Dossier m-learning1

dossier m-learningGROUPE COMPAS

the questions

why mobile?

why learning?

the chapters of the dossier

facts about mobiles

definitions of mlearning

the concepts and comments

exemplary cases & bibliography

why m?quantity & quality

“One and a half billion people, all over the world, are walking around with powerful computers in their pockets and purses. The fact is they often do not realize it, because they call them something else. But today’s high-end cell phones have the computing power of a mid-1990s personal computer (PC)-while consuming only one one-hundredth of the energy. Even the simplest, voice-only phones have more complex and powerful chips than the 1969 on-board computer that landed a spaceship on the moon.” (Prensky, 2005)

“These facts, and the range of computer-like functionality offered by top-of-the-range devices, are leading some observers to speculate that many people in the not so distant future will start to see the mobile phone as an alternative to a PC. For example Jeff Hawkins, inventor of the Palm Pilot, was recently quoted (Stone 2004) as saying, ‘One day, 2 or 3 billion people will have cell phones, and they are not all going to have PCs … The mobile phone will become their digital life’. Clearly, neither view is likely to be completely objective, but the fact that the debate is happening is an indication of how powerful and sophisticated mobile devices are becoming.” (Attewell, 2005)

practices

“As the citizens of the world use mobile technology to complete everyday tasks and to socialize with friends and colleagues, they will demand access to learning materials using mobile technology. Also, other sectors of society such as business, are allowing citizens around the world to use mobile technology to complete everyday transactions. Hence, education and training have no other choice but to deliver learning materials on mobile devices. ... Rather than acquiring another technology to receive learning materials, people throughout the world will want to access learning materials on their existing mobile devices.” (Ally, 009)

facts about mphones

facts 2008mobile phones

over 4 billions = 61% penetration rate (number per 100 habitants)

1998 = 0 mp

fixed telephone lines

1.3 billions = 19 %

internet

6.7 billions = 23%

broadband

(fixed) = 6.1%

mobile = 5%

ITU. Measuring the Information Society The ICT Development Index 2009

astonishing growthThis is not only faster than any other technology in the past, but the mobile phone is also the single most widespread ICT today

The number of Internet users, on the other hand, has grown at a much slower rate, in particular in the developing world, where at the end of 2007 only 13 out of 100 inhabitants used the Internet. Fixed Internet access in developing countries is still limited, and, where available, often slow and/or expensive. High-speed (broadband) connections are rare and mobile broadband, while increasing steeply in high-income countries, is still insignificant in most developing countries.

Access to the Internet via mobile cellular networks has grown rapidly with the increasing availability of IMT- 2000/3G networks and enabled devices, including mobile handsets and data cards that allow users to access the Internet over the mobile cellular network using their computers.

ITU. Measuring the Information Society The ICT Development Index 2009 (p.1)

developing regions

39.2% penetration (2007)

64% of the world’s subscriptions (2007)

44% (2002)

28% Africa (2007)

4% (2002)

the highest mobile growth

but the lowest rate

mphones distribution

reduction of mdivide

Since growth rates continue to be strongest in those regions where penetration is relatively low, the mobile cellular divide is expected to be reduced further over time. (p. 3)

internet

23% in the world (2007)

55.4% in developed countries (2007)

12.8% in developing countries (2007)

5% in Africa (2007)

fixed & mobile broadband/subscriptions

60% in the world (2007)

55.4% in developed countries (2007)

12.8% in developing countries (2007)

0.2% fixed broadband in Africa (2007)

0.9% mobile broadband Africa (2007)

internet access

minternet

With limited availability of fixed networks in many developing countries, where wired access is often restricted to major urban centers, it is difficult to provide people with fixed broadband access. However, mobile broadband has a major potential to expand the availability of high-speed Internet access, especially given the spread of mobile cellular networks and their wide population coverage. This is also supported by the growing use of mobile phones for data applications (SMS, MMS, m-commerce and m-banking), the rise in the number of countries that are launching IMT-2000/3G networks and the increased use of data cards that allow people to use the IMT-2000/3G networks to connect their computer to the Internet. ITU estimates that by the end of 2008, there were close to 335 million mobile broadband subscribers.

