m-Learning+(Tue+1pm)

m-Learning

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Karen Lopez 10492320 Jie Mei 10750762 Luke Hambly 10298747 =Introduction =

The term m-Learning is used to describe any type of learning that uses mobile technologies to enhance and support the learning process [|(Ultralab & CTAD 2005)].** The appearance of this new educational form has been made possible due to the rapid growth of communication and information technologies, combined with the rising computer and technological knowledge of the students as well as the educators [|(Georgiev, et al 2004)]. **

m-Learning can be used in a variety of learning situations and contexts such as; ** · **** In collaborative projects and fieldwork ** [|(m-Learning 2008)] **
 * According to Georgiev, Georgieva and Smrikarov (2004) the definition of m-learning includes the ability to learn everywhere at every time without permanent physical connection to cable networks,this can be achieved with the use of mobile and portable devices such as; PDA, mobile phones, portable computers and Tablet PC. In addition; all these technologies must have the ability to connect to other computer devices, to present educational information and to allow for bilateral information exchanges between the instructor and the learners. **
 * · **** As a classroom alternative to books or computers **
 * · **** Where learners are widely dispersed **
 * · **** To engage with learners who in the past have felt excluded **
 * · **** In promotional and awareness campaigns **
 * · **** For just-in-time employee training

Various innovative learning projects worldwide are being used to identify, adapt and also share experiences and information regarding the application and use of mobile learning solutions into different learning contexts ([|Watson 2007]). This kind of collaboration and communication is also being used to overcome and solve a range of delivery issues such as; providing effective teacher development and support in order for the teachers to have sufficient knowledge of the technology being used, prior to introducing the students to it.

=m-Learning Standards = = =  The [|Australian Flexible Learning Framework] has come with a set of m-Learning standards for use with all Australian Vocational Education and Training (VET) programs that utilize these technologies. The standards are based around seven ‘abilities’ that were identified by the e-Learning Consortium at the Masie Centre in New York which supposedly define e-Learning standards. These abilities are:

• Interoperability - when two or more systems share information. • Reusability – of existing systems, code or data. • Manageability – maintenance and monitoring of systems. • Accessibility – ease of access to system. • Durability – endurance of system over time. • Scalability – of system to handle increasing amounts of information. • Affordability – of system for users. ( [|www.masie.com])

The standards include specific information for each technology as well as a comprehensive guide for working with the standards in the creation of programs. The guides can be downloaded from the Australian Flexible Learning Framework here:

[|m-Learning Standards] [|m-Learning Teacher and Training Guide] [|m-Learning Standards Research Report]

=Benefits of m-Learning =

There are a number of benefits to utilising m-Learning within education and training however according to [|Geddes (2004)], these can be grouped into four main categories:
 * Access -** One of the most obvious benefits to m-Learning is the portability and accessibility of the technology. Mobile devices allows the user to instantly load the program or information that they need wherever and whenever they require it. As the information age continues, the technology will improve and access will become easier.


 * Context** - By being able to use mobile devices in the workplace, students are able to use the information from those devices whilst practically using those skills at the same time. This contextually based learning is one of the major benefits and will see more extensive research in the future.


 * Collaboration -** The portability of the devices facilitates collaboration between peers and instructor/teacher as it allows communication anywhere and anytime, including the ability to include text, audio and video [|(Geddes, 2004, p3)].

 =Disadvantages and Challenges of m-Learning =
 * Appeal** - The vast majority of students currently own and use mobile devices such as mobile phones, PDAs, laptops and Mp3 players and the ability to use this existing technology to train is definitely appealing not only for students but also for trainers. Students now want to learn new things when they want to learn and receive the information instantaneously, m-Learning can provide this.

Undoubtedly, m-Learning plays an important role in the modern society, however it still has some disadvantages and challenges during the learning process.

