practical issues in mobile education
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Practical Issues in Mobile Education. Marguerite Koole, MDE. WMUTE, Athens November, 2006. Agenda. Marguerite Koole A definition of mLearning Overview of usability study Issues for practitioners. What is mLearning?. - PowerPoint PPT PresentationTRANSCRIPT
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