• vocal communication, SMS, internet, radio, TV, podcast, video (seeing, taking), pictures (seeing/taking), internet, emails, voice recording, agenda

non-educational existing practices

developed countries

• Augmented reality

• Handheld augmented reality U. Graz

• Savannah

• Create a scape


developed countries

• exchanging - receiving money

• mpesa Safaricom


developing countries

• communicating, even with no money

• please call me



• setting up a business or making money

• village phone

• pedal phone

• Selling airtime as currency

• call box Cameroon

• mobile phones in Kenia

• hello Africa

• mobile revolution African (Kenya)



• asking for advice

• question box

• AMIS: connecting farmers in Cameroon



• texting, chatting, sharing• MXIT free instant messaging for portable phones (GPRS/3G) and

PCs, developed in South Africa

• MXIT Swatziland



the MXIT case in South Africa:

big diffusion between children and teenagers

big troubles with parents and teachers

Meraka Institute invents a maths application

• Dr. Math or Maths for MXIT, that is: Using MXIT to learn (2007)

• Imfundo Yami Imfundo Yetho

• the growth of a virus: “Although this project originated at one school, “word of mouth” advertising (also known as “viral” advertising) where learners told their friends about the MXit contact ensured that the number of learners grew and the geographical location of the learners spread throughout the country.” (Butgereit, 2007)

• but no evidence about results: “At the time of writing this paper, we do not have any hard numerical data on whether any of the participants in Math on MXit actually increased their marks in mathematics or not.” (Butgereit, 2007)

from non-educational to educational: innovation by colonisation

mlesson: multiple practices

portable phones are at the centre of multiple practices, including economic practices

diffused practices are not necessarily the same in developed and developing countries, in rural and urban regions

observing developing countries and rural regions is not a mere corollary action for the understanding of the mobile innovation, but a necessary condition

mlesson : innovationm seems to illustrate a trend: when an existing, diffused technology meets a need, new practices seem to spread quite naturally

remember that innovation is not the same as invention:

invention = a new idea

innovation = new ideas that are applied in practice, and successfully

so, what about innovation as colonisation?

hypothesis: the fact that technologies are just there, and that they are part of a net of existing practices, is a facilitating condition for transforming invention into innovation

suggestion: exploit existing practices (as MXIT) for introducing educational applications

prediction : the mobile phone will beat OLPC machines for spreading mlearning in developing countries

madvantages

Advantage of a technology which:

is there yet, and almost everywhere

is (potentially) multi-modal

is part of a net of existing practices

mphones characteristics

technologies & productsmobile phones - low cost handset

PDA standalone

HP iPaq

PDA phone

RIM Blackberry

Nokia N-Series T

HTC Touch

Palm Pre

smartphone

Iphone

gamephones

Nintendo DSI

Sony playstation portable PSP

• phone

• 1G: voice

• 2G: SMS + media content

• 2.5 G: higher data rates, internet

• 3G: higher data rates, high bandwith internet

market

• "Compared to the second quarter of 2008, global sales of mobile phones were down about 6.1 percent. This was the third consecutive quarter that fewer mobile handsets were sold worldwide when compared to the previous year. But analysts noted that the decline was at a much slower pace in the most recent quarter compared to the first quarter in 2009, in which the drop was 9.4 percent. Still, demand for smartphones remained high. And sales in this category actually grew 27 percent compared to the same quarter a year ago. For several quarters now, smartphones have represented the fastest growing segment of the mobile market, and this has been in spite of a global recession. Analysts believe the trend is the result of many consumers waiting to upgrade their phones, and those who do upgrade are gravitating toward more sophisticated smartphones. ... As the economy picks up again, low-cost cell phones are also expected to sell well over the next few years. Market research firm Juniper Research predicts in a recent report that low-cost handset shipments will increase by 31 percent in 2014. And as smartphone sales also increase, Juniper says that the high end and low end of the cell phone market will dominate, with these two categories accounting for 79 percent of the mobile devices sold by 2014. Meanwhile, sales of midrange devices are expected to fall more than 41 percent during that period." CNET, 2009

limits and problems

screen: too small

batteries: short life

platforms: too many

cost: too high (in developing countries)

no internet (in developing countries)

resistance (teachers and parents of developed countries)

the future

Sixth sense

Samsung pico projector phone

Samsung crest solar

hot issues

the future of TEL: telephone or computer (OLPC)?

outsiders (developing countries, lifelong learning, school drop out)

mobile phones in the classroom: distraction or help? repression or exploitation?

a risk for health?

context-responsiveness

augmented reality

why learning? (why this quantitative condition should affect the world of education, or represent a new horizon for learning?)

because mphones are more and more like computers

because they are mobile,

in the sense of anytime, anywhere

in the sense of allowing fluid practices between technologies

in the sense of allowing fluid practices between technology and the context of the real world

because they are communication devices allowing collaboration between peers and between learners and educators

definitions of mlearning

a domain of e-leaningMobile learning is a special domain

of e-learning made possible by mobile technologies: portable phones, PDAs, smartphones, and in general what is called ‘handheld devices’.

