Blackboard Mobile Learn 3.0

Peter Duffy – [email protected]

Blackboard Mobile Learn 3.0 1

Blackboard Mobile Learn 3.0

Peter Duffy Learning Designer

Ext 6316 [email protected]



Note…… This booklet covers an extensive amount of material and is meant to provide for the reader an ongoing resource in relation to this topic. IT DOES NOT REPRESENT all that we will cover within the scheduled session time BUT DOES provide many avenues for consideration as you plan the integration of eLearning within an appropriate pedagogic structure for YOUR CONTEXT

Except where otherwise noted, content herein is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License as much of the content within this resource booklet is sourced referenced, remixed and adapted from publicly available material. Feel free to re-use, share and adapt to your context but please acknowledge the work of the author if using material herein.

KEY REFERENCES

http://www.blackboard.com/Platforms/Mobile/overview.aspx

http://www.blackboard.com/Platforms/Mobile/Resources/Blackboard-Mobile-Learn-Adoption-Kit.aspx

The structure of the seminar involves presentation of various concepts related to the use of the Blackboard LMS in Education and then an exploration / engagement and discussion of mobile devices in an educational context.

The goals of the seminar are;

Explore some of the key considerations for Mobile Learning Walk participants through the Blackboard Mobile Learning experience Present some ideas for the use of the Blackboard Mobile™ Learn platform in

Teaching and Learning Notes…… (what do you want out of the workshop?)



Overview of Contents Introducing Mobile Learning … .................................................................................... 4 A Day made of Glass ..................................................................................................... 5 Part 1 - 3 Features That Will Impact Education ............................................................ 6 Part 2 - 10 Reasons Why Mobile Learning Matters ...................................................... 7 Part 3 - The Bottom Line - Transformations in Education ............................................ 9 Part 4 - Mobile Learning and Education ...................................................................... 12 Introducing Blackboard Mobile ................................................................................... 13 Blackboard Mobile 3.0 Features .................................................................................. 13 Creating a Mobile Friendly Course .............................................................................. 15 Blackboard Mobile 3.0 Getting Started Guide ............................................................ 18 A Mobile Learning Educational Framework ............................................................... 33 Mobile Learning Examples .......................................................................................... 35



Introducing Mobile Learning …

REF - http://desigirls.us/wp-content/uploads/2008/06/iphone-cartoon.jpg “Why should Mobile learning be significant for education?” Devices such as the iPhone and iPod Touch and iPad / Android Tablet offer some unique educational possibilities within higher education. These handheld devices, with access to the Web, and with productivity tools of various kinds built in, provide for educators a new playing field within which to explore the use of Mobile Devices in Teaching and Learning.

NOTE – Within the Handout various - Seeds

(An initial idea or concept for you to consider) have been indicated.



A Day made of Glass

Have a Look!

REF - http://floatlearning.com/2012/02/3-ways-glass-could-transform-mobile-learning/

ACTIVITY: Watch the video and try to identify 5 characteristics of Mobile Learning?

- Seed – How accurate do you feel is this prediction of our Mobile Learning Future? The next section describes in 4 parts some potential impacts and reflections on the broad area of Mobile Learning.



Part 1 - 3 Features That Will Impact Education

Some people consider the iPAD simply a LARGE iPhone. And the iPhone simpy a typical smart phone with e-mail, calendar, SMS, photo, music, and internet support. That in itself isn’t too exciting. Most smart phones come with that now a days.

What can the iPhone REALLY do for educators? Here are three features that could impact education.

1. Multi-Touch Display

By far the most promising technology is the multi-touch display. In this case, it is the technology that will make the difference, especially in the long run. Multi-touch displays are not a new technology. (Apple’s explanation of how it works.) I heard somewhere that people have been working on this since the 80’s and recently Microsoft announced their similar “Surface” computer. What is unique here is the mass production of a multi-touch device. The iPhone will be the first multi-touch device in the hands of millions of people.

When I first came across this technology it was in a TED presentation by Jeff Han. At the very beginning of his presentation he said he was excited. He went on to explain why.

If you have not seen the “This is How” commercial for the iPhone, take a look, it will give you an idea as to the interface.

2. Widgets

Most computer users are already familiar with the wonderful world of widgets. Widgets are most easily categorized as mini-applications. They can be anything and everything from simply displaying the weather and RSS feeds, to fully functional translation devices. There are literally thousands, if not tens of thousands of widgets out there. In the Information and Reference categories for Macs alone there are over 300 widgets… not a bad start.

