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PERMANAND MOHAN, PH.D.SENIOR LECTURER
DEPARTMENT OF COMPUTING AND INFORMATION TECHNOLOGY
THE UNIVERSITY OF THE WEST INDIES
ST. AUGUSTINETRINIDAD AND TOBAGO
Pedagogy and m-Learning
What is Mobile Learning?
Learning across multiple contexts, through social and content interactions, using personal electronic devices (Crompton, 2013)
Opportunities of m-Learning
Mobile phones provide relatively inexpensive opportunities for learning; mobile devices are widely used around the world
Can make use of time spent waiting, commuting, etc. since it enables anytime / anywhere learning
Rich variety of multimedia supported (sound, text, pictures, and video files)
Wi-Fi and Bluetooth provide opportunities for collaboration while out in the “field”
How Best to Use m-Learning?
Consider a typical mobile learner:
Learner is commuting
Learner is waiting somewhere
Learner is in a classroom with his/her teacher
Learner is at home
How Best to Use m-Learning? (Cont’d)
m-Learning content and activities can be
developed:
To support the teacher in the classroom
To support the teacher outside the classroom
For independent learning
For informal learning
How to Achieve Learning Objectives?
Content Types
m-Learning Content
and Activities
LearningObjectives
Mobile Learner
Pedagogy
How Best to Use m-Learning?(Cont’d)
Consider typical types of content:
Text
Pictures and graphics
Audio
Videos
Simulations and learning games
Understanding Learning Objectives
Consider typical learning objectives in the
cognitive domain:
Knowledge and comprehension
Application and analysis
Synthesis and evaluation
Outcomes in the affective (attitude) and
psychomotor (skills) domains are not considered
Knowledge and comprehension State the formula for the area of a circle Give the mathematical formula for the area of a circle, paraphrasing
it in your own words
Application and analysis Calculate the volume of an irregular shape Given a physics word problem, determine the strategies that can be
used to solve it
Synthesis and evaluation Apply and integrate several different strategies to solve a physics
problem When you have finished a problem, determine the extent to which
the problem was solved as efficiently as possible
Understanding Learning Objectives: How They Relate to Content
How to take content and learning objectives from a syllabus and design suitable mobile learning experiences
so that the learning objectives are efficiently achieved?
The Real Challenge
In designing for m-learning, it is easy to lose focus and think that the technology, by itself, can achieve the desired learning objectives.
However, it is the instructional design used in
conjunction with the features of the mobile device that will lead to successful learning.
Thus, instructional design principles must be considered when designing content for m-learning.
Points to Note for m-Learning Developers
“Designing for mobile learning is not only about mobile devices.”
Donald ClarkScientific m-Learning Workshop
June 4, 2012
Put Another Way …
What is Pedagogy?
Pedagogy is the art and science of how something is taught and how students learn it. It includes how the teaching occurs, the approach to teaching and learning, the way the content is delivered and what the students learn as a result of the process.
Pedagogy involves creating an educational process that will lead to knowledge transfer to a new learner.
More Recent Approaches
ConstructivismSocial constructivismLearning by doing (problem-based learning,
active learning, etc.)The father of learning-by-doing pedagogy,
John Dewey, suggests: “They (teachers) give the pupils something to do, not something to learn, and the doing is of such a nature as to demand thinking, or the intentional noting of connections; learning naturally results.”
Affordances of Mobile Devices
Four C’s (Quinn): Consumption of content Interaction with compute capabilities The ability to communicate with others Capture of our contexts (via video and/or
audio, orientation, location, time, and increasingly more data
Pedagogical Strategies
Different types of strategies based on the four C’s: Strategies that involve consumption of content Strategies that involve using the compute
capabilities of the mobile device Strategies that involve communicating with
others Stategies that involve the capturing of our
contexts and sharing with peers (e.g., using GPS, accelerometer, camera, recorder, sensors, etc.)
MobileMath is mobile learning application
for high-school algebra.
It was developed in 2009-2010 by Vani
Kalloo as a research project at the
University of the West Indies supervised by
me.
It offers the learner multiple strategies for
learning algebra on a “feature phone”.
MobileMath
Evaluation Studies
Three Evaluation
Studies(20 students
each)
Study 1: Were taught algebra in a previous term:
Used mobile learning on their
own
Study 2: Were taught algebra in a previous term:
Used mobile learning with
teacher supportStudy 3:
Were taught algebra while exposed to m-
LearningUsed mobile learning to complement
traditional teaching.
Results
Pre-test Group 1
Post-test Group 1
Pre-test Group 2
Post-test Group 2
Pass 9 14 2 7
Fail 10 5 18 13
1
3
5
7
9
11
13
15
17
19
Pre-test and Post-test
No.
of
Stu
den
ts Bar graph illustrates
the students who
passed:
• Group 1 increased
from 9 to 14
• Group 2 increased
from 2 to 7
Results (Cont’d)
Group 1 Group 2
Average %
Increase8.8% 10.2%
Duration 14.4 hours 58 hours
Frequency 514 861
Results (Cont’d)
Lessons Examples Quizzes Tutorials Games Fun Facts0
200
400
600
800
1000Frequency of Use of Each Feature
• The bar graph shows the number of times each feature was used by the students of all three studies.
• It highlights the fact that the Games feature was used the most.
Results (Cont’d)
Amazingly, there was no difference in the
performance of students in Study 3:
Experimental group: teacher + mobile
application
Control group: same teacher
Results (Cont’d)
29 30 31 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 0
50
100
150
200
250
Number of Times MobileMath Was Used Per Day
“Students need to concentrate and work, concentrate and work …”
Enrica SalvatoriScientific m-Learning Workshop
June 5, 2012
Can we achieve the desired learning objectives with this kind of m-Learning behaviour?
Now, it is true that …
Questionnaire
I found it useful that I can learn mathematics on a phone anywhere and at anytime
If I use these mathematics games and learning activities on a phone for a longer period of time, it can help me improve my skills
The mathematics games and learning activities on the phone helped to improve my skills
The mathematics games and learning activities on the phone were easy to use
0% 50% 100%
Questionnaire Responses from Studies 1, 2 and 3
strongly agreeagreeneutraldisagreestrongly disagree
Suggestions from the MobileMath Evaluation Studies
Mobile learning is best used after students are taught the main concepts in the classroom.
Multiple strategies should be offered so that the learner has options.
Games should be included as most students find it appealing.
Teacher support should be provided to continually encourage the learner to use the application.
Concluding Remarks
Mobile devices provide many opportunities for improving learning and retention
However, they should only be used as part of a pedagogical process that will result in the transfer of the desired knowledge and skills more efficiently and more effectively than other approaches
There may be other approaches, perhaps not involving mobile devices, that could be equally effective.