning devices as an integral part of their learning - twenty-four students (56%) preferred the mobile learning activities to lectures, nine students (21%) liked both of the modes, and only ten students (23%) preferred lectures
The study result has shown us that the mobile computing, combined with wireless connections, can overcome problems arising during students’ outdoor activities and can enhance the quality of outdoor, natural-science, inquiry-based learning. The results of the study also suggested that, in general, the mobile learning activities based the 5E Learning Cycle model can effectively increase students’ knowledge and understanding of aquatic plants and improve students’ learning motivation.
The article is very helpful in my research as the authors have noticed the current trend with mobile technology embodied in our lives, which indicate the technical acceptance cited in my other articles and smart phones/mobile device start change the face of education….this study is used as educational collaboration of practitioners and researchers and examed by 5E Learning Cycle phases.
The authors acknowledged limitations in its activity design and in its implementation. First, some specimens were not available for observation during the research period even though these mobile learning activities heavily emphasized it. Next, the mobile learning environment might be with somewhat limited technical stability. Therefore, the authors suggested that students could learn about these categories not only through mobile activities but also combined with multiple resources including face-to-face lecture and the teacher would have to fully prepare for the possible technical problems during the mobile activities.
The authors also indicated the study’s use of a case may also limit the generalizability of the study’s findings. Therefore, the future studies may extend the current study’s findings to other classes or disciplines, or may use alternative research methods (such as field-experiment methods) to present a more thorough picture of effective integration of mobile technology into teaching and learning practices.
The article will be used as one of support point for the promotion of the future learning on Mobile learning technology.
Sunday, May 23, 2010
3. Web-apps for the iPhone in Higher Education. Applications for the Degree in Actuarial Science
Web-apps; interactive tests; m-learning
Annotated 3:
A. Fernández-Morales, and M.C. Mayorga-Toledano. (2009). Web-apps for the iPhone in Higher Education. Applications for the Degree in Actuarial Science. Research, Reflections and Innovations in Integrating ICT in Education. Vol.3. (pp. 1049 ~ 1053).
In this article the authors present the two web-apps designed and developed specifically for the iPhone (andiPod touch) platform in the first course of the Degree in Actuarial Science in the University of Málaga, Spain, and the results of a first evaluation, obtained from a survey to negotiate the effectiveness of any m-learning strategy in the field of small electronic devices and the incentive to develop more resources in this format.
The authors evaluated the opinions of students, who prefer downloading the contents only once, and then executing them off-line and decided the new platform developed by Apple for the iPhone and theiPod touch due to their enormous popularity within students and their ability to access m–learning resources through 3G networks or using WIFI Internet access.
The navigation for first web-app, a micro-test, is deliberately simple, with a link to the next/previous quest.ion, and to the results section. In the results section the student gets the final score, can check his / her answers, and repeat the test. In Second simulator web-app of human mortality model, the student can see how the model reacts to changes in the three parameters that control the shape, location and extension of the accident hump in the early adult ages.
The authors carried out a survey at the end of the first quarter of the first course of the Degree in Actuarial Science in the University of Málaga, Spain.The questionnaire includes items related to course dimension, technology dimension, and design dimension, learner interface, system content, and personalization. The answers were measured in a five point Likert scale. The data collected indicates that students have better valued the micro-tests than the simulator, especially in the responses to the quality of the material, clarity and ease of navigation. All the students answered ‘yes’ to the question ‘Would you like more activities of this kind?’
This article is very help in supporting my argument in the future m-learning by utilizing the full potential of small mobile devices such as iPhone. The smiliar application iStand 2.0, which can be downloaded from iTune store as a free app, is an AT&T award winning simi-web-app to mobilize Stanford's web-based resources and systems. As stated in Stanford Report, March 16, 2009, MICHAEL PEÑA reported that the new application in version 2.0 accesses the university calendar and allows users to browse events by category, day or month. Other improvements include more accurate and dynamic GPS locating on campus with the "maps" etc. This is in the line with my cited article Smart Phone will change the world and demonstrate what is the future mobile device apps would be
One of the limitations of this project is that some students have not a device (an iPhone or iPod touch). Thus the authors suggested designing an html emulator of the iPhone that runs all the web apps in Internet Explorer, and so all the students have access to the available resources of the project. Or, as the ACU (who used iPhone forwould have done, provide the government funded program to supply the iPhone for all the students and prepare them for 21st Century M-Learning literacies.
This example provide the solid proof of that students enjoy the m-learning technology as long as it clearly designed and easy to navigate and it will keep students education-entertained wherever And to take advantage of iPhone sleecky design and user intuitive OS.
Annotated 3:
A. Fernández-Morales, and M.C. Mayorga-Toledano. (2009). Web-apps for the iPhone in Higher Education. Applications for the Degree in Actuarial Science. Research, Reflections and Innovations in Integrating ICT in Education. Vol.3. (pp. 1049 ~ 1053).