Educators, and others, will begin to use the widgets and build others that can easily be added to the iPhone thus capitalizing on the mobility factor.

3. iPhone Applications and a Fully Functional/Easily Browsable Internet

Several weeks ago Steve Jobs alluded to the iPhone being open to third party applications. Today Webware mentions that that is going to be possible with the fully-functional browser.

Although I normally have quite a bit of vision, I admit I only know at this point that this is going to be important and that this is going to open the flood gates of creativity. Imagine harnessing the power of a multi-touch display in a test. Allowing students to



more naturally interact and manipulate the test and then send it back to you over the air, anywhere.

A fully-functional browser, and most importantly, easily-browsable internet will finally allow rich multimedia, and navigation that has been impossible before. Up till then, browsing the internet on a mobile device was terrible. And if the page wasn’t formatted in mobile format, forget it. Now students and teachers can really interact with the internet, and best of all manipulate it.

REF - http://www.edutechie.com/2007/06/iphone-3-features-that-will-impact-education/ - 12 Jun, 2007

Part 2 - 10 Reasons Why Mobile Learning Matters

1. Mobile learning approaches can enable teaching and learning to occur at the most appropriate time and/or place. Just as an audio tour at a gallery or museum enables learning to happen right in front of a significant artefact or artwork in a way that cannot be replicated by the best textbook or online resource, so mobile learning approaches can enable students to learn about horticulture at a nursery, or medical students to have ready access to learning materials while at a hospital. In these cases, mobile learning could enable the best learning.

2. Mobile learning approaches allow learners to access learning conveniently and flexibly. For example, students can absorb audio resources on an iPod while jogging, feeding a baby, or doing the ironing, rather than putting aside time or leaving work to attend a lecture or class. Because they can be easily carried about, mobile learning resources can be even more convenient than computer-based resources. While computer-based resources provide access to learning *anytime*, they are often dependant upon a computer, plugged to a wall for power or internet access. Mobile devices enable “anytime, anywhere” access to resources designed for mobile learning use.

3. Mobile literacy is becoming a vital basic work skill. Just as computer and information technology literacy is now considered an essential basic skill, mobile information technology literacy will be considered a vital skill in less than ten years time. It is becoming increasingly important to train and maintain a workforce skilled in using mobile information technology to enhance their work performance and mobility. In a growing number of industries, customers expect workers and professionals to have a mobile phone and be contactable during business hours, even if they are “out in the field”.

4. Many industries and professions use digital mobile devices as industry standard equipment. To ensure its relevance in such industries and professions, training must include the use of the same technologies commonly used in the industry or profession. In the medical profession, PDAs are becoming common as references for the latest pharmaceutical information; many Australian plumbers now send picture messages of problems back to the workplace for advice or quotes, and restaurant orders are recorded by floor staff on PDAs and wirelessly transmitted to the kitchen for faster, better service. If we are training the doctors, nurses, plumbers and waiters of the future, we must equip them



the the knowledge and experience they will need to stand shoulder to shoulder with those already in their respective industries.

5. Digital mobile devices can do more, better, and faster than ever before. Tried and proven methods of decades past, (for example, recording , sharing, and playback of audio books and lectures, formerly achieved with cassette tapes), can be achieved with far greater efficiency and power than in the past (e.g. keeping a whole semester’s worth of lecture audio or video recordings on a single iPod for instant revision, anywhere, anytime). The power of state-of-the-art desktop computer less than ten years old can now be held in the palm of your hand, enabling true interactivity and connectivity, and advanced learning techniques and materials.

6. Mobile learning can be the least expensive alternative. Many of the tools that can be used for mobile learning are already in the hands of learners: for example, statistics show that almost everyone in the first world, and a high proportion of people in developing countries, own and use mobile phones. Mobile phones have inherant utility as a means of communicating and sharing information, and often also include functions for recording audio, video, or photographs, viewing documents, playing back sound files and accessing the Internet.

7. Mobile learning can enable better communications and service. Teachers can use an SMS-based service to notify students of cancelled classes and remind them of equipment required for field trips. Students have been incredibly positive about this kind of communication.