As computers, mphones make digital contents accessibles, to a greater number of people than computers do. Doubting of the potential of mphones for learning is equivalent to questioning the role of computers in education and learning. It is perfectly understandable for digital natives.

“The evolution in education and training at a distance can be characterised as a move from dlearning (distance learning) to elearning (electronic learning) to mlearning (mobile learning).” (Keegan, 2003)

“Cell phones are not just communications devices sparking new modalities of interaction between people; they are also particularly useful computers that fit in your pocket, are always with you, and are nearly always on. Like all communication and computing devices, cell phones can be used to learn. So rather than fight the trend of kids coming to school carrying their own powerful learning devices—which they have already paid for—why not use the opportunity to their educational advantage?” (Prensky, 2005)

at the essence: mobility

But theories of mobility go beyond the technological aspect, and also beyond the mobile device.

Mobility is rather a set of practices that start to expand in our lives: practices that make us access content and knowledge from different devices at different places and times, to pass with fluidity from a formal way of learning to informal ones, differently distributed in the city or perfectly portable through handheld devices.

Hence a new place becomes available through the web site which is consulted before, through the GPS which locates us on place, through information gathered via internet phone while on staying, or through variously uploaded programs that are accessible via phone; through messaging with experts or friends; through contents accessed at various fixed points of the new location; these contents stay available on the way back, and they are enriched by notes taken on place.

a theory of mobilityMobility is synonymous of fluidity of practices.

At the level of education and learning it is this fluidity, rather than technology itself that should be addressed, and this with the aim of exploiting practices made possible by technology and technology only at its best.

Mobile technologies are not bound to one specific method and educational approach (say constructivist or situated), but rather fits with all those educational practices that require a personalized, situated, authentic and informal form of learning.

“patterns of social interaction [that] are dynamically reshaped and renegotiated through our everyday activities significantly freed from spatial, temporal and contextual constraints” (Kakihara and Sørensen, 2002, p. 1760).

“research attention should be directed at identifying those simple things that technology does extremely and uniquely well, and to understanding the social practices by which those new affordances become powerful educational interventions.” (Roschelle, 2003, p.268)

“Research into mobile learning then becomes the study of how the mobility of learners, augmented by personal and public technology, can contribute to the process of gaining new knowledge, skills and experience. The challenge here is to define the role of pedagogy and theory in this process.” (Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. & Vavoula, G., 2009, p. 22)

anytime, anywhere

learning freed from specific and dedicated learning

contexts:i.e. formal contexts of

learning or the classroom, time constraints, infrastructures

informal learningadult learning

disaffected learnerslife-long learning

autonomous learningdeveloping countries

& rural regions

everybody

“Mobile learning through the use of wireless mobile technology allows anyone to access information and learning materials from anywhere and at anytime.

As a result, learners have control of when they want to learn and from which location they want to learn.

Also, all humans have the right to access learning materials and information to improve their quality of life regardless of where they live, their status, and their culture. Mobile learning, through the use of mobile technology, will allow citizens of the world to access learning materials and information from anywhere and at anytime.

Learners will not have to wait for a certain time to learn or go to a certain place to learn. With mobile learning, learners will be empowered since they can learn whenever and wherever they want. Also, learners do not have to learn what is prescribed to them. They can use the wireless mobile technology for formal and informal learning where they can access additional and personalized learning materials from the Internet or from the host organization.

Workers on the job can use the mobile technology to access training materials and information when they need it for just-in-time training. Just-in-time learning encourages high level learning since learners access and apply the information right away rather than learn the information and then apply the information at a later time.

Educators and trainers are empowered since they can use the mobile technology to communicate with learners from anywhere and at anytime. At the same time, educators and trainers can access learning resources from anytime and anywhere to plan and deliver their lessons.” (Ally, 2009)

“Mobile learning is unique in that it allows truly anywhere, anytime, personalised learning.” (Attewell, 2005)

fluidity

possibility of passing from one application to another

and from one technology to another, from the phone, to

the computer, to an information point

pervasive informationembedded technology

blended learning

context

learning where you are, immersed in the real

context, situated between objects, people, that can enter into the process of

learning

external scaffoldingpersonalisation

out of the box

communicationlearning from peers & tutors

in formal and informal conditions,

asking questions, social constructivism,

communities of practicepeers

direct relationship with teacher,

anonymous communcations,

reminders

communities

personnalisation

(relative) autonomy

other conditions made available by mlearning:

a theory of cognition

a theory of mobility (stemming from the practices made possible or current by the mobile phone) interrogates