In this article the authors present the two web-apps designed and developed specifically for the iPhone (andiPod touch) platform in the first course of the Degree in Actuarial Science in the University of Málaga, Spain, and the results of a first evaluation, obtained from a survey to negotiate the effectiveness of any m-learning strategy in the field of small electronic devices and the incentive to develop more resources in this format.
The authors evaluated the opinions of students, who prefer downloading the contents only once, and then executing them off-line and decided the new platform developed by Apple for the iPhone and theiPod touch due to their enormous popularity within students and their ability to access m–learning resources through 3G networks or using WIFI Internet access.
The navigation for first web-app, a micro-test, is deliberately simple, with a link to the next/previous quest.ion, and to the results section. In the results section the student gets the final score, can check his / her answers, and repeat the test. In Second simulator web-app of human mortality model, the student can see how the model reacts to changes in the three parameters that control the shape, location and extension of the accident hump in the early adult ages.
The authors carried out a survey at the end of the first quarter of the first course of the Degree in Actuarial Science in the University of Málaga, Spain.The questionnaire includes items related to course dimension, technology dimension, and design dimension, learner interface, system content, and personalization. The answers were measured in a five point Likert scale. The data collected indicates that students have better valued the micro-tests than the simulator, especially in the responses to the quality of the material, clarity and ease of navigation. All the students answered ‘yes’ to the question ‘Would you like more activities of this kind?’
This article is very help in supporting my argument in the future m-learning by utilizing the full potential of small mobile devices such as iPhone. The smiliar application iStand 2.0, which can be downloaded from iTune store as a free app, is an AT&T award winning simi-web-app to mobilize Stanford's web-based resources and systems. As stated in Stanford Report, March 16, 2009, MICHAEL PEÑA reported that the new application in version 2.0 accesses the university calendar and allows users to browse events by category, day or month. Other improvements include more accurate and dynamic GPS locating on campus with the "maps" etc. This is in the line with my cited article Smart Phone will change the world and demonstrate what is the future mobile device apps would be
One of the limitations of this project is that some students have not a device (an iPhone or iPod touch). Thus the authors suggested designing an html emulator of the iPhone that runs all the web apps in Internet Explorer, and so all the students have access to the available resources of the project. Or, as the ACU (who used iPhone forwould have done, provide the government funded program to supply the iPhone for all the students and prepare them for 21st Century M-Learning literacies.
This example provide the solid proof of that students enjoy the m-learning technology as long as it clearly designed and easy to navigate and it will keep students education-entertained wherever And to take advantage of iPhone sleecky design and user intuitive OS.
2. Australian Technology Acceptance
Australian Technology Acceptance
Annotated 2:
Beverley Oliver and Veronica Goerke, 2007, Australian undergraduates' use and ownership of emerging technologies: Implications and opportunities for creating engaging learning experiences for the Net Generation, Australasian Journal of Educational Technology 2007, 23(2), 171-186.
In the article Oliver and Goerke suggest that Australian undergraduates, especially Net Generation (born between 1982 and 1991), have a high level of access to the Internet off campus, and use web resources for learning like their American Peers. Their high level of ownership of mobile phones and laptops can make "on the go" for interactivity possible through instant messaging, blogging and podcasting as well as a host of other Web 2.0 applications. Those devices appear to be getting smaller and smarter, and more prevalent and iPhone is one of top choices for students. Emerging technologies owned and used by students, and incorporated wisely into university curricula, can go some way towards enhancing high quality, face to face learning experiences.
The study examined beginning undergraduates' levels of Internet access, device ownership and use of emerging tools for social as well as for study purposes in Western Australian in two cohorts with a questionnaire as part of an initial data gathering exercise: the first (Business and Engineering students) in 2005, and the second (Engineering students) in 2007. The analysis of results notes changes in student behaviour in the two cohorts to negotiate how teachers of first year undergraduates can incorporate these tools and devices into extramural learning experiences in order to increase engagement and exploit the Net Generation's desire for 'connectedness'.
The two cohorts were rather different. In 2005, 413 students completed the survey; three quarters (76.8 %) were enrolled in a Business unit and the remainder were enrolled in an Engineering unit. The result shows nearly two-thirds were male (62.3%), just over two-thirds (69.5%) said their first language was English and the vast majority (88.6%) were between 17 and 25 years. In 2007, 290 engineering students completed the survey. Once again, the cohort was predominantly male (85.2%), just over three quarters (77.6%) said their first language was English and the vast majority (97.9%) were between 17 and 25 years. The majority of students in 2005 used instant messaging (>82%), with significant growth (p < .05) in the use of blogs and podcasting by 2007 (29.8% of students using blogs and 21.5% using podcasts). The 2007 students were also asked how often they used these tools and whether they used them for study purposes. The result shows that over half the students (57.4%) were frequent users of instant messaging and 44.4% used it often or occasionally for study purposes
The report focused on WA first year undergraduate student characteristics in three main areas: (1) their access to the Internet outside university and whether they used online resources to help with learning; (2) their ownership of laptops, handhelds, mobile phones and music devices; and (3) their use of emerging communications tools such as Short Messaging Service (SMS), Multimedia Messaging Service (MMS), instant messaging, blogging, mobile blogging, VoIP and podcasting. Similar results come from American students in larger scales.