8. Mobile learning can be intrinsically engaging. Mobile phones, media players, GPS devices, and PDAs can make learning fun, interesting and powerful. Learning approaches can be devised to encourage students to discover information about a location, to create their own resources using photographs, audio and video, to share, to collaborate, and to interact.

9. Count on students to push the boundaries of mobile learning. Younger students in particular thrive using digital devices, and they will quickly exceed the technical capabilities of their teachers. Paying attention to the new ways students use mobile devices can help to inform and improve future teaching and learning practices, activities, and resources.

10. Mobile devices support and encourage pedagogically sound teaching and learning practices, such as sharing, collaboration, and “building” of knowledge. For example, mobile phones allow students to not just call each other for help, but to also share learning resources, ideas, images, and documents, and to collaborate on or develop web-based projects such as moblogs. This mobile interaction, sharing, and collaboration can facilitate learning aligned with the principles of socially constructivist pedagogies. REF - http://mlearning.edublogs.org/2007/01/16/10-reasons-why-mobile-learning-matters/



Part 3 - The Bottom Line - Transformations in Education Adapted from Transformations in 21st-Century Education: William Rankin Oct 2007

At many of our universities (and hopefully here at iThinkEd, too or ACU) scholars, technologists, and administrators are reconceiving the academy. The educational and cognitive impact of the “information age” presaged for more than 40 years by pioneers such as Marshall McLuhan (we think especially of The Gutenberg Galaxy and Understanding Media) is finally becoming broadly recognizable — not just in our words, but also in our teaching. And the key, I think, has not been either pervasiveness or accessibility. It has been both.

The computer was initially a tool for doing old things in a new way — categorizing, organizing, searching. But recent developments are offering the opportunity to do completely new things — and to move from modes of organization to modes of discovery and integration. This is a recurring message in recent video work by Kansas State’s Michael Wesch, whose Digital Ethnography Group continues to turn out some of the most insightful work on media and convergence that we’ve seen (a recent example about classroom learning is presented below). Old conceptions of teaching and learning — and old assumptions about them — will have to be reconsidered as the pervasiveness of technology and associated infrastructures increases and as accessibility (including ease of use, ease of configuration, and ease of integration) fuels even more adoption and experimentation.

However, technology alone isn’t the answer. It’s what the technology can do to enhance communication, connection, and collaboration that’s essential. In other words, it’s not about delineation and control; it’s about community and convergence. Social learning theory tells us that humans learn best in community — when they feel connected to others. And community forms when people explore and collaborate together, connecting their experiences. Any technological solution aimed at increased learning must enhance community and convergence. If it doesn’t, it’s likely to be pedagogically irrelevant.

For many years, we’ve been interested in the use of technology in education, and we’ve seen certain trends emerging in the 21st-century academy that differ in key ways from the 20th-century academy:



Mobile learning is not about strictly about distributing modules on portable devices. Mobile learning is a mindset that encourages people to learn on the go and in a more informal setting. It changes the face of knowledge presentation to knowledge distribution. It enables access at the moment of need and does not require the learner to put the information in to long term memory channels. As information changes rapidly, so should our medium for learning and acquiring knowledge. When used properly and promoted in a way that is easy for students to access, mobile learning will simply become another means of knowledge transfer.



REF - http://www.astd.org/NR/rdonlyres/84D7F0AB-2FE0-40F3-B095-C1EE3B876C46/18185/image002.gif REF - http://www.astd.org/lc/2008/0908_johnson.html

One way to consider the differences we see emerging in the 21st-century university is to compare Web 1.0 with Web 2.0. As the early web developed, it adapted models from business and publishing. Entities created information which they then offered to others who functioned primarily as consumers. Clear distinctions existed and were maintained between content creators and consumers, with creators exhibiting high levels of control over how their material was presented and used. Information was often single-purpose, and it typically did not spread far from its original intent.

Under Web 2.0, dominated by blogs, mashups, and wikis, information is constantly and fluidly being generated and repurposed, often with little or no control by the content originator(s). Yet as information is synthesized, connected, and converged, new patterns and forms emerge, expanding the utility and life of the original content. Social networking sites, search engines, and venues like YouTube further these transformations by providing ready-made audiences for the information generated under these new models.

