Et 502 assignment 1 susmita1

NU ET 502 | Assignment 1 | Susmita Pruthi 1

Assignment

• Using the concepts that we have covered to date, please create a presentation for students in the middle school (Classes VI - X) that includes the following:

1. Vision document for mobile learning 2. Curriculum for Science3. Evaluation mechanism in each curricula (note the

Science curriculum must have practical sessions and evaluation of practical)

4. Business model

Mobile Learning

Context Setting

“Mobile devices give us a unique opportunity to have learners embedded in a realistic context at the same time as having access to supporting tools.”

Futurelab (2004)


Infograph


Mobile learning can be many things to different groups of people. Superficially, it appears from the outside to be learning via mobile devices such as smartphones, MP3 players, laptops and tablets. Certainly, these are important in enabling mobile learning.What makes mobile learning exciting is that despite many of

the individual features being around for years, it is the bringing together of the features, functionality and ability to connect to the internet that means we have now passed the tipping point regarding learner adoption: thus creating and using digital media can be seriously looked at with these devices.

The mobile user experience is different from the desktop computer experience and the face-to-face experience, however mobile learning can be used to support both as well as standing alone.

Mobile learning involves the exploitation of ubiquitous handheld hardware, wireless networking and mobile telephony to facilitate, support, enhance and extend the reach of teaching and learning.”


Whilst there are many approaches an institution can take when it comes to mobile learning - from administrative functionality through to rich learning and teaching experiences, one key factor to take into consideration is the learner.

But mobile learning is more than just using a mobile device to access content and communicate with others - it is about the mobility of the learner. The importance of context cannot be overstated also. Talking to and gaining feedback from learners allows institutions to plan accordingly for the contexts within which learners operate. Mobile learning allows for a contextualisation of learning that is impossible with desk-bound computing.


Current Capabilities and Applications

• Basic mobile phone features include:– Making and receiving calls– Sending and receiving text messages– Basic office tools e.g. calculator

• Advanced* mobile phone features include:– Bluetooth– Camera capable of taking stills and more commonly now video– (e-book readers, games)– Recording audio– GPS / location aware– Web browser to connect to the internet


Opportunities and Challenges

• It is estimated that there are around 350-400 different mobile devices to cater for.

• There are a small number of key players emerging, each with their own operating systems and hardware such as Microsoft, Apple, Google Android and RIM.

• It would make sense to start by accommodating whichever are the most commonly used, and also to use any common standards where possible to reach as many devices as possible.


Institutional Goals

• Mobile learning aligns well with many goals of educational institutions, including:1. Curriculum redesign2. Personalisation of learning3. Student satisfaction4. Digital literacies5. Reducing costs (doing more with less)6. Graduate attributes and employability7. Enhancing assessment and feedback8. Widening participation9. Improving student engagement and retention10. Energy efficiency


Tangible Benefits of Mobile Learning

• There are many tacit benefits of mobile learning but those that can be measured and made tangible include the following.– Personal, private and familiar (reduce perceived barriers to learning)– Pervasive and ubiquitous– Fit into the lives of learners (allow for productive ‘dead’ time - e.g. when

travelling or queuing)– Portable - allow anywhere, anytime learning– Immediacy of communication (including speech and data-sharing)– Allows access to learning by those in dispersed communities and isolated

situations– Contextualisation through location-aware features such as GPS.– Allows data to be recorded and learning processes captured wherever

they happen.– Access to mentors, tutors and others learners on-the-move.


Tangible Benefits of Mobile Learning

– Perceived as an acceptable way for learners to receive reminders and chasers - and to manage their time

– Bite-sized e-learning resources can be delivered to learners (especially useful for basic skills or work-based learning)

– Abstract (representational) and concrete (environmentally-situated) knowledge can be integrated.