D**isadvantages** ([|Corvinno Technology Transfer Center Ltd. 2008])
 * Small screen & buttons
 * Vulnerable to being misplaced or stolen
 * Expensive
 * Small memory capacity
 * Reading on the small screen is tiring for the eyes
 * Disruption of students’ personal and academic lives


 * Technical challenges** ([|Wikipedia])
 * Connectivity and battery life
 * Ability for authors to visualize mobile phones for delivery
 * Multiple standards, multiple operating systems
 * Repurposing existing e-Learning materials for mobile platforms

 =<span style="display: block; font-size: 110%; color: rgb(0, 128, 128); font-family: Arial,Helvetica,sans-serif; text-align: center;">Presentation =
 * Social and educational challenges:**
 * Support learning across many contexts
 * Develop an appropriate theory of learning for the mobile age
 * Distinguish the differences between e- and m-learning
 * Design of technology to support a lifetime of e- learning
 * Tracking of results and proper use of this information
 * Access to and use of the technology in developing countries

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=<span style="display: block; font-size: 110%; color: rgb(0, 128, 128); font-family: Arial,Helvetica,sans-serif; text-align: center;">m-Learning examples =

<span style="display: block; font-size: 110%; font-family: Arial,Helvetica,sans-serif; text-align: center; color: rgb(0, 128, 128);">Example 1
by: Karen Lopez 10492320

The following example will discuss a group of Eco-tourism university students and their application and use of PDAs while receiving extensive training in Biology. The use of individual PDAs was incorporated into the learning experience as an alternative to more conventional paper-based books and knowledge resources. <span style="display: block; color: rgb(0, 128, 128); text-align: center;"> <span style="display: block; font-size: 120%; color: rgb(0, 128, 128); font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">The use of the PDAs The PDAs were used primarily during field trips and excursions often not suitable for the use of books and paper based workbooks, the students used the PDAs to search for information, complete quizzes, review PowerPoint slides and visit interactive web sites relevant to the subject ([|De Crom 2005]).The students used the different software such as: Pocket Word, Pocket Excel, Multi-media and PowerPoint.
 * [|PDA Technology and E-Learning in Ecotourism at the Tshwane University of Technology (TUT)] **

<span style="display: block; font-size: 120%; color: rgb(0, 128, 128); font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">The context of the learners and the learning <span style="display: block; color: rgb(0, 0, 0); text-align: left;">The students doing this subject are expected to gain a thorough knowledge of nature and the different interactions within, this is one of the main reasons why compulsory field trips form a crucial part of the curriculum. Field trips are carried out to several relevant sites such as; caves, lakes and bush land in South Africa. Before leaving for a field trip, a workbook containing a list of questions is uploaded into the PDA, the workbook is to be completed and submitted by the end of the trip. In order to complete and answer all the questions, the students have to obtain information from the guides/lecturers during the field, additional information resources such as: the internet (which could be accessed through the PDA) as well as collaboration and group discussions. In addition: all of the above mentioned activities had to be carried out while being transported to and from the destination, walking, gathering data samples or listening to lectures/guides. <span style="color: rgb(0, 128, 128); text-align: center;"> <span style="display: block; font-size: 120%; color: rgb(0, 128, 128); font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">Benefits <span style="display: block; color: rgb(0, 128, 128); text-align: center;"> <span style="display: block; font-size: 120%; color: rgb(0, 128, 128); font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">**Challenges/Disadvantages**
 * **Higher levels of interest and concentration**- related to the devices portability and size. Using the PDAs addressed problems such as; difficulties with writing and taking notes while on the move which in turn also decreased the loss of information and knowledge provided by the lecturer/guide as the students were able to concentrate more and listen.
 * **Access to convenient information resources as well as additional information access**
 * **Collaboration**-higher levels of collaboration in activities such as; gathering data and solving problems
 * **"just-in-time” learning**- the PDAs allows for access to information resources when needed.
 * **Limited battery life**- although the PDAs used in this example had batteries that lasted for an entire day’s work in the field, they still had to be re-charged every night in order to prevent loss.
 * **Size of the keyboard- t**he small keyboard did present some initial psychomotor difficulties, some of the students felt hat they could not type as fast as they needed to when taking notes.
 * **Screen size**- some students felt that the screen was too small for reading, especially when reading PowerPoint slides whit many details and text.
 * **Distraction**- although the use of PDAs improved overall concentration levels, there is still a possibility that using one could also distract some students. Usually PDAs have a few games pre-installed which could affect easily-distracted students in a negative way by tempting them to play the games instead of listening and concentrating on classes, lectures, guides and field trips. In addition; the internet connection could have similar effects, providing access to social communities and personal email during class time ([|Watson 2007]).