This article is very helpful in my study of iPhone integrated with future m-learning as iPhone has quietly become the most profit product Apple has even produced and made Apple the 7th biggest mobile phone provider in front of Motorola (Apple report) and contributed %70 percent of smart phone market in Japan (another report from links before. The Net Gen students behaviour still the same as in 2007
The main limitation of the article is that the Sample data taken in 2005 and 2007 in two different demographic groups, it might alter the final finding a bit. Because the surveys were administered in different circumstances, the two cohorts were rather different. In 2005, 413 students completed the survey; three quarters (76.8 %) were enrolled in a Business unit and the remainder were enrolled in an Engineering unit. In 2007, 290 engineering students completed the survey. Thus the further and mega data analysis may be needed in the future if we like to exam the accuracy of the report.
From the article it also suggested that there is a gap to be bridged in this matter: even though undergraduate students own and use emerging technologies and tools, their university teachers are less likely to do so and university adoption of institution-wide technologies is rarely a hasty process. The similar result came from Tunku Badariah Tunku Ahmad al et. Faculty’s acceptance of computer based technology: Cross-validation of an extended model Australasian Journal of Educational Technology 2010, 26(2), 268-279 the present study is to validate an extended technology acceptance model (TAME) on the data derived from the faculty members of a university in an ongoing, computer mediated work setting. And the data were collected from a self reported questionnaire administered to 731 faculty members of a public university in Malaysia and it suggested that Although the TAME’s causal structure was applicable to both male and female staff, age group appeared to moderate the structural relationships among the constructs of interest, and instructional support from the university management in terms of incentives and infrastructure is a crucial element that will influence faculty members to adopt new technology in their teaching.
The article valid the argument that while the students acceptance of the technology is not limited by age/gender but age could be the dividing point for instructor/students so for the instructor to become familiar with the latest technology, the faculty ‘s support is necessary – like the ACU example and the program was successful because that faculty is behind them….
Annotated 2:
Beverley Oliver and Veronica Goerke, 2007, Australian undergraduates' use and ownership of emerging technologies: Implications and opportunities for creating engaging learning experiences for the Net Generation, Australasian Journal of Educational Technology 2007, 23(2), 171-186.
In the article Oliver and Goerke suggest that Australian undergraduates, especially Net Generation (born between 1982 and 1991), have a high level of access to the Internet off campus, and use web resources for learning like their American Peers. Their high level of ownership of mobile phones and laptops can make "on the go" for interactivity possible through instant messaging, blogging and podcasting as well as a host of other Web 2.0 applications. Those devices appear to be getting smaller and smarter, and more prevalent and iPhone is one of top choices for students. Emerging technologies owned and used by students, and incorporated wisely into university curricula, can go some way towards enhancing high quality, face to face learning experiences.
The study examined beginning undergraduates' levels of Internet access, device ownership and use of emerging tools for social as well as for study purposes in Western Australian in two cohorts with a questionnaire as part of an initial data gathering exercise: the first (Business and Engineering students) in 2005, and the second (Engineering students) in 2007. The analysis of results notes changes in student behaviour in the two cohorts to negotiate how teachers of first year undergraduates can incorporate these tools and devices into extramural learning experiences in order to increase engagement and exploit the Net Generation's desire for 'connectedness'.
The two cohorts were rather different. In 2005, 413 students completed the survey; three quarters (76.8 %) were enrolled in a Business unit and the remainder were enrolled in an Engineering unit. The result shows nearly two-thirds were male (62.3%), just over two-thirds (69.5%) said their first language was English and the vast majority (88.6%) were between 17 and 25 years. In 2007, 290 engineering students completed the survey. Once again, the cohort was predominantly male (85.2%), just over three quarters (77.6%) said their first language was English and the vast majority (97.9%) were between 17 and 25 years. The majority of students in 2005 used instant messaging (>82%), with significant growth (p < .05) in the use of blogs and podcasting by 2007 (29.8% of students using blogs and 21.5% using podcasts). The 2007 students were also asked how often they used these tools and whether they used them for study purposes. The result shows that over half the students (57.4%) were frequent users of instant messaging and 44.4% used it often or occasionally for study purposes
The report focused on WA first year undergraduate student characteristics in three main areas: (1) their access to the Internet outside university and whether they used online resources to help with learning; (2) their ownership of laptops, handhelds, mobile phones and music devices; and (3) their use of emerging communications tools such as Short Messaging Service (SMS), Multimedia Messaging Service (MMS), instant messaging, blogging, mobile blogging, VoIP and podcasting. Similar results come from American students in larger scales.