– Peer-to-peer networks make learning more student-centred.– Promotes active learning– Enable new learning environments– Increases accessibility for learners with special educational needs– Encourages reflection in close proximity to the learning event– Reduces technical barriers to e-learning


•To move from academic theorising about mobile learning to operational and successful use of frameworks are necessary. •Recapping a Futurelab overview from 2004 outlining six broad theory-based categories of activity. Knowing what it is that’s driving the change one may want to see enables successful evaluation of mobile learning initiatives:activities that promote learning as a change in learners' observable actions

Behaviourist

activities in which learners actively construct new ideas or concepts based on both their previous and current knowledge

Constructivist

activities that promote learning within an authentic context and cultureSituated

activities that promote learning through social interactionCollaborative

activities that support learning outside a dedicated learning environment and formal curriculum

Informal and lifelong

activities that assist in the coordination of learners and resources for learning activities.Learning and teaching

support


A Conversational framework for the effective use of learning

technologiesLaurillard (2002)

For categories of activity that can be described as Constructivist, Situated, Collaborative and/or Informal, Laurillard’s Conversational Framework may be appropriate.The main roles of mobile technology in supporting the ‘conversational learning’ are:• providing an environment to enable conversation• enabling learners to build models in order to solve problems


https://mobilelearninginfokit.pbworks.com/w/file/44875097/cochrane-concept-map-large.jpg


Pedagogical Framework for Mobile Learning

Park (2011) A way of understanding how ‘transactional distance’ and the ‘social’ nature of an activity can be mapped against one another. The former is defined as the ‘cognitive space’ between individuals whereas the latter is to what extent an activity involves interaction with others in order to be completed successfully.

HI HS

LI LS

Individual Activity (I)

SocialisedActivity (S)

High Transactional Distance (H)

Low Transactional Distance (L)

Determine the type of learning and teaching experiences that may work well in the particular context. An HS approach, for example, allows for high transactional distance and high social interaction with peers. This can be appropriate at any level of education, but may be more appropriate with learners who already have expertise in a given area. An LI approach, on the other hand, would be closer to a traditional experience for learners, with highly-structured and with (mostly) individual interaction with a single instructor.


A Model for Framing Mobile Learning

Koole (2009)

Mobile Learning

Learner aspectDevice aspect

Device Usability

Social aspect

Social technology

Interactiontechnology

A more holistic framework.

Mobile learning provides enhanced collaboration among learners, access to information, and a deeper contextualization of learning.

Hypothetically, effective mobile learning can empower learners by enabling them to better assess and select relevant information, redefine their goals, and reconsider their understanding of concepts within a shifting and growing frame of reference (the information context).


A Model for Framing Mobile Learning

Koole (2009)Mobile learning is therefore a combination of the interactions between learners, their devices, and other people. Koole also provides a helpful checklist for institutions looking to adopt mobile learning, including the following questions:In a mobile learning system, have you considered:1. how use of mobile devices might change the process of

interaction between learners, communities, and systems?2. how learners may most effectively use mobile access to

other learners, systems, and devices to recognize and evaluate information and processes to achieve their goals?

3. how learners can become more independent in navigating through and filtering information?

4. how the roles of teachers and learners will change and how to prepare them for that change?

These questions enable the mobility of the learner rather than the device to be at the forefront of the mobile learning initiative.


Possibilities: Mobile media in Education?

#1: A new wrapper for existing media forms

#2: Physically Contextualized

Knowledge

#3: Place Based Learning

#4: Mobile Data Collection

#5: Physically Embedded

Information

#6: Augmented Reality

#7: Apps

#8: Mobile Educational Gaming


Making Mobile Learning Ubiquitous

learning environments that can be accessed in various contexts and situations

Permanency• Learners can never lose their work unless it is purposefully

deleted. In addition, all the learning processes are recorded continuously in everyday.

Accessibility• Learners have access to their documents, data, or videos from

anywhere. That information is provided based on their requests. Therefore, the learning involved is self-directed.