The transformation of the web has important implications for the emerging learning environment. The flexibility, creativity, and community manifest in Web 2.0 chafes



against the more linear, more hierarchical, more univocal teaching strategies common to the 20th-century classroom. Students today — who can’t remember or have never known a world without the web — increasingly expect their educational experiences to tap into and mirror their online experience. Already equipped with a variety of web devices, they dynamically augment their teachers’ lectures with images and media culled from search engines; they fact-check class content using online references; they search library and full-text databases for sources even as assignments are being made in class. They are born multitaskers for whom convergence is second nature.Rather than fighting against a change that’s old news for our students, and rather than passively waiting for the development of new pedagogical models, I think we in the academy must embrace and nurture the trends we’re seeing. And I and my ACU colleagues see the Apple iPhone as a device uniquely well-suited to this purpose, offering multiple communication technologies — phone, voicemail, email, multi-session chat — while also bringing together an unprecedented level of media and information access — audio, video, photography, and the web.

At its heart, the iPhone supports the strategies of the 21st-century university. This device offers students unprecedented opportunities for building academic and social community — and it does so by bringing together technologies in a way that encourages participation, creation, and exploration rather than passive consumption. We see it as an ideal platform for developing innovative and integrative applications for higher education, and we’re excited to be working with it and thinking about it (and other converged devices) on this blog.

REF - http://ithinked.com/archives/2007/10/transformations-in-21st-century-education-william-rankin/

Part 4 - Mobile Learning and Education Handheld computers have several unique form factors that suggest further intriguing educational opportunities. Klopfer, Squire, Holland, and Jenkins (2002) describe five properties of handheld computers that produce unique educational affordances:

• Portability - can take the computer to different sites and move around within a location

• Social Interactivity - can exchange data and collaborate with other people face to face

• Context Sensitivity - can gather data unique to the current location, environment, and time, including both real and simulated data

• Connectivity - can connect handhelds to data collection devices, other handhelds, and to a common network that creates a true shared environment

• Individuality - can provide unique scaffolding that is customized to the individual's path of investigation.

REF - Klopfer, E., K. Squire & H. Jenkins (2002). Environmental detectives PDAs as a window into a virtual simulated world. Paper presented at International Workshop on Wireless and Mobile Technologies in Education.



Introducing Blackboard Mobile Give your learners, educators, and community access to all aspects of the educational experience on their mobile devices and they’ll be able to go anywhere. That’s what Blackboard Mobile™ solutions are all about. Giving you the power to engage everyone on their terms and devices. Offering instant access to the information they need. Encouraging the interaction they crave. REF - http://www.blackboard.com/Platforms/Mobile/Overview.aspx The following Video resources capture a broad overview of Blackboard Mobile Learning:

Blackboard Mobile Learn for Android Blackboard Mobile Learn for iPad Virginia Commonwealth University Sample Video Loyola University of Chicago Sample Video

Blackboard Mobile 3.0 Features The following is an overview of the features of Blackboard Mobile 3.0. Beside each feature within the category column assign the number 1 next to and featureyou feel is useful for administrative type functions OR number 2 next to any feature you feel more suited to pedagogical approaches. NOTE – you can add more than one number beside each. FUNCTION DESCRIPTION CATEGORY

Who says test taking can't be fun? With Blackboard Mobile Learn, students are able to take tests and exams delivered through Blackboard Learn in a beautiful and easy interface on their Android and iOS devices. Any test that includes compatible question types (Multiple Choice, Hot Spot, Fill in the Blank, etc) can be taken from Blackboard Mobile Learn.

Students can now elect to receive automatic, personalized notifications delivered straight to their mobile devices to help them stay informed. Students can receive notifications for new announcements, new graded items, a test being posted, and



many other course activities. No more constant checking for midterms being available and grades being posted. Now, course activity comes to you.

Assignment due? Class cancelled? This is the place where instructors go to post the news students need to know. Students have instant, on-the-go access to the latest announcements, and instructors can post announcements anywhere, anytime.

Students can find out how they did on their last midterm or homework assignment by using the Grades tool. They'll even be sent a Push Notification as soon as an item in their course has been graded. Gone are the days of students waiting around wondering if their grade has been posted.

The Discussion Board is a key course communication tool for engaging students. It's a forum for students to ask and answer questions while allowing instructors to chime in. Students and teachers can easily read-up and contribute to Discussions from Blackboard Mobile Learn— they can even upload media from their mobile device as part of a Discussion attachment.

Students can access content uploaded by their instructors and interact with it on their device, using Blackboard Mobile Learn or any other application that supports those documents.