theories of cognition as situated and scaffolded

theories of learning as continuous, multimodal, social

not a theory of educationa theory of education does not necessarily stand behind mlearning practices:

one can choose mlearning because it enhances situatedness, personalisation, socialisation, continuous learning, autonomy

one can choose to use mobiles because of the absence of alternatives

scenario rural areal of developing country with poor connectivity, no computers, no teachers

one can choose to use mobiles because they are pervasive

scenario better integrating than fighting: since students in the classroom have mphones, and use them for extra-learning activities in classroom, or for cheating, let them be integrated in learning activities

social advantages

no alternative

it is just there --> no need for further investment

it is always on --> no need to create a practice of use, just to inject new practices in the practice, or to use the phone to answer other needs than the one which are just addressed

referencesAlly, M. (ed.), 2009

Attewell, 2005Attewell & Savill-Smith, 2005

Kakihara & Sorensen, 2002Keegan, 2003Keegan, 2005

Kukulska-Hulme, 2009, 2008, 2007, 2006Kukulska-Hulme, et al., 2009Kukulska-Hulme & Bull, 2009

Kukulska-Hulme & Shield, 2008Kukulska-Hulme & Traxler, 2005Kukulska-Hulme & Wible, 2008

Prensky, 2005Roschelle, 2003Sharples, 2005Traxler, 2007

Traxler é Dearden, 2005

History

new wave of the 2000 EUEU Leonardo da Vinci & Ericcson

2000-2002 From e-learning to m-learning - supported by EU Leonardo da Vinci framework, coordinated by Ericcson Ireland

book of the project

2003-2005 Mobile learning; the next generation of learning - supported by EU Leonardo da Vinci framework, coordinated by Ericcson Ireland

book of the project

2006-2008. The impact of new technology on distant learning students - supported by EU Leonardo da Vinci framework, coordinated by Ericcson Ireland

book of the project

The role of mobile learning in Europe - supported by EU Socrates framework, coordinated by Ericcson Ireland

books of the project 1 & 2

EU IST

2001-2004 Mlearning project - coordinator LSDA

Attewell, 2005

Attewell & Savill-Smith, 2005

2002-2004 MobilLearn

2009 Motill

in Europe

UK

Molenet - LSN

Learning with mobile technologies - LSRI Nottingham

Book (BECTA): Mobiles in secondary schools

Harthnell-Young, 2006

Handler - University of Birmingham

Uniwap - University of Helsinki

in the worldUniversity of Wollongong, Australian Learning and teaching council

m-learning - investigation and application project

Stanford University

Nokia/Standford University mobile learning research - investigation, forum

Pocket school: exploring mobile technology for underserved children - application project

Dunia Moja - application project

The World Bank

The use of mobile phone in deeloping countries in education - investigation project

in developing countries

Motto Captura Denmark, Sensus Denmark, Unviesity of Stellenbosch

2007-2009 MELFA - literacy program

University of Pretoria, Nokia, Meraka Institute Helsinki, ...

MobilED - literacy program

Millee - literacy program India: english

Meraka Institute, South Africa

Dr. Math

the role of academia

• provide evidence

• proved value of mlearning

• provide conceptual analysis and cognitive basis

how m-learning?(how mlearning could affect the world of education, or represent a new horizon for learning?)

mlearning products

research & application projects

non-learning practices

developed countries


• literacy & numeracy:

• m-learning project & toolkit

• school matters:

• wapeduc

• language:

• mobile ESL Athabasca

adapting existing modules to mlearning

• home (or else) + classroom

• Math4mobile

• museum + classroom

• My Art Space project

mixed formal and informal

• phone + tv + radio

• Fallakhair, et al., 2007

mixed media

• creating content

• OOKL

• Dream catcher

• Create a scape

production

• taking notes, text or video/picture, voice recording

• Kukulska-Hulme & al, 2009

annotation in context

• distance collaboration

• Dunia Moja Project

communication & sharing

• asking questions

• question box

• Dr. Math

• receiving tips and reminders

• Brown, 2003

• administration, organisation

• Brown, 2003

basic communication

• geo-localisation

• Frequency 1550

• object recognition

• Beaudin, et al., 2007

ubiquitos sensing, context awareness

• no teachers, or support to unexperienced teachers

• text to teach

• millee

• mobilED

tutoring or tutoring the tutor

• games

• games for literacy programs

• millee

gaming

• the millee case of personalisation of contents on uses and habits of the target population

• observe how indian children play

• reproduce the games as digital games for portable phone

Business

Dossier m-learning1