Learning at LargeMike Sharples

Learning Sciences Research InstituteUniversity of Nottingham

www.nottingham.ac.uk/lsri/msh

• Four mobile learning initiatives– MOBIlearn– Elmo– MyArtSpace– Djanogly City Academy

• Lessons learned

First phase of mobile learningHandheld in classrooms• Lecture response systems

– since 1947

• Handheld computers in classrooms– Since 1980s

• E-books– since 1990

• Data logging

Focus on handheld technology for formal education and training

Second phase Learning across contexts• Personal learning organisers• Field trips• Museum visits• Bite sized learning• Professional updating• MOBIlearn and M-Learning

European projects

Focus on the mobile learner

Third phaseAmbient learning

• Augmented reality learning

• Learning enhanced physical spaces

Focus on a learning-enabled world

Classroom

Mobile

Ambient

Lab Small scale Large scale

HandLeR

SMS for MSM

Interactive Logbook

Personal Inquiry

MOBIlearn

PaSAT

SceDer

Elmo

AugmentingFieldExperience

StudentLearningOrganiser

Caerus

MyArtSpace

Lab oftomorrow

DjanoglyCity Academy

MOBIlearn (www.mobilearn.org)2002-2004

• Funded by the European Commission

• Aim: to develop services for mobile learning outside the classroom

• Scenarios– Art gallery– First aid in workplace– Work-based MBA course

Large scale project

• 24 partner organizations• €7.4 million funding ($10.8 million)• Open web service-based system• Content management• Context awareness• Collaboration• Mobile multimedia• Adaptive interface

OMAF systems architecture for MOBIlearn

Context-sensitive learning

• Location-based content and services

• Ultrasound tracking system

• Context awareness:– which painting?– how long?– have I been there

before?

MOBILearn: lessons learned• It’s the learner that’s mobile• Need for a flexible, modular, blended,

system• How learning is interwoven with everyday

life• Mobile learning can both complement and

conflict with formal education• Context is constructed by learners through

movement and interaction• Ethical issues: privacy, ownership

Elmo – mobile language learning

• Aim: to provide English vocabulary learning on mobile phones

• Technology developed by Sharp Labs Europe

• Oxford University Press Readers• Evaluation with Japanese high school

students by University of Nottingham and University of Tokushima

Large scale ambition

• Children in Asian countries learning English

• Practice at home and school

• E-book plus adaptive vocabulary learning

E-book

Elmo adaptive system

Results for adaptive handheld learning device

5

5.5

6

6.5

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7.5

8

8.5

9

9.5

Pre Post

Voca

bu

lary

sco

re

5

5.5

6

6.5

7

7.5

8

8.5

9

9.5

Pre Post

Adaptive

Book

Voca

bu

lary

sco

re

Comparison with paper book

5

5.5

6

6.5

7

7.5

8

8.5

9

9.5

Pre Post

AdaptiveEbookBook

Comparison with e-book

Voca

bu

lary

sco

re

Log dataid book

pages read

dictionary lookups

1 39_Steps 8 110 39_Steps 1 117 39_Steps 12 318 39_Steps 1 034 39_Steps 3 011 39_Steps 13 712 39_Steps 2 115 39_Steps 4 02 39_Steps 3 10

20 39_Steps 7 121 39_Steps 1 024 39_Steps 1 025 39_Steps 8 026 39_Steps 5 027 39_Steps 2 1028 39_Steps 8 129 39_Steps 15 23 39_Steps 1 2

31 39_Steps 1 032 39_Steps 5 037 39_Steps 1 238 39_Steps 3 14 39_Steps 3 8

41 39_Steps 1 243 39_Steps 28 244 39_Steps 10 6

id bookPages read

Dictionary lookups

1 Little_Women 7 108 Little_Women 1 011 Little_Women 16 1316 Little_Women 3 017 Little_Women 9 119 Little_Women 4 222 Little_Women 1 124 Little_Women 1 225 Little_Women 1 028 Little_Women 4 23 Little_Women 1 0