Classmates can read blog posts and interact with each other by posting comments and uploading media as attachments on blogs (Android and iOS) as well as uploading non-media files (Android).



Students can reflect on their course Journals through Blackboard Mobile Learn, as well as comment on peer Journals. Instructors can use this tool to comment on student journals.

With the class roster, students can quickly view their entire class list, making organizing study groups a whole lot easier.

Instructors can help students track and manage the progress of various tasks, from turning in homework assignments to midterm reminders to purchasing textbooks. The tasks tool allow students to mark when they've started a task and when it's complete

Explore your campus in a whole new way. Augmented Reality (AR) for Maps, Tours and Places leverages your iPhone's camera, GPS and compass to identify the buildings around you in a 3D, interactive view. With a tap, view historic facts, hours of operation, walking time from your current location and other details about the places near you. Download Explorer for iPhone and experience AR today.

Creating a Mobile Friendly Course



Overview of what won’t work in Bb Mobile

REF - http://www.blackboard.com/CMSPages/GetFile.aspx?guid=8b8a55d9-6e4c-46c4-950a-7dc14d85d51e

ACTIVITY: Identify below 3 core aspects of what WON’T work in comparing a Blackboard Mobile Course to the usual Desktop one.

- Seed – Within the PolyU Bb Community Space there is a community for Mobile Learning. Consider joining this community and becoming part of the growing number of PolyU staff interested in this area.



Blackboard Mobile 3.0 Getting Started Guide

Contents Introduction ............................................................................................................................... 19 Installation................................................................................................................................. 19 Access to LEARN@PolyU(理學網) Via Blackboard Mobile Learn ....................................... 21 Documents ................................................................................................................................ 22

Add Photo content via Blackboard Mobile Learn ................................................................ 24 Announcements........................................................................................................................ 26 Discussions ............................................................................................................................... 29

Create a new thread ......................................................................................................... 31 Respond a thread .............................................................................................................. 32

Frequently asked questions (FAQ) ............................................ Error! Bookmark not defined.

Note…… Faculty Guide to Mobile Tests (This guide produced by Bb expands in more detail the step by step process for including a Bb Mobile friendly test and is available at the URL below and also within the Blackboard Mobile Learning Community space. If you are interested in joining this community please email Peter Duffy – [email protected]

REF - http://www.blackboard.com/CMSPages/GetFile.aspx?guid=b62fd455-69fb-4b3c-86ef-42a61b20be25



Introduction Blackboard Mobile Learn is an app that enables your students and faculty to access and update much of the core content already available on Blackboard Learn from their mobile devices. Native applications on a variety of devices make the experience engaging and intuitive. Blackboard Mobile Learn can be downloaded and used by anyone with the following devices: Android™ devices BlackBerry® smartphone devices HP webOS devices iPhone®, iPod touch®, and iPad™

Installation

The following steps are about how to download / install that App Bb Mobile Learn in Apple devices.

1. Tap the icon “App Store”.

2. Search “blackboard mobile”



More information would be found from the below location. http://itunes.apple.com/us/app/blackboard‐mobile‐learn‐for/id376413870?mt=8

3. Tap button to install

4. “Mobile Learn” App would be shown.



Access to LEARN@PolyU(理學網) Via Blackboard Mobile Learn Mobile Learn app allows the users to view course content, create discussion threads and posts, and post announcements (instructors only). However, it is not guaranteed that all content can be viewed via Blackboard Mobile Learn (for example, Flash files). The steps of accessing to LEARN@PolyU(理學網) are as follows:

1. Tap “Mobile Learn” App

2. Type “The hong kong Poly” in the search field



The Blackboard Mobile Learn Features and Functions There is some course content that can be access via Blackboard Mobile Learn. For example:

Document (Word/PowerPoint/PDF) Discussions Announcements

Documents

3. Enter your Net ID and Net Password to login.

4. The course list would be shown.

5. Tap on the title of course / organization site to access.

2. Tap the note that needs to be viewed. i.e. “Getting start with the course environment”

1. A Document (Word/PowerPoint/PDF) can be viewed on the content area i.e. “Subject Content”. In here we choose “Getting start with BB



4. Now, the PDF have been full screened.

3. Tap the “Maximize” to enlarge the file



Add Photo content via Blackboard Mobile Learn

1. Tap “Add Content”

2. Input Subject and content then tap “Attachments”

3. Select the photo from the

device or take a photo from the device.

