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Practical Issues in Mobile Education WMUTE, Athens November, 2006 Marguerite Koole, MDE.

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Presentation on theme: "Practical Issues in Mobile Education WMUTE, Athens November, 2006 Marguerite Koole, MDE."— Presentation transcript:

1 Practical Issues in Mobile Education WMUTE, Athens November, 2006 Marguerite Koole, MDE

2 Agenda Marguerite Koole A definition of mLearning Overview of usability study Issues for practitioners

3 What is mLearning? The Framework for the Rational Analysis of Mobile Education (FRAME) Model Device characteristics Individual learners Groups of individuals

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

5 NetBook Pro 2003

6 Mac Mini

7 Sony Vaio U71P


9 OQO 01


11 Toshiba Libretto U100

12 Dell Axim X50v


14 Palm Treo 600


16 Ease of use ratings 1. 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=4/9 MacMini = 3/9 Sony Vaio = 8/9 OQO 01 = 9/9 Libretto = 9/9 Dell Axim = 8/9 Treo = 7/9

17 Task completion ratings Scale 0 to 4 0 = task could not be performed 1 = task possible, but with errors 2 = task performed, but with limitations 3 = task performed as desired 4 = device exceeded expectations

18 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

19 F2F Debriefing Recommended for colleagues: Axim & Treo For travel Not as main computer Recommended for students (serious study): XP devices, Mac Mini

20 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

21 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

22 Content Customization Limitations fragmented experience Chunking Millers Magical Number 7 (+/-2) Patterns, granularity, context, prior-knowledge Summaries, annotations, advance organizers Greatest need: PDAs and cell phones

23 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)

24 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

25 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

26 Social implications Interaction with others Sharing with other learners and instructors collaboration, co-create knowledge Refer to others to help with abundance of information

27 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

28 Marguerite Koole

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