This article is very helpful in my study of iPhone integrated with future m-learning as iPhone has quietly become the most profit product Apple has even produced and made Apple the 7th biggest mobile phone provider in front of Motorola (Apple report) and contributed %70 percent of smart phone market in Japan (another report from links before. The Net Gen students behaviour still the same as in 2007
The main limitation of the article is that the Sample data taken in 2005 and 2007 in two different demographic groups, it might alter the final finding a bit. Because the surveys were administered in different circumstances, the two cohorts were rather different. In 2005, 413 students completed the survey; three quarters (76.8 %) were enrolled in a Business unit and the remainder were enrolled in an Engineering unit. In 2007, 290 engineering students completed the survey. Thus the further and mega data analysis may be needed in the future if we like to exam the accuracy of the report.
From the article it also suggested that there is a gap to be bridged in this matter: even though undergraduate students own and use emerging technologies and tools, their university teachers are less likely to do so and university adoption of institution-wide technologies is rarely a hasty process. The similar result came from Tunku Badariah Tunku Ahmad al et. Faculty’s acceptance of computer based technology: Cross-validation of an extended model Australasian Journal of Educational Technology 2010, 26(2), 268-279 the present study is to validate an extended technology acceptance model (TAME) on the data derived from the faculty members of a university in an ongoing, computer mediated work setting. And the data were collected from a self reported questionnaire administered to 731 faculty members of a public university in Malaysia and it suggested that Although the TAME’s causal structure was applicable to both male and female staff, age group appeared to moderate the structural relationships among the constructs of interest, and instructional support from the university management in terms of incentives and infrastructure is a crucial element that will influence faculty members to adopt new technology in their teaching.
The article valid the argument that while the students acceptance of the technology is not limited by age/gender but age could be the dividing point for instructor/students so for the instructor to become familiar with the latest technology, the faculty ‘s support is necessary – like the ACU example and the program was successful because that faculty is behind them….
1. Smartphones give you wings: Pedagogical affordances of mobile Web 2.0
Smartphones give you wings: Pedagogical affordances of mobile Web 2.0
Annotated:
Thomas Cochrane and Roger Bateman 2009, Smartphones give you wings: Pedagogical affordances of mobile Web 2.0 Australasian Journal of Educational Technology 2010, 26(1), 1-14
In this article Thomas and Roger have presented a summary of the pedagogical affordances of smart phones in tertiary education, illustrated by 4 years of research, resulting in an example m-learning implementation plan that is informing future projects, which may be useful as guidelines for other institutions seeking to investigate and implement m-learning.
The authors use data gained through a series of reflective action research projects (2007 to 2009) using wireless mobile devices (or WMDs) to harness the potential of current and emerging social constructivist e-learning tools. The research follows a journey of discovery for the key participants (including the researcher and the lecturers involved), that has been recorded in over thirty research outputs during the past four years.
This research project is interested in appropriating the benefits of Web 2.0 and pedagogy 2.0 anywhere anytime using mobile Web 2.0 and wireless mobile devices (or WMDs), in particular WiFi (wireless ethernet) and 3G (third generation mobile 'broadband') enabled smartphones,
Pre-trial surveys captured the participants previous mobile Web 2.0 experience. Lecturers and students then attended a weekly 'community of practice' (COP) throughout the duration of the project investigating and supporting the integration of mobile web 2.0 tools into their courses. Participant feedback was captured via their online Web 2.0 sites, including a blog/e-portfolio. A post-trial survey and focus group discussion were also used to capture participant feedback. Each project informed the design of subsequent projects.
The article used data mainly collected from the lecturers/students in the territory education setting and provided case studies from both a student and a lecturer’s perspectives. From both cases it is found that more communications integrated with mobile web 2.0 and both parties experienced significant flexibility and continued to utilize mobile web 2.0 technology with smartphones of their choices.
http://www.acu.edu/academics/orsp/Mobile_Learning_Fell/index.html
Located in Texas, Abilene Christian University has offered the Apple iPad Exploration Pilot Program
The goal of the Fellows position is to generate quality research that broadly or narrowly examines one of the following targeted areas of investigation:
• Comparing faculty and student perceptions of device usage and impact with actual use patterns.
• Conducting controlled experiments which compare mobile and non-mobile sections of a course.
• Conducting systematic investigations of learning efficiency and retention for information acquired on mobile devices vs. traditional methods of instruction.