4. Finally, Tap “Add” to complete the process



6. The new post will be appeared at the end of the content list.



Announcements To post an announcement from the mobile device, please follow the step as follows:

1. Tap “Tools” and then “Announcements”



2. When the announcements box appears, tap

on the to create an new announcement.

3. Type message and tap to post the new announcement.



4. Once the process is completed, the new announcements will be shown on the announcements box.



Discussions The discussion board can accessed via course tool:

Add a thread

Respond a thread

1. Tap “Tools” and then “Discussion Board”



2. The forum list will be shown, tap one of the forum to view the forum thread.

3. Now, you can continue to replay a thread or to create a new thread.



Create a new thread

1. Tap to add a new thread

2. Type in the subject and Blackboard

3. The new thread will be shown on thread box



Respond a thread

1. Tap the thread subject

3. Type the message and tap to post the respond

2. Tap to respond the thread

4. The replied message will be shown on thread box



A Mobile Learning Educational Framework We can classify mobile learning activities using an activity-based model of the “Four R’s of Mobile Learning”.

In a reflection of the “Three R’s” of the essential pre-Net Generation skills (Reading, wRiting, and aRithmetic), the “Four R’s” of Net Generation learning reflect the current sociocultural shifts in thinking and learning for an increasingly mobile twenty-first century. Defined from a learner-centric viewpoint, these are:

Record : The learner as a gatherer and “builder” of new knowledge

The learner may use a portable device to capture, preserve, memorise, note, or create information.

The information recorded may be in response to a prompt from the portable device itself; or in response to a stimulus from a situated learning environment or their teacher.

The information may be recorded to the portable device itself; or the portable device could serve as a conduit for storing the information remotely.

Underpinned by a Constructivist theory of learning

Reinterpret: The learner as an analyst of existing data to discover new knowledge



The learner may use the portable device to discover, process or enhance existing data so that it is transformed into new information, or “remixed” to enhance learning. In these conditions, the mobile device enhances or supplements the learner’s own senses or processing abilities.

Underpinned by a Constructivist theory of learning

Recall: The learner as a user of existing information and resources

The learner may use a portable device to recall information, events, experiences or stories, stored on the portable device (e.g. iPod recording), or by using the device to access information remotely (e.g.on the internet).

Underpinned by a Connectivist/Instructionist theory of learning

Relate: The learner as part of a social context and a network of knowledge

The learner may use a portable device to communicate with other people; for example, with other learners, or with a teacher (i.e. in a learning relationship).

The learner can use the device to communicate directly and synchronously (e.g. mobile phone conversation), or access asynchronous communication services (e.g. web discussion board or weblog).

They can also recommend and share resources, for example, linking mobile devices (usually wirelessly) and sending a file from one to the other.

Communicative and collaborative: underpinned by a Social Constructivist theory of



learning

Related activities include Mobile Assessment (self, formative and summative assessment), and Teaching and Learning Support (tools to help teachers and learners, such as mobile gradebooks, rollbooks, etc.)

Mobile Learning Examples

Record : The learner as a gatherer and builder of new knowledge

Moblogging: (Remote Record) using a mobile device to record audio, video, or (most commonly) images and save them to the web in a reverse-chronological format with text annotations.

o http://moblog.co.uk/blog/mobilelearning example o Social aspects of blogs – other learners/teacher can access and

comment o Done on PDA or Phone

Database/Form Entry: (Local Record) inputting data into a mobile device that can later be reviewed or assessed. Example applications include:

o Dance moves database demonstration – uses XSForms by Grandasoft (freeware)

o Recipe database o List of vocabulary/glossary o Database of procedures o Generally done on a PDA

Recording media: learners can record audio and video to devices like mobile phones, audio players, and PDAs. Example applications include:



o Recording a class or lecture for later review as an mp3 file NoteM demonstration

o Recording a mock “interview” or interaction for review or assessment o Recording a video (e.g. “Changing a Tyre”) o Done on PDA, Phone, audio device, digital camera

Journal Using Calendar: If an online blog is not appropriate, Outlook Calendar can be used to diarise and record events, class notes, assessment deadlines, and more.

o Why? Because this is what PDAs were originally designed for, they perform these functions well.

o May also be possible (though less convenient) on some mobile phones. Freehand Drawing: Ability to quickly sketch drawings, diagrams, and jot

notes could be useful on PDAs. MobilePencil is a good product for this.