__<span style="font-size: 110%; color: rgb(0, 128, 128); text-align: center; display: block;">Example 2 __
<span style="display: block; font-size: 110%; color: rgb(0, 0, 0); text-align: center;">by: Jie Mei 10750762 <span style="font-size: 110%; color: rgb(0, 0, 0); font-family: 'Times New Roman',Times,serif;">The second example references one of the case studies in ‘Txt Me: supporting disengaged youth using mobile phone technologies’ which aims to explore whether and how to support 'disengaged' young people in formal learning activities through the use of mobile phone __<span style="font-size: 90%; font-family: 'Times New Roman',Times,serif;">[|Australian Flexible Learning Framework] __, 2004.
 * <span style="display: block; font-size: 121%; color: rgb(0, 0, 0); font-family: 'Times New Roman',Times,serif; text-align: center;">[|Txt Me - supporting disengaged youth using mobile phone technologies Case Study 2 - Community Youth Center] **<span style="display: block; font-size: 110%; color: rgb(0, 0, 0); text-align: center;">

<span style="font-family: 'Times New Roman',Times,serif;">
<span style="display: block; font-size: 132%; color: rgb(0, 128, 128); font-family: 'Times New Roman',Times,serif; text-align: center;">** The use of the particular technology ** <span style="font-size: 120%; font-family: 'Times New Roman',Times,serif;">The mobile phone, as know as an instant verbal communication tool, can be used to send text messages, to perform calculations, to receive news updates, to take photos [|(Bateman 2004)]. It is estimated up to 90% of Australians use a mobile phone. <span style="font-size: 90%; font-family: 'Times New Roman',Times,serif;"><span style="font-size: 110%; font-family: 'Times New Roman',Times,serif;">The m-learning strategies implemented were based on text messaging, SMS, and a limited trial of picture messaging, MMS. SMS mobile phone technology was selected due to the mobile phone technology accessible to the young people involved in the Txt Me trials. <span style="font-size: 120%; font-family: 'Arial Black',Gadget,sans-serif;"> <span style="display: block; font-size: 120%; color: rgb(0, 128, 128); font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">**<span style="font-size: 130%; font-family: 'Times New Roman',Times,serif;">The context of the learners and where learning is situated ** <span style="font-size: 110%; font-family: 'Times New Roman',Times,serif;">The example references one of the case studies in ‘Txt Me: supporting disengaged youth using mobile phone technologies’,which aims to explore whether and how to support ‘disengaged’ young people in formal learning activities through the use of mobile phones [|(Australian Flexible Learning Framework).] <span style="font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;"><span style="font-size: 90%; font-family: 'Times New Roman',Times,serif;"> <span style="font-size: 120%; font-family: 'Times New Roman',Times,serif;">In the case study, the <span style="font-size: 110%; font-family: 'Times New Roman',Times,serif;"> s<span style="font-size: 110%; font-family: 'Times New Roman',Times,serif;">tudents are sent an SMS prompt to bring them into the educational setting for the purposes of this activity. They are introduced to the nature of the activity and the outcomes sought.The students and facilitator examine the potential of the SIM card reader and explore use of this facility. They participate in a discussion as to content that is applicable for phone uploads or downloads. Then the facilitator assists students to upload / download data to SIM cards. The students are encouraged to develop a simple instructional guide for other participants to utilise this tool. Students lodge notes electronically in a web profile for future reference, outlining their experience with this activity, and issues or things they believe could be improved upon in the delivery of this activities. <span style="font-size: 121%; font-family: 'Times New Roman',Times,serif;">[|(Ison et. al. 2004, pp.32-33)] <span style="font-size: 110%; color: rgb(0, 128, 128); font-family: 'Times New Roman',Times,serif;"> <span