• Collaborating with external partners to demonstrate the generalizability research findings from the ACU campus to other settings.
The smartphone market is set to exceed computer users by 2014 when the smartphone market is expected to reach 30% of the worldwide cellphone market (Hendery, 2009).
The current trends in mobile computing
are towards devices that are even more
embedded, ubiquitous and networked than
those available today. The capabilities of
mobile phones, PDAs, games consoles and
cameras will likely merge within the next
five to ten years to provide a networked,
multimedia device that is always with you.
Integrated context-aware capabilities will
transform everyday activities by providing
the ability to capture details about the
time, location, people around you and even
the weather. The entire internet will
become both personal and portable. (mobile review)
From the above example we can tell it is happening and iPhone is just the demonstration of what is possible, with more new functionality announced – iPhone applied for patent for the initial location/provide services functionality for new generation and special apps like iStandford program and standford provide the training course, we can safely say that the world is moving ‘mobile’ --- standford example here….
The article is useful to my research topic, as student feedback from the m-learning projects clearly showed that the choice of smartphone was critically important in the acceptance of its use. From a smartphone evaluation rubric developed for choosing an appropriate smartphone for each of the 2009 projects it is found that iPhone 3G/ 3GS scored most – Scored best in most categories including mobile web experience, ease of user interface and portability , only suffered slightly in image/video capture due to low cam resolution. This article will help me much in the argument for the future m-learning environment and help identify iPhone as the primary choice for the integration of pedagogical affordances of mobile web 2.0.
The main limitation of this article is that the result only based on New Zealand, the various m-learning trials takes significant time as same as the training students/lecturer receive proper mobile web 2.0 training and many of the identified m-learning scenarios were serendipitous rather than planned by the lecturers –Thus the authors suggested implementation requires planned staging and scaffolding to support student learning and some key requirements for student/lecturer to archive.
Annotated:
Thomas Cochrane and Roger Bateman 2009, Smartphones give you wings: Pedagogical affordances of mobile Web 2.0 Australasian Journal of Educational Technology 2010, 26(1), 1-14
In this article Thomas and Roger have presented a summary of the pedagogical affordances of smart phones in tertiary education, illustrated by 4 years of research, resulting in an example m-learning implementation plan that is informing future projects, which may be useful as guidelines for other institutions seeking to investigate and implement m-learning.
The authors use data gained through a series of reflective action research projects (2007 to 2009) using wireless mobile devices (or WMDs) to harness the potential of current and emerging social constructivist e-learning tools. The research follows a journey of discovery for the key participants (including the researcher and the lecturers involved), that has been recorded in over thirty research outputs during the past four years.
This research project is interested in appropriating the benefits of Web 2.0 and pedagogy 2.0 anywhere anytime using mobile Web 2.0 and wireless mobile devices (or WMDs), in particular WiFi (wireless ethernet) and 3G (third generation mobile 'broadband') enabled smartphones,
Pre-trial surveys captured the participants previous mobile Web 2.0 experience. Lecturers and students then attended a weekly 'community of practice' (COP) throughout the duration of the project investigating and supporting the integration of mobile web 2.0 tools into their courses. Participant feedback was captured via their online Web 2.0 sites, including a blog/e-portfolio. A post-trial survey and focus group discussion were also used to capture participant feedback. Each project informed the design of subsequent projects.
The article used data mainly collected from the lecturers/students in the territory education setting and provided case studies from both a student and a lecturer’s perspectives. From both cases it is found that more communications integrated with mobile web 2.0 and both parties experienced significant flexibility and continued to utilize mobile web 2.0 technology with smartphones of their choices.
http://www.acu.edu/academics/orsp/Mobile_Learning_Fell/index.html
Located in Texas, Abilene Christian University has offered the Apple iPad Exploration Pilot Program
The goal of the Fellows position is to generate quality research that broadly or narrowly examines one of the following targeted areas of investigation:
• Comparing faculty and student perceptions of device usage and impact with actual use patterns.
• Conducting controlled experiments which compare mobile and non-mobile sections of a course.
• Conducting systematic investigations of learning efficiency and retention for information acquired on mobile devices vs. traditional methods of instruction.
• Collaborating with external partners to demonstrate the generalizability research findings from the ACU campus to other settings.
The smartphone market is set to exceed computer users by 2014 when the smartphone market is expected to reach 30% of the worldwide cellphone market (Hendery, 2009).
The current trends in mobile computing
are towards devices that are even more
embedded, ubiquitous and networked than
those available today. The capabilities of
mobile phones, PDAs, games consoles and
cameras will likely merge within the next
five to ten years to provide a networked,
multimedia device that is always with you.