- Seed – What is one idea you have regarding Mobile Learning using the RECORD framework?

Recall: The learner as a user of existing information and resources

Accessing a local Learning Object: I’m using a very broad definition of “Learning Object” – includes learning video or audio file, a learning interaction such as a Flash activity, even a document. Some examples:

o Podcast/Vodcast: an audio or video file stored for later viewing/listening – TEDTalks and Motorbike Tips for New Riders examples

Accessing a remote Learning Object: as above, but not stored on the mobile device itself, but at another location in “cyberspace” – a network server, a PC, or the Internet.

o Text content pages on WinkSite – Project management example at http://winksite.com/guideto/projman

Accessing an RSS feed: what’s awesome about mobile RSS aggregators is that they allow “real time” updates of information to a mobile device.

Mobile Web Search: Google mobile is an example – provides mobile web search from a connected mobile phone or PDA

SMS-based information service: these require a bit of preparation. A service is set up by a commercial provider that enables a student to send a text to a number, which then returns some information. For example:

o a student sends an SMS with the word “impasto” to 131234 (example only). They then receive a dictionary definition of the term back via SMS.

- Seed – What is one idea you have regarding Mobile Learning using the RECALL framework?



Relate: The learner as part of a social context and a network of knowledge

Ad-hoc networking: Programs such as “Proximity Mail” enable PDAs within Bluetooth range (approx 10 metres) to form an ad-hoc networks allowing instant messaging. Other products also allow file exchange, and operate on the longer-distance (100m) 802.11b wireless protocol. Examples of use:

o Learners engaged in local text-based chat in a quiet environment e.g. art gallery, lecture

o Learners share learning materials and resources in real time, as they discover them in their browsers or write down their own learning experiences

Instant Messaging: the preferred communication channel of the Net Generation. IM types include SMS/MMS between mobile phones, MSN Messenger (installed in Pocket PCs), and other IM products can be installed which operate over wireless Internet (802.11a/b/g). One of the most comprehensive is Agile Messenger, which supports five of the most commonly used IM clients on Pocket PCs: Yahoo, ICQ, MSN, AOL and XMPP.

Voice Chat: most commonly implemented in mobile phones, but also possible to accomplish from a PDA with a suitable Messaging Client installed. Some include “Press To Talk” functionality that allows PDAs connected to wireless internet to operate like Walkie Talkies.

Mobile Blogging: o Winksite demo (text), Moblog.UK

demo (moblog) Mobile Discussion: Asynchronous communication tool. Truly Flexible

Mobile Learning – anywhere, anytime participation. o Winksite demo

Mobile Chat: Synchronous communication tool. Text-based group chat, allows group interaction using mobile phones (Winksite)/PDAs (ProximityMail)

o Winksite demo Mobile Wikis: Collaboration tool.

o No free implementations (yet), but some well-documented reasons why these are/will be a Very Good Thing for learners.

PDAs. MobilePencil is a good product for this.

- Seed – What is one idea you have regarding Mobile Learning using the RELATE framework?



Reinterpret: The learner as an analyst of existing data to discover new knowledge

Location-specific (potentially, situated) learning: PDA used as a processing tool to provide contextual information to learner. GPS, 2D-Barcodes, RFID tags connected with learning materials.

Data mining: searching a mobile database for trends and patterns in data 2D Barcodes: a “bridge” between print/screen and mobile devices.

o A QR Code could be a link to whole range of resources. Instead of a studentcopying down homework tasks, they can simply capture the information, or a linkto it, with a camera snap. When they get home, they gain access to, say, adel.icio.us (or mobilicio.us) page, wheretheir resources are assembled. Some of the resources might even be mobilethemselves, such as resources developed in mobileprep - a mobile phone flashcard creator.

o This example links to a Wikipedia page on the video game Grand Theft Auto.With a click of their camera button, the user gets access to the information directly on their mobile device.

PDAs. MobilePencil is a good product for this.

- Seed – What is one idea you have regarding Mobile Learning using the REINTERPRET framework?

REF - http://mlearning.edublogs.org/2006/08/11/four-rs-model-and-mobile-learning-activities/

Blackboard Mobile Learn 3.0

Documents

Transcript of Blackboard Mobile Learn 3.0