Enhancing Learning with Mobile Learning Objects (MLOs) Thanks to Carl Smith & Debbie Holley...

Enhancing Learning with Mobile Learning Objects (MLOs)

Thanks to Carl Smith & Debbie Holley

Reusable Learning Objects (RLO CETL) Centre for Excellence in Teaching and Learning Learning Technology Research Institute (LTRI)

London Metropolitan University

www.rlo-cetl.ac.uk

Introduction - Effecting Change

• London Metropolitan University and its partners, the Universities of Cambridge and Nottingham have launched a Centre for Excellence in Teaching in Learning specialising in Reusable Learning Objects.

• RLOs/MLOs are freely available to all HE institutions around the world.

• RLOs/MLOs are easily accessible electronic aids to learning for students and are designed to have one clear learning goal or objective.

• Each year: 90 RLOs/MLOs are to be designed, developed, used and evaluated with 2,000 - 3,000 students across the partner sites.

RLO CETL key points

•Students involved very early

on at the design stage.

•Match systems development

with user needs.

•Wide range of projects.

•Iterative and highly creative

process of design,

implementation and

evaluation.

•Extensive use of Storyboards

Study Skills

Referencing books

Referencing journal articles

Referencing websites

Reflecting Writing

Case studies

Video interviews

User profiling

Stakeholders

Detailed market analysis

Imagineering

Marketing Tool.

Concept of Engineering for Imagination.

MusicLabActive learningRhythm, Pitch,

Timbre, Melody

Authentic audio

User control

Feedback

Design issues

• FLASH/FLASHLITE- small file sizes required for web delivery.

• Ensure all the navigation, content and controls are easily accessible/intuitive.

• The use of reusable components - rapid prototyping.

Centre for Excellence in Teaching & Learning (CETL) Reusable Learning Objects

Reflective writing

Imagineering

Multiple Intelligences

Referencing books

Referencing websites

Stakeholders

RLO CETL: From Storyboards to RLOs

RLO CETL: From Storyboards to RLOs

RLO CETL: From Storyboards to RLOs

RLO CETL: From Storyboards to RLOs

RLO CETL: From Storyboards to RLOs

RLO CETL: From Storyboards to RLOs

Muscle Mechanics:

Effort Arm

Muscle Mechanics:

Load Arm

Cycle Ergometer: Cadence

Cycle Ergometer:

Revolutions

Cycle Ergometer:

Gear Ratios

Referencing Books : Formative

Evaluation 5. What did you like most about this learning object?

• The way it is structured

• The unusual non-academic approach

• It allowed us to get involved.

• I particularly enjoyed working at my own pace. I felt the interactivity was important and the visual/audio was very useful too.

• It was interactive, not just the lecturer talking, you 'discover' the subject for yourself

Multimedia Mobile Learning

Core research question:

How can we use mobile learning to help people manage their learning activities?

Why develop for mobiles:

a. User centred: Time and place to suit the user

b. Ubiquitous. 99% students own/use a mobile

c. Students used to the phone, dexterity. Audio can replace text

d. Preferred learning device: Students keen to use. Always on – make use of down time.

e. Allows communication, group work

f. Part of blend. What is possible?

N91 Spec

• Up to 4.0 GB of internal memory for content – mp3, photos, videos etc

• Flashlite 3.

Modules Involved:

• Studying Marketing and Operations

• Event & Live Media Industries

• Sports Science

• Study Skills

• Students work in small teams and choose one event that will take place in London. The event may be a commercial, public or a none profit event.

• The presentation should include a discussion of the concepts and principles discussed in the class in order to describe the event under investigation.

Case study: Events Management

Researching mobile learning in HE using case-based approaches

• Outline of project:

• Assignment – assessed task – in teams (2-4) – gather data in the form of video clips, audio

interviews and photos from an off-campus event– each student loaned a Nokia N91 phone for 7

weeks – shared environment for uploading &

communicating (mediaBoard) and a pre-installed LO (Events Visit Checklist)

M-Learning @ Tate Modern

Different Types of Learning

Models Self Tests Basic Guides Reminders

Mobile Learning Contexts

• Sustainability and Reuse:

If MLOs are used with appropriate activity and learner generated content then it is possible to achieve a rich blended learning context.

Mobile Developments: Flashlite vs Flash

Google Android

SeaDragon/Silverlight

MIXED REALITY: Learners are augmenting their abilities by participating in media rather than passively consuming it. New environments and visualisations are created where the physical and digital interact and inform one another in real time.

Mixed Reality

http://www.rottenneighbor.com

Mixed Reality : Mashups

Context Sensitive Learning

• Situated physical learning is a powerful means of enhancing student involvement in the learning process.

• Students can construct content and ‘place’ it in

context using mobile devices (i.e. Bluetooth / SMS /

QR codes etc) where other students can access and add to it.

• Meaning can be built around the specifics of a place and learning trails can be developed.

• A Quick Response Code is a 2D matrix code designed to be decoded at high speeds via mobile phones

• A user with a camera phone equipped with the free reader software can scan the QR Code and link directly to URLs, small books, images or videos etc

• This act of linking from physical world objects is known as ‘physical world hyperlinks’ – creating ‘the internet of things’

• DIY - A user can also generate and print their own QR Codes for others to scan and use by visiting one of several free QR Code generating sites.

The Future of Mobile Learning

• The increasing ability to capture and edit ‘learning in action’. Interactive e-portfolios and user generated learning objects.

• The interpenetration of the physical and virtual world is extending/augmenting the senses – leads to greater engagement and motivation to learn.

• Applications across all subject areas. • Part of a blend• Learning should be driving the technological

development.

www.rlo-cetl.ac.uk

Reusable Learning Objects (RLO CETL) Centre for Excellence in Teaching and Learning Learning Technology Research Institute (LTRI)

London Metropolitan University

Thanks again to Carl Smith and Debbie Holley