Integrated context-aware capabilities will
transform everyday activities by providing
the ability to capture details about the
time, location, people around you and even
the weather. The entire internet will
become both personal and portable. (mobile review)
From the above example we can tell it is happening and iPhone is just the demonstration of what is possible, with more new functionality announced – iPhone applied for patent for the initial location/provide services functionality for new generation and special apps like iStandford program and standford provide the training course, we can safely say that the world is moving ‘mobile’ --- standford example here….
The article is useful to my research topic, as student feedback from the m-learning projects clearly showed that the choice of smartphone was critically important in the acceptance of its use. From a smartphone evaluation rubric developed for choosing an appropriate smartphone for each of the 2009 projects it is found that iPhone 3G/ 3GS scored most – Scored best in most categories including mobile web experience, ease of user interface and portability , only suffered slightly in image/video capture due to low cam resolution. This article will help me much in the argument for the future m-learning environment and help identify iPhone as the primary choice for the integration of pedagogical affordances of mobile web 2.0.
The main limitation of this article is that the result only based on New Zealand, the various m-learning trials takes significant time as same as the training students/lecturer receive proper mobile web 2.0 training and many of the identified m-learning scenarios were serendipitous rather than planned by the lecturers –Thus the authors suggested implementation requires planned staging and scaffolding to support student learning and some key requirements for student/lecturer to archive.
Index
Mobile Learning for the future
The same principles might be applied to the field of educational technology. Hock contends that the underpinning of management of the future – and we would contend of the future of educational technology in Australia – is ‘ to master four ways of looking at things: as they were, as they are, as they might become, and as they ought to be’ (1999, p133)
We live in a mobile society, we are always moving: travelling to work, back home, on trips, events, conferences, for pleasure, on holiday. How easy is it for learners to learn while mobile? Learning while mobile is not a new idea; the book is an ideal mobile learning “technology”. It is portable, requires no power, can be used individually or in small groups; and is relatively cheap.
There are many mobile devices and most people have more than one. From phones, PDAs to mp3 players like the ubiquitous iPod. People use these devices to communicate, for entertainment, for information. It is an entirely logical step to start using these devices for learning; in the same way that we now use computers and television for learning.
Worldwide market share of mobile devices is increasing, eclipsing traditional computer ownership. There are over four billion cellphone users worldwide, while there are only around 800 million computer owners. The smartphone market is set to exceed computer users by 2014 when the smartphone market is expected to reach 30% of the worldwide cellphone market (Hendery, 2009).
It was the launch of 3G in 2001 that changed the mobile phone, from purely a communication device to a connected device that would allow us to use our phone for information, entertainment and learning. The phone has become so much more than just a phone, it is now in many ways a mini handheld computer, but unlike the humble PDA, it is a connected
computer, one that can talk to other computers from across the world. With the advent of GPS in phones, we now have powerful devices that are location aware. These powerful tools are enabling our learners to be able to access information, facts, more quickly and easily and wherever they want to do it. The ability to use a phone to communicate other than through voice enables learners to access other learners, their teachers and experts.
Now in 2009, over five billion songs and 1.5 billion iPhone applications have been downloaded from the iTunes store. The majority of our students now own at least a cameraphone capable of mobile blogging, recording and uploading video to YouTube, email, and browsing the Internet. Smartphones have matured into feature-rich miniature multimedia computers, including features such as HSPA connectivity (3.6 Mb/s and higher wireless mobile broadband connectivity), built in virtual or physical keyboards for easy text entry, a high resolution digital still and video camera, a GPS, high capacity memory storage (now 8 Gb and higher is standard), high resolution touchscreen user interfaces, and a wide variety of preinstalled
and downloadable applications that integrate with Web 2.0 social software.
The web has been with us for some time, the mobile web is a relatively new phenomenon. As I said previously, it was the launch of 3G in 2001 that changed the mobile phone, from purely a communication device to a connected device that would allow us to use our phone for information, entertainment and learning. 3G also freed the laptop, allowing users to access the internet at any time and any place. 3G speeds have increased from a respectable 384Kbps (well respectable compared to GPRS) to in the UK speeds of 7.2Mbps in metropolitan areas. Outside learning, the mobile internet has exploded7 and we have
seen a massive increase in the use of 3G. When I first used 3G in June 2004, I was paying GB£100 per month, now you can get 3G for just GB£10 per month.
As Nielsen has outlined8:
The mobile media landscape is primed for accelerated growth. Smartphone sales are predicted to lead the way, accounting for nearly half of worldwide sales by 2013. Mobile consumers around the world weigh in on the features, functions and data applications they find most desirable. The key driver of mobile growth is good devices and fast, affordable data.
Mobile web technologies have transformed the ways in which people communicate, share and create. Web 2.0 may be the way in which we describe this, but it is the mobile web which is powering the growth of Web 2.0. These technologies allow for the creation and development of the social web, but also provide wonderful opportunities for the learning web.
