Practical Issues in Mobile Education

Practical Issues in Mobile Education

WMUTE, Athens

November, 2006

Marguerite Koole, MDE

Agenda

Marguerite Koole A definition of

mLearning Overview of usability

study Issues for

practitioners

What is mLearning?

The Framework for the Rational Analysis of Mobile Education (FRAME) Model Device characteristics Individual learners Groups of individuals

The devices

NetBook Pro 2003 Mac Mini Sony Vaio U71P OQO 01 Toshiba Libretto U100 Dell Axim X50v Palm Treo 600

NetBook Pro 2003

Mac Mini

Sony Vaio U71P

Sony Vaio U71P

OQO 01

OQO 01

Toshiba Libretto U100

Dell Axim X50v

Dell Axim X50v

Palm Treo 600

Palm Treo 600

Ease of use ratings1. Did you have to add

software or peripherals before you could use the device?

2. Did you find it necessary to read the instructions?

3. Did you require assistance from anyone in order to operate the device?

NBP=4/9MacMini = 3/9Sony Vaio = 8/9OQO 01 = 9/9Libretto = 9/9Dell Axim = 8/9Treo = 7/9

Task completion ratings

Scale 0 to 4

0 = task could not be performed1 = task possible, but with errors2 = task performed, but with limitations3 = task performed as desired4 = device exceeded expectations

Task completion ratings Read, draft & save

document Set up wireless Send & receive

email Browse Internet Access multimedia Access LMS

Use synchronous communications

Install Software Attach peripherals Use BT Move & use in

different locations Use help feature

F2F Debriefing

Recommended for colleagues: Axim & Treo For travel Not as main computer

Recommended for students (“serious study”): XP devices, Mac Mini

Limitations

Small screens Awkward

input/output Weak processing

power Limited memory Difficult navigation Difficult to scan

Still considered complementary to desktop computers

Content and instructional strategies may change usage patterns

Transparency

The amount of time the user must focus on device usage vs.

The amount of time the user can focus on learning tasks

Seek ways to reduce or limit cognitive load Prevent disorientation Reduce number of required actions Automate functions

Content Customization Limitations fragmented experience

Chunking Miller’s Magical Number 7 (+/-2)

Patterns, granularity, context, prior-knowledge

Summaries, annotations, advance organizers

Greatest need: PDAs and cell phones

Flexibility Time & place

Self-managed learning Work, family commitments

Access course materials in variety of situations Culturally sensitive learning experience

Easy to carry course materials Light-weight, not bulky

New ways of using devices Modify use, needs & design (cycle)

Information Access Human & system access

Network variety Ubiquity Transmission range

Transfer information Email, documents, Internet, multimedia

objects, LMSs, VOIP , GSM/GPRS, CDMA

Timely & appropriate access to people & information

Cognitive advantages Unique location & information access

Generate & contribute new information Integrate perspectives find own problems”

Memorize facts vs. locate appropriate information, create solutions

Multiple coding / dual coding

Reduced cognitive load

Social implications Interaction with others

Sharing with other learners and instructors collaboration, co-create knowledge

Refer to others to help with abundance of information

Unforeseen Impacts

Changes in roles of teachers and students

Knowledge production knowledge navigation (Brown, 2005) Reduce information noise Recognize patterns and relationships As information relationship, relevance,

accuracy need for better judgment

Marguerite Koole

mkoole@athabascau.ca