style="display: block; font-size: 120%; color: rgb(0, 128, 128); font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">The benefit of the technology in this context <span style="font-size: 80%; font-family: 'Times New Roman',Times,serif;"><span style="font-size: 120%; font-family: 'Times New Roman',Times,serif;">One of the advantages of M-learning comes in "... the ability to perform training and assessment tasks using any device connected to any network" <span style="font-size: 110%; font-family: 'Times New Roman',Times,serif;">[|(Ho & Ali 2008, p.3)]<span style="font-size: 120%; font-family: 'Times New Roman',Times,serif;">. <span style="font-family: 'Times New Roman',Times,serif;"><span style="font-size: 120%; font-family: 'Times New Roman',Times,serif;"> In this case, these are all achieved via the increasing functionality of mobile phones. Furthermore, it may not require the traditional classroom or the constant reliance on connection to a specific network associated with many e-Learning activities. This does not restrict in what way the information and knowledge is transmitted. In the above example, it is transmitted simply using SMS. It becomes a good opportunity to let the students learn independently, hence to enhance their motivation of learning. Since M-learning could be made available wherever and whenever, it saves a lot of time and money for the students and educators. Last but not least, in this case study, M-learning requires students to share knowledge, which sometimes regarded as the most efficient way of enhancing their own knowledge. <span style="font-size: 90%; font-family: 'Times New Roman',Times,serif;"> <span style="display: block; color: rgb(0, 128, 128); text-align: center;"> <span style="color: rgb(0, 128, 128);">  <span style="font-size: 130%; font-family: 'Times New Roman',Times,serif;"><span style="display: block; font-size: 13.2pt; color: rgb(0, 128, 128); font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">The challenges, disadvantages <span style="font-size: 13.2pt; color: black; font-family: 'Times New Roman',Times,serif;"> <span style="font-size: 110%; color: rgb(0, 0, 0); font-family: 'Times New Roman',Times,serif;">However, M-learning presents a unique set of challenges in this case study. Firstly, the students have to do multi-task during the learning process, such as finding the answers to the questions, operating the mobile phones, and sending them via SMS etc. This requires high degree of organising and task planning. Secondly, the lack of face to face learning environment and remote communications may discourage the students from asking questions. <span style="font-size: 13.2pt; color: black; font-family: 'Times New Roman',Times,serif;">

<span style="display: block; font-size: 110%; font-family: Arial,Helvetica,sans-serif; text-align: center; color: rgb(0, 128, 128);">Example 3
<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;"><span style="font-size: 110%; color: rgb(0, 0, 0);">by: Luke Hambly 10298747 <span style="color: rgb(0, 0, 255);"> **<span style="display: block; color: rgb(0, 0, 255); text-align: center;">[|Assumption University of Thailand - Centre for Internet Distance Education (CIDE)] **

<span style="font-size: 120%; color: rgb(0, 128, 128); font-family: 'Times New Roman',Times,serif;">**<span style="display: block; font-size: 120%; font-family: 'Times New Roman',Times,serif; text-align: center;">The use of the particular technology ** Internet or distance learning is currently a growth industry that allows students to take courses anywhere in the world where there is an internet connection without the need to attend class in person. This is especially important for those students who live in rural or country areas and are unable to travel to classes regularly. The Assumption University in Thailand, within its College of Internet Distance Education (CIDE), has been exploring this concept for some years and now boasts over 19,000 students. They are utilising M-learning to deliver their courses all over the world using technology such as Mp3 Audio lectures and PDA based slideshows.