As Nielsen state9:
Stateside, social networking drove the growth train for mobile Internet, with a 187% increase in audience for the year ending July 2009. The distribution of 18.3 million unique social network users by the top three sites is Facebook (26% reach), MySpace (13% reach) and Twitter (7% reach).
The leading longitudinal study11 of drop-out found that learners who felt well-informed about their courses were less likely to withdraw. In the past we may have used the post and the telephone. Today we are more likely to be using SMS, Twitter or Facebook. Keeping students informed does improve retention. Today, one option is using the communication tools that our learners are using.
The mobile technologies available now allows for the enriched and enhanced learning experiences where, when and with whom the learner wishes. You can say true mobile learning is about the mobility of the learner, the learner choosing when, where and with whom to do their learning.
As well as accessing learning in the classroom, the lecture theatre and the library, a learner should be able to access learning elsewhere in the institution or on the campus. They need to be able to access that learning using a device of their choosing; whether that be an institutionally provided device or a user owned technology.
Learners need to be able to access learning in their social spaces, such as coffee shops. It is in these places that social learning and collaborative learning can take place. Sometimes people believe that mobile learning is an individual activity. Mobile technologies, 3G and wifi allow groups of learners to work together in a mutually convenient location, such as a cafe.
There are many opportunities for learners to access learning wherever they are, connectivity and mobile devices allow learners to access learning as we have already seen when travelling, but also when waiting or queuing.
A learner learning at home may not be considered by many to be mobile learning but the learner is making that choice about how, where and when they want to learn. They may have chosen to come to the institution, they may have chosen to meet with their peers in the library, or a café, and however, they have chosen to learn at home. Mobile does not necessarily always mean moving.
Employers will welcome a truly mobile learner, able to access learning at a time and place to suit both the learner and the employer. A learner able to access learning at the workplace can save on travel costs and make it easier for employers to “release” employees for learning opportunities.
We live in a world of change, a world which the traditional limitations of time and geography no longer apply.
The question we have to ask though is the institutions which work with learners are they able to change, are they able to change fast enough.
The same principles might be applied to the field of educational technology. Hock contends that the underpinning of management of the future – and we would contend of the future of educational technology in Australia – is ‘ to master four ways of looking at things: as they were, as they are, as they might become, and as they ought to be’ (1999, p133)
We live in a mobile society, we are always moving: travelling to work, back home, on trips, events, conferences, for pleasure, on holiday. How easy is it for learners to learn while mobile? Learning while mobile is not a new idea; the book is an ideal mobile learning “technology”. It is portable, requires no power, can be used individually or in small groups; and is relatively cheap.
There are many mobile devices and most people have more than one. From phones, PDAs to mp3 players like the ubiquitous iPod. People use these devices to communicate, for entertainment, for information. It is an entirely logical step to start using these devices for learning; in the same way that we now use computers and television for learning.
Worldwide market share of mobile devices is increasing, eclipsing traditional computer ownership. There are over four billion cellphone users worldwide, while there are only around 800 million computer owners. The smartphone market is set to exceed computer users by 2014 when the smartphone market is expected to reach 30% of the worldwide cellphone market (Hendery, 2009).
It was the launch of 3G in 2001 that changed the mobile phone, from purely a communication device to a connected device that would allow us to use our phone for information, entertainment and learning. The phone has become so much more than just a phone, it is now in many ways a mini handheld computer, but unlike the humble PDA, it is a connected
computer, one that can talk to other computers from across the world. With the advent of GPS in phones, we now have powerful devices that are location aware. These powerful tools are enabling our learners to be able to access information, facts, more quickly and easily and wherever they want to do it. The ability to use a phone to communicate other than through voice enables learners to access other learners, their teachers and experts.
Now in 2009, over five billion songs and 1.5 billion iPhone applications have been downloaded from the iTunes store. The majority of our students now own at least a cameraphone capable of mobile blogging, recording and uploading video to YouTube, email, and browsing the Internet. Smartphones have matured into feature-rich miniature multimedia computers, including features such as HSPA connectivity (3.6 Mb/s and higher wireless mobile broadband connectivity), built in virtual or physical keyboards for easy text entry, a high resolution digital still and video camera, a GPS, high capacity memory storage (now 8 Gb and higher is standard), high resolution touchscreen user interfaces, and a wide variety of preinstalled
and downloadable applications that integrate with Web 2.0 social software.
The web has been with us for some time, the mobile web is a relatively new phenomenon. As I said previously, it was the launch of 3G in 2001 that changed the mobile phone, from purely a communication device to a connected device that would allow us to use our phone for information, entertainment and learning. 3G also freed the laptop, allowing users to access the internet at any time and any place. 3G speeds have increased from a respectable 384Kbps (well respectable compared to GPRS) to in the UK speeds of 7.2Mbps in metropolitan areas. Outside learning, the mobile internet has exploded7 and we have
seen a massive increase in the use of 3G. When I first used 3G in June 2004, I was paying GB£100 per month, now you can get 3G for just GB£10 per month.