30 Little_Women 4 031 Little_Women 2 032 Little_Women 1 034 Little_Women 1 035 Little_Women 2 036 Little_Women 1 039 Little_Women 2 040 Little_Women 3 042 Little_Women 5 444 Little_Women 2 05 Little_Women 1 19 Little_Women 1 1

• “Made my eyes tired, so I recommend ‘paper book’”

• “It is good to write down whatever I want on ‘paper book’”

• “I do not want to bring another device with me other than my mobile phone to read novels”

• “Many say that if a small and light device with a satisfactory English-Japanese dictionary, smooth scrolling, less charging is possible, then Adaptive Device would be best” (Teacher)

Interview data

Lessons learned

• Design-based research• Know your users• Understand the context of use• Gulf between lab development and

everyday use

• Aim: to connect learning in museums and classrooms

• Enhance museums as sites for authentic inquiry learning

• Learners as curators • Service on mobile phones and

website for inquiry-led museum learning

MyArtSpace

Create and collect in the museum

View and share in the classroom

Present a personal perspective

Prepare inquiry in the classroom MyArtSpace

Large scale evaluation

• Over 100 school visits• by 3000 children in three museums• Thousands of images and sounds created

by children in the museums and sent to personal websites

• Year-long evaluation from initial design to final deployment

• Observations, interviews, focus groups, surveys

Summary of findings

• The technology worked– Photos, information on exhibits, notes, automatic

sending to website• Students spent longer (90 mins compared to

20 mins)• Supported inquiry learning• Encouraged children to make active choices • Connected school and museum• Need for more teacher preparation• Managing the amount of collected material

back in the classroom

Lessons learned

• Keep it simple• Focus on the learning• Get the business model right

– Who pays: Schools? Cultural venues? Visitors?

OOKLCommercial service from MyArtSpace

New OOKL iPhone business model

• Venues join free of charge, OOKL sells their content to iPhone users and on the web, shares 60% of revenues with the venues

• Venues can digitise their collection with an iPhone running OOKL.  Log in as a curator, take picture, edit and publish.

Djanogly City AcademyFirst ‘mobile learning school’

1999 City Technology College

Wireless laptops for teachers

2002 Head-teacher, Mike Butler attends the first mLearn conference

2003 Becomes a City Academy

2005 Relationship with Toshiba to develop mobile learning

New 11-14 school buildingEvery child with tablet computer1:1 wireless classrooms

Large scale embedding

• Flexibility and mobility in the classroom and outside

• Rich task curriculum– E.g. Exploring science and

ethics

• Breaking down the separate zones of teacher and pupil

• Open (filtered) access to the Web

“My favourite rich task is ‘The Seasons’ because you get to study music, drama and dance every day for a whole term and they are my favourite lessons”Christopher Berry Year 9

Test-bed for innovationSceDerJitti Niramitranon – PhD student, LSRI

Classroom evaluation at Djanogly City Academy

Lessons learned• Start from the learning process• Wireless is not a bottleneck• Power is a problem• Checks and balances

– Three teams: ICT curriculum, Learning technologies, network services

– All work together, to make sure that learning and the curriculum leads technical innovation

• Equity of access– 140 Toshiba netbooks for home use, with 3G mobile broadband– Joint funded by school, e-Learning foundation, parents– Contribution depends on what parents can afford– From $9 to $25 per month

• Mobile learning can change lives!

Thanks to• MOBIlearn

– Peter Lonsdale, Julia Meek, Paul Rudman, Giasemi Vavoula • ELMO

– Sharp Labs Europe: Phil Edmonds– University of Tokushima: Hiroaki Ogata, Noriko Uosaki– University of Nottingham: Tony Fisher, Richard Pemberton– Teacher and students

• MyArtSpace– TheSEA– Giasemi Vavoula, Peter Lonsdale, Julia Meek, Paul Rudman– D-Day Museum Portsmouth; Urbis, Manchester; Study Gallery,

Poole • Djanogly City Academy

– Mike Butler, Matt Buxton