<span style="font-size: 110%; color: rgb(0, 128, 128); font-family: 'Times New Roman',Times,serif;">**<span style="display: block; font-size: 130%; font-family: 'Times New Roman',Times,serif; text-align: center;">The context of the learners and where learning is situated ** This example explores the situation regarding “the needs and usefulness of mobile devices” for learning by students of the university ([|Anaraki, 2007]). A vast majority of students were from a middle class background and owned Mp3 players and mobile phones. In some cases they also owned PDA or Smart phones as well. The use of Audio lectures and portable slideshows is definitely a possibility for this university due to this and if expense becomes an issue, less expensive audio devices could be used. There is also the possibility of sending all relevant news and timetable information via SMS as well as on the website so that all students are informed regularly of any relevant changes. <span style="font-size: 121%; font-family: 'Times New Roman',Times,serif;"><span style="display: block; font-size: 110%; font-family: 'Arial Black',Gadget,sans-serif; text-align: center;"> <span style="display: block; font-size: 110%; color: rgb(0, 128, 128); font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">The benefit of the technology in this context The major benefit of using audio lectures is the availability and portability of the technology both for students and teachers. For example the lecturer is able to record the lecture within a classroom for those students who are able to attend and then post this Mp3 file online for those unable to make it to the classroom. In another example, the lecturer could simply record a lecture or notes at home and then email the file for the students to listen to. The majority of the students own the devices however this may not always be the case as some university students are from lower socio-economic backgrounds and thus do not have immediate access. In many cases it will be up to the organization to fund the equipment required.

<span style="color: rgb(0, 128, 128);"> <span style="font-size: 130%; font-family: 'Times New Roman',Times,serif;"><span style="display: block; font-size: 110%; color: rgb(0, 128, 128); font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">The challenges, disadvantages <span style="font-size: 13.2pt; color: rgb(0, 128, 128); font-family: 'Times New Roman',Times,serif;"> The cost of m-learning is a major issue for any organization wanting to utilize it; however Assumption University has tried to bypass this by using audio lectures in Mp3 format which is now a widely recognised and understood technology. In addition there were some initial reservations from the lecturers regarding copyrighting of the recorded material and some who were "camera shy" and did not enjoy being recorded. <span style="font-size: 110%; color: rgb(0, 128, 128);"> =**<span style="font-size: 110%; color: rgb(0, 128, 128); font-family: Arial,Helvetica,sans-serif; text-align: center; display: block;">References **= =<span style="font-size: 110%; color: rgb(128, 128, 128);"> = <span style="font-size: 110%; color: rgb(128, 128, 128);"> <span style="font-size: 10pt; color: rgb(0, 0, 0); line-height: 115%; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif';">[|Anaraki, F. 2007, "//Assessment of m-Learning, A case study: Assumption University of Thailand//", Special Issue of the International Journal of the Computer, the Internet and Management, Vol.15, No. SP3, pp 12.1-6]

[|University, 2007, Retrieved 17 March 2009, <http://www.elearning.au.edu/]>. <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Times New Roman','serif';"> Australian Flexible Learning Framework, //M-learning standards//, 2009, Viewed 17 March 2009, [|<http://e-standards.flexiblelearning.net.au/topics/mlearn.htm>.] <span style="font-size: 10pt; line-height: 115%; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Times New Roman','serif';"> Batemen, C. 2004, //'Txt Me: supporting disengaged youth using mobile technologies - Evaluation Report',// New Practices in Flexible Learning, Australian National

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 * <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Times New Roman','serif';">Wikipedia 2009, mLearning, Wikipedia, viewed 25 March 2009, <[]>. <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif';">