As Nielsen has outlined8:
The mobile media landscape is primed for accelerated growth. Smartphone sales are predicted to lead the way, accounting for nearly half of worldwide sales by 2013. Mobile consumers around the world weigh in on the features, functions and data applications they find most desirable. The key driver of mobile growth is good devices and fast, affordable data.
Mobile web technologies have transformed the ways in which people communicate, share and create. Web 2.0 may be the way in which we describe this, but it is the mobile web which is powering the growth of Web 2.0. These technologies allow for the creation and development of the social web, but also provide wonderful opportunities for the learning web.
As Nielsen state9:
Stateside, social networking drove the growth train for mobile Internet, with a 187% increase in audience for the year ending July 2009. The distribution of 18.3 million unique social network users by the top three sites is Facebook (26% reach), MySpace (13% reach) and Twitter (7% reach).
The leading longitudinal study11 of drop-out found that learners who felt well-informed about their courses were less likely to withdraw. In the past we may have used the post and the telephone. Today we are more likely to be using SMS, Twitter or Facebook. Keeping students informed does improve retention. Today, one option is using the communication tools that our learners are using.
The mobile technologies available now allows for the enriched and enhanced learning experiences where, when and with whom the learner wishes. You can say true mobile learning is about the mobility of the learner, the learner choosing when, where and with whom to do their learning.
As well as accessing learning in the classroom, the lecture theatre and the library, a learner should be able to access learning elsewhere in the institution or on the campus. They need to be able to access that learning using a device of their choosing; whether that be an institutionally provided device or a user owned technology.
Learners need to be able to access learning in their social spaces, such as coffee shops. It is in these places that social learning and collaborative learning can take place. Sometimes people believe that mobile learning is an individual activity. Mobile technologies, 3G and wifi allow groups of learners to work together in a mutually convenient location, such as a cafe.
There are many opportunities for learners to access learning wherever they are, connectivity and mobile devices allow learners to access learning as we have already seen when travelling, but also when waiting or queuing.
A learner learning at home may not be considered by many to be mobile learning but the learner is making that choice about how, where and when they want to learn. They may have chosen to come to the institution, they may have chosen to meet with their peers in the library, or a café, and however, they have chosen to learn at home. Mobile does not necessarily always mean moving.
Employers will welcome a truly mobile learner, able to access learning at a time and place to suit both the learner and the employer. A learner able to access learning at the workplace can save on travel costs and make it easier for employers to “release” employees for learning opportunities.
We live in a world of change, a world which the traditional limitations of time and geography no longer apply.
The question we have to ask though is the institutions which work with learners are they able to change, are they able to change fast enough.
Info about Assignment 3
Info about Assignment 3
The intent of this task to have you engage with current research literature in the area of educational technology. If you notice, you are asked to find 10 articles in a chosen topic area. You will then choose 4 of those articles to annotate. The four points you are being asked to address in the annotations are in the task description.
You should choose a topic you are interested in, it will make the task much easier. I would expect the 10 articles you are using to be referenced at some point in your 1000 rational. You can use the articles we have used in this course. If you choose to use any of these articles in the annotated list I will expect the summaries for these articles to be very in-depth, as we have already used them in class.
The unit of study states that Assignment 3 will be presented as a website. I will not require you to present your final product as a website. You can use the format of your choice (e.g. word document). I have no problem with the assignment being presented as a website, but I do feel it would induce a bit of overload for those not used to creating websites.
Keywords:
net generation
M-learning
iphone
iphone app
Pedagogical affordances
podcasting
web-apps
wireless mobile devices (WMDs)
Case study
mobile web 2.0
The intent of this task to have you engage with current research literature in the area of educational technology. If you notice, you are asked to find 10 articles in a chosen topic area. You will then choose 4 of those articles to annotate. The four points you are being asked to address in the annotations are in the task description.
You should choose a topic you are interested in, it will make the task much easier. I would expect the 10 articles you are using to be referenced at some point in your 1000 rational. You can use the articles we have used in this course. If you choose to use any of these articles in the annotated list I will expect the summaries for these articles to be very in-depth, as we have already used them in class.
The unit of study states that Assignment 3 will be presented as a website. I will not require you to present your final product as a website. You can use the format of your choice (e.g. word document). I have no problem with the assignment being presented as a website, but I do feel it would induce a bit of overload for those not used to creating websites.
Keywords:
net generation
M-learning
iphone
iphone app
Pedagogical affordances
podcasting
web-apps
wireless mobile devices (WMDs)
Case study
mobile web 2.0
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