Immediacy

• Wherever learners are, they can get any information immediately. Therefore learners can solve problems quickly. Otherwise, the learner may record the questions and look for the answer later.

Interactivity

• Learners can interact with experts, teachers, or peers in the form of synchronies or asynchronous communication. Hence, the experts are more reachable and the knowledge is more available.

Situating of instructional

activities

• The learning could be embedded in our daily life. The problems encountered as well as the knowledge required are all presented in the nature and authentic forms. It helps learners notice the features of problem situations that make particular actions relevant.

Adaptability• Learners can get the right information at the right place with

the right way.

A New Learning Model

Middle School Curriculum Approach Through Mobile Learning Paradigm


Vision

To enable a culture and environment of ubiquitous learning amongst the middle school learners for science subject using the constructivist approach and engaging with the learner in developing 21st Century skills.

Proposed Framework

Learning and Technology


Assumptions• Limitations Acknowledged

– of the Wireless Network: heterogeneity of fragmented networks; frequent disconnections; limited communication bandwidth

– imposed by Mobility– of the Mobile device

• Identification of the Level of adoption on the basis of Mobility hierarchy, sample applications, and technological affordances from Gay, Rieger, and Bennington (2002).

• Identification of Transactional Distance & Learner Autonomy (By Moore) at the various elements of the teaching-learning framework

• Hence,– Each student shall have access to a smart phone device– The teaching-learning framework would be relooked and re-aligned– a lot of content, assessment formats would need to be created to suit the

platform, framework, pedagogy


Framework• Using the Flipped classrooms as the base, the in-class,

out-class & online work is structured as follows:– Each concept to have a Pre-learning module available for

student learning aligned to dates as per defined Lesson Plan– Each concept to be broken down to nuggets of 2-3 minutes*– Each nugget to ensure links for additional learning –weblink

• The nuggets can be used as in-class learning or out-class learning, as the facilitator requires

* The nuggets could further be supported by branching of learning on the basis of assessment status enabling learner-specific learning path.


Framework– Each nugget to include one or many of the following, as

applicable:• Voice over supported Animations explaining the concept• Videos to show the concept – earthquake, tsunami, animals, plants,

microscopic movements, monuments, documentaries, experiments• Simulations – for cause and effect analysis or for experimentations• Teacher created presentation, video explaining the nugget• Link to ask a Query (could be answered immediately or taken up by

the teacher during the class)• Link to access Discussion Forum on the nugget• Problem statement that the learner must collaborate and answer


Framework– Learner to be assessed

• For the pre-knowledge • For the knowledge assimilation during the module• For the end-of-nugget

– The Assessments could be completed using different methods: Gaming, simple MCQs, Situation based approach with T/F, record answers etc

– All three data to be sent back to the teacher– In-class discussion happens basis the reports received by the

teacher. Teacher facilitates closures, misconceptions– In-class session to extend the activities, projects, presentations– Any practical simulation, if required is repeated by the

students in class


Framework– Follow up action is basis the outcome of the in-class session

• Remedial for the required low performers• Next nugget• Collaborative Project• Research & Discussion on a forum• Assessmentand so on


Business Model• The student must pay for the device when they come into the 6th standard. Ideally

upfront payment or a max of two installments• The school gets a bulk deal from the vendor that covers the device for 2 years. The

device may need a change after two years – technology upgrade, solution upgrade, vendor no longer supports

• The school gets a bulk deal from an ISP – gets best price, gets the ‘Friends’ network benefits, gets good price for 3G, assurance of bandwidth and uptime

• The school to get an in house team to start collating the content for putting the Framework or outsource it to a vendor.

• The ISP may support on hosting the Learning Management System also• The student to be charged additionally for the service. Price will be determined by

the following factors:– Number of Students under the scheme– Whether addressing it internally or through a vendor– Whether it is the complete curriculum for the class or in phased manner across

three yearsNOTE: A student may be charged up to 2000/- to 3000/- per year

Et 502 assignment 1